Multi-program High School Students' Attitudes and Self-efficacy Perceptions toward Mathematics

Matematik dersinin öùrenilmesinde, öùrencinin biliüsel seviyesinin yan× s×ra duyuüsal özellikleri de oldukça önemli bir faktördür. 2005 y×l×nda deùiüen ve öùrencilerin biliüsel geliüiminin yan× s×ra duyuüsal geliüimini de vurgulayan Ortaöùretim Matematik Dersi Öùretim Program×nda, duyuüsal boyut içerisinde tutum, öz güven, matematikte kendine yetme becerisi ve matematik kayg×s× say×lmaktad×r. Öùrencilerin matematik dersi ile ilgili geliütirdiùi duygu ve düüünceler baüar×ya doùrudan yans×makta ve bir üst s×n×fa devam ederken çoùu öùrencide ayn× kalmaktad×r. Eùitim, tutumlar× deùiütirmede önemli bir araç olduùundan, öùretmenlerin gerek kendi derslerine, gerekse sosyal yaüamdaki diùer olgulara yönelik öùrenci tutumlar×n×n ne olduùunu, nas×l ölçülebileceùini bilmeleri eùitimin niteliùini artt×rmada önemli bir etken olabilir. Bu konu ile ilgili olarak yap×lan bir hayli çal×üma olmas×na raùmen, bu çal×ümalarda örneklem gruplar×n× genel olarak farkl× tür okullarda öùrenim gören öùrenciler oluüturmaktad×r. Dolay×s×yla örneklem grubunda yer alan öùrenciler farkl× kültüre, farkl× eùitim olanaklar×na, farkl× okul çevrelerine ve farkl× eùitim koüullar×na sahip öùrencilerdir. Ayr×ca meslek liselerinde yer alan öùrenciler üzerine yap×lan çal×ümalar×n say×s× çok fazla deùildir. Buradan hareketle, mevcut çal×ümada bir çok programl× lisenin farkl× eùitim programlar×na (genel ve mesleki) devam eden öùrencilerle çal×ü×lm×üt×r. Böylelikle söz konusu d×ü etmenlerin etkileri kontrol alt×na al×nmaya çal×ü×lm×üt×r. Araüt×rman×n Amac× Bu çal×ümada çok programl× lise öùrencilerinin matematik dersine karü× sahip olduklar× tutum ve öz-yeterlik alg×lar×n× birbiri ile iliükili olarak incelemek, bu iki kavram aras×ndaki iliükiyi ortaya koymak amaçlanm×üt×r. Ayr×ca çal×ümada bu öùrencilerin matematik dersine karü× sahip olduklar× tutum ve öz-yeterlik alg×lar×, devam etmekte olduklar× eùitim program×, yaülar×, cinsiyetleri ve akademik baüar×lar× aç×s×ndan ele al×nm×ü ve incelenmiü, bu amaçla aüaù×daki alt problemlere cevap aranmaya çal×ü×lm×üt×r. Çok programl× lise öùrencilerinin matematiùe karü×; x tutum ve öz-yeterlik alg×lar× hangi düzeydedir? x tutum ve öz-yeterlik düzeyleri cinsiyete, s×n×f seviyesine, eùitim program×na ve matematik baüar×s×na göre anlaml× bir farkl×l×k göstermekte midir? x tutum ve öz-yeterlik alg×lar× aras×nda nas×l bir iliüki vard×r? Araüt×rman×n Yöntemi Bu araüt×rma tarama modelinde betimsel bir çal×ümad×r. Tarama modeli, geçmiüte ya da halen var olan bir durumu var olduùu sekliyle betimlemeyi amaçlayan araüt×rma yaklaü×m×d×r. Araüt×rman×n çal×üma grubunu, 2011-2012 eùitim öùretim y×l×nda úzmir ilinde bulunan bir Çok Programl× Lisede öùrenim gören toplam 212 lise öùrencisi oluüturmaktad×r, veri toplama arac× olarak daha önce geliütirilmiü olan "Matematik Tutum Ölçeùi" ile "Matematik Öz-Yeterlik Alg×s× Ölçeùi" kullan×lm×üt×r. Araüt×rman×n Bulgular× Çal×ümadan elde edilen bulgulara göre, öùrencilerin tutumlar× 3.14 puan ortalamas× ve .79 standart sapma ile öz-yeterlik alg× düzeyleri ise 3.01 puan .60 standart sapma ile "karars×zl×k" eùilimindedir. Öùrencilerin matematiùe karü× sahip olduklar× tutum (t (210) = 2.55, p< .05, Lj2 =0.03) ve öz-yeterlik alg× düzeylerinin (t (210) = 2.89, p< .05, Lj2 =0.03) eùitim program×na göre anlaml× bir farkl×l×k gösterdiùi görülmektedir. Bu bulgulara göre genel lise eùitim program×na devam eden öùrencilerin matematik dersine yönelik sahip olduklar× tutumlar× ve öz-yeterlik alg×lar×, mesleki eùitim program×na devam eden öùrencilerin tutum ve öz-yeterlik alg×lar×ndan daha olumludur. Diùer taraftan, k×z öùrenciler ile erkek öùrencilerin matematik dersine karü× sahip olduklar× tutumlar× aras×nda anlaml× bir fark olmad×ù× görülmüütür (t (210) =-1.503, p> .05). Öz-yeterlik alg×lar×na bak×ld×ù×nda k×z öùrenciler ile erkek öùrencilerin matematik dersine karü× sahip olduklar× öz-yeterlik alg×lar× aras×nda anlaml× bir fark olduùu anlaü×lm×üt×r (t (210) =-2.99, p> .05, Lj2 =0.04). Bu bulgulara göre erkek öùrencilerin matematik dersine yönelik sahip olduklar× öz-yeterlik alg×lar×, k×z öùrencilerin matematik dersine yönelik sahip olduklar× öz-yeterlik alg×lar×ndan daha yüksektir. Öùrencilerin matematik dersine karü× sahip olduklar× tutum (F(2,209)= .138, p> .05) ve öz-yeterlik alg×lar×n×n (F(2,209)= .824, p> .05) öùrencilerin s×n×f seviyesine göre anlaml× bir fark göstermediùi, öte yandan matematik dersine karü× sahip olduklar× tutumlar× (F(4,207)= 4.938, p< .05, Lj2 =0.08 ) ve öz-yeterlik alg×lar× (F(4,207)= 6.83, p< .05, Lj2 =0.11) ile matematik baüar×lar× aras×nda anlaml× bir fark olduùu görülmüütür. Buna göre matematik notu 5 olan öùrencilerin matematik dersine karü× sahip olduklar× tutumlar× ve öz-yeterlik alg×lar×, notlar× 2 ve 3 olan öùrencilerin tutum ve öz-yeterlik alg×lar×na nazaran daha olumludur. Tutum ve öz-yeterlik alg×lar× aras×ndaki korelasyona bak×ld×ù×nda öùrencilerin matematik dersine karü× sahip olduklar× öz-yeterlik alg×lar× ile tutumlar× aras×nda pozitif yönde yüksek düzeyde bir korelasyon olduùu belirlenmiütir (r=0.704, p

Çok Programlı Lise Öğrencilerinin Matematiğe Karşı Tutum ve Öz-Yeterlik Algıları

Problem Statement: So far, there have been many problems in maths education in the world; negative attitudes and low self-efficacy perceptions towards mathematics are the two important reasons for these problems. Though there are several studies regarding the topic, choosing random students from secondary school for the sample group of the study creates problems as the students have to go through different programs. Therefore, this study aims to cover this gap in the field. Purpose of Study: The purpose of this study is to determine the students' attitudes and self-efficacy perceptions towards mathematics in terms of education programs, gender, grade level and mathematics performance, it also aims to see the relationship between attitudes and self-efficacy perceptions towards mathematics themselves. Method: The study was designed as a descriptive study in survey method. şn this paper, "Maths Attitude Scale" and "Self-Efficacy towards Mathematics Scale" were applied to the sample group, which consists of 212 students from different departments in a multi- program high school. şndependent t-test, one way ANOVA and correlation were used as the statistical techniques. Findings and Results: At the end of the study, it is found that students' scores for attitudes and self-efficacy perceptions tend to be uncertain. The students enrolled in regular school programs show higher self-efficacy perceptions and attitudes than those attending vocational programs. Though the difference between female and male students' attitudes is not meaningful, it is seen that male students' self-efficacy perceptions are higher than females'. Also, the grades they are studying are not effective on their attitudes or perceptions. When one of the tested variables mathematics achievement -students' marks- is taken into consideration it is found out that students with higher marks have also higher selfefficacy perception points than the ones whose marks are lower . Besides, at the end of the study, a strong and positive correlation was found between students' attitudes and self-efficacy perceptions towards mathematics. Conclusions and Recommendations: With the aim of increasing vocational students' attitudes towards mathematics, these students' inabilities and weaknesses in mathematics should be determined and teaching activities should be planned to overcome these weaknesses

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