Ortaokul Öğrencilerinin Matematiğe Yönelik Duyuşsal Özellikleri İle Temel Eğitimden Ortaöğretime Geçiş (TEOG) Sınavları Öncesi Yaşadıkları Stresin Matematik Başarısına Etkisi

Abstract

Bu çalışma birinci yazarın doktora tezinden üretilmiştir. http://kefad.ahievran.edu.tr

Does Mathematics Anxiety Have Any Impact on Secondary School Pupils' Friend Choices?

“…Therefore, math anxiety can be reduced by using group dynamics. In the literature, it has been determined that there is a reversed relationship between math anxiety and math attitude (Kesici & Asilioglu, 2017;Rencber, 2011;Tuncer & Yilmaz, 2016;Yaratan & Kasapoglu, 2012). Therefore, pupils with math anxiety can benefit from group dynamics and develop positive attitudes towards math, via reducing anxiety levels.…”

“…Indeed, there are several studies showing that there is inverse relationship between academic achievement and math anxiety (Baloglu, 1999;Devine, Fawcett, Szűcs & Dowker, 2012;Kesici, 2016;Kilic, 2011;Lee & Stankov, 2013;Ma, 1999;Sad, Kis, Demir & Ozer, 2016;Yildirim, 2011). It has also been determined that mathematics anxiety is a significant predictor of success in math and negatively affects it (Akgul, 2008;Kesici & Asilioglu, 2017;Lee & Stankov, 2013;Shores & Shannon, 2007). Math anxiety causes pupils to avoid math (Yenilmez & Ozabaci, 2003) and to bunk off school (Kurum, 2012).…”

The Prediction of Success of TEOG in the History of Revolution and Kemalism Course at the Stage of Transition from TEOG to LGS

“…Another possible reason may be the individual differences of the students rather than the facilities of the school [18]. When it comes to the details, it can be seen that many variables such as housing income, annual education expenditure for the child, education level of the parents (Aslan, 2017), attitude, motivation, pre-test stress level [9], anxiety [4], selective attention skills [21] number of siblings, having a study room [12] can play a role.…”

“…In the study of Aslan (2017), it is seen that the housing income, the annual education expenditure for the child and the education level of the parents predicted 30% of the TEOG scores (R 2 =.301). In the study conducted by Kesici and Asilioglu [9], the anxiety, attitude, motivation and pre-test stress level of the students indicate a significant relationship with TEOG mathematics achievement (R=.495; R 2 =.245, p<.05). It was found that these four variables explained 24.5% of the change in mathematics achievement together.…”

“…It seems that studies about predicting the success of OKS, SBS, and TEOG which are organized for students to enter high schools mostly focus on the variables such as exam anxiety, income, and gender affecting the success [13, 5, Aslan, 2017;14]. Moreover, it can be said that the number of researches for predicting mathematics success in the TEOG exam on the basis of the course is relatively higher than the other subjects [18,9,4,3]. This study is highly important both in terms of determining the relationship between the success of TEOG exam and the written exam and the exams held by teachers related to the History of Revolution and Kemalism and determining how much the written exam results explain the variance in TEOG success.…”