Ortaokul Öğrencilerinin Geometriye Yönelik İnanç ve Tutumlarının Başarıları ile Olan İlişkisi

Abstract

In this study, it is aimed to investigate the relationship between the beliefs and attitudes of the secondary school students towards geometry and their mathematical achievements. The extent to which the belief and attitude towards geometry predicts mathematics achievement is another subject. The study was designed with a quantitative method, survey method. Research, located on Turkey's Mediterranean Coast from secondary schools in the province chosen by simple random sampling medium sized secondary school in 2019-2020 academic year studying 490 (255 boys and girls 235) was carried out by secondary school students. As a data collection tool, "Personal Information Form", "Geometry Belief Scale" and "Geometry Attitude Scale" were applied to secondary school students. Data were analyzed using t-test, ANOVA, Cohen's f and Cohen's d effect size values, correlation and multiple regression analysis methods. As a result of the data analysis, a significant positive relationship was found between the geometry beliefs and attitudes of secondary school students and mathematics achievement. In addition, geometry beliefs and attitudes were found to be significant predictors of mathematics achievement.

Investigation of the Relationship Between Middle School Students' Attitudes Towards Geometry and Perceived School Experiences

“…When the attitudes towards geometry were examined by gender, no significant difference was observed in the attitude scores of female and male students towards geometry. While Sevgi and Gürtaş (2020) and Yücel and Koç (2011), who worked with of middle school students, also found no significant difference in attitudes according to the gender; İlhan, Gemcioğlu and Poçan (2021) and Kaba, Daymaz and Boğazlıyan (2016) found significant differences by gender. Kaba et al (2016) found that female students' attitudes towards mathematics were more positive compared to male students' attitudes.…”

“…There are studies examining the effect of material use on attitude in the framework of the research on attitudes towards geometry (Yemen, 2009;Budak, 2010;Önal and Demir, 2012;Şeker, 2014;Orçanlı, 2015;Sarıaslan and Küçük Demir, 2019;Topraklıoğlu, 2019;Özmen, 2019 ;Göksu, 2020;Frazier, 2020) and studies on determining the attitude towards geometry and whether it differed in terms of demographic characteristics (Bulut et al, 2002;Bindak, 2004;Aktaş and Aktaş, 2012;Mahanta, 2012;Hızlı, 2013;Sunzuma, Masocha and Zezekwa, 2013;Avcı et al, 2014;Melo and Martins, 2015;Kaba Daymaz and Boğazlıyan, 2016;Bora and Ahmed, 2018;Özdişçi, 2019;Ylano and Tayaben, 2019;Auliya and Munasiah, 2020;Bulut et al, 2020;Sevgi and Gürtaş, 2020;İlhan, Gemcioğlu and Poçan, 2021;Yücel and Koç, 2021) while studies on perceived school experiences usually centered on metaphor studies on school life Özdemir and Yüner, 2017;Arslan, 2020), on factors such as academic motivation and commitment to school (Finn, 1993;Arastam, 2009;Middleton and Midgley, 2002;Bozanoglu, 2004;Dogan, 2014;Fan and Williams, 2018) and on perceived school experiences in terms of demographic characteristics (Güler, 2019). Based on the relevant literature review, no research was found on the relationship between middle school students' attitudes towards geometry and their perceived school experiences.…”