Öğrencilerin Matematiğe Yönelik İçsel ve Dışsal Motivasyonlarının Belirlenmesi

Motivasyon, birçok alanda özellikle de eğitimde çok etkili bir faktördür. Motivasyon, öğrencilerin matematik gibi anlamakta zorlandıkları derslerde özellikle ihmal edilmemesi gereken bir boyuttur. Motivasyonun içsel ve dışsal boyutuyla ilgili birçok araştırma yapılmıştır. Bu araştırmaların sonuçları, bir derse yönelik dışsal motivasyonun artmasının o derse (nesne) yönelik içsel motivasyonu azaltıp azaltmadığına dair farklı görüşler ortaya koymaktadır. Bu araştırmada, öğrencilerin matematik dersine yönelik içsel ve dışsal motivasyonları arasındaki ilişkiler incelenmiştir. Araştırmanın örneklemini, Ankara il merkezindeki bir ilköğretim okulunda okuyan 7. sınıf öğrencileri oluşturmuştur. Araştırmanın verileri, 26 maddeden oluşan motivasyon ölçeğinin öğrencilere 4 hafta süren (16 saat) bir deneysel çalışmadan önce ve sonra olmak üzere iki kez uygulanması sonucu elde edilmiştir. Araştırmanın sonuçları, öğrencilerin matematiğin öğretiminin dışsal eğilimlerinden daha çok içsel eğilimlerini harekete geçirecek şekilde yapılmasını istediklerini ortaya koymaktadır.Ayrıca, öğrencilerin matematiğe yönelik dışsal motivasyonlarını arttırıcı faktörlerin, öğrencilerin matematiğe yönelik içsel motivasyonlarında bir azalmaya/artmaya neden olmadığı da belirlenmiştir.

Identification of Students' Intrinsic and Extrinsic Motivation Towards Mathematics

As in any other field, motivation is a main factor in education. Motivation in courses that are present difficulty in comprehension to students, such as mathematics, should not be neglected. There have been many studies into the intrinsic and extrinsic dimensions of motivation. The results of these studies emphasize distinct ideas as to whether the increasing of extrinsic motivation in a course undermines intrinsic motivation. In this study, the relationships between intrinsic and extrinsic motivation of students were examined. The sample consists of 7th grade middle school students in Ankara. Data were collected by means of a motivation scale of 26 questions lasting 4 weeks which was applied to students before and after an experimental study. The results of the research show that the students expectations tend towards intrinsic inclinations rather than extrinsic ones in mathematics teaching. It is also determined thatthere was no decrease/increase in students’ intrinsic motivation towards mathematics as a result of increasing extrinsic motivation towards mathematics.

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