MATEMATİK DERSİNE YÖNELİK SEVGİNİN YORDAYICILARI: ÖZGÜVEN, DEĞER VE ÖĞRETİMSEL ANLAŞILIRLIK İLİŞKİSİ – TIMSS 2019

Bu araştırmada, matematik dersine yönelik sevgide öğrencilerin matematik alanına verdiği değer, matematik alanında hissettikleri özgüven ve matematik derslerinin öğretimsel açıdan açıklığının kestirim gücünü tespit etmek amaçlanmıştır. Araştırmada, TIMSS 2019 (Trends in International Mathematics and Science Study) uygulamasına Türkiye'den katılan sekizinci sınıf öğrencilerinden elde edilen veri kullanılmıştır. Araştırma, ilişkisel modelde tasarlanmıştır. Hiyerarşik regresyon analizi sonuçları, öğrencilerin matematik dersine yönelik sevgisi üzerinde matematik alanında öğrencinin hissettiği özgüvenin en önemli değişken olduğunu, ardından matematik alanına atfettikleri değer ve matematik derslerinin öğrerimsel açıdan açıklığının geldiğini göstermektedir. Kurulan regresyon eşitliği ile öğrencilerin matematik dersine yönelik hissettikleri sevginin yaklaşık %60’ının açıklandığı belirlenmiştir. Araştırma sonucunda, matematik dersine yönelik sevginin temelinde hem duyuşsal hem de öğretimsel etmenler olduğu ve görece duyuşsal etmenlerin daha etkili olduğu belirtilebilir. Buna göre, öğrencilerin derse yönelik ilgisini ve bağını arttırmak ve matematik dersindeki performansını desteklemek için duyuşsal faktörlerin gelişimine zemin hazırlanmasının olumlu sonuçları olacağı ifade edilebilir. STEM (Science, Technology, Engineering and Mathematics) eğitiminin sınıf içinde başarısının hem öğrenci hem de öğretmen tarafından çok yönlü bir hazırbulunuşluğu gerektirdiği genel sonucuna ulaşılmıştır.

Anahtar Kelimeler:

Matematik, STEM, TIMSS 2019, Öğretimsel anlaşılırlık

THE PREDICTORS OF STUDENTS’ LIKE MATHEMATICS: CONFIDENCE, VALUE, AND INSTRUCTIONAL CLARITY – TIMSS 2019

The aim of the current study was to determine the predictability of students’ like learning mathematics, their confidence in mathematics, perceived mathematical value, and instructional clarity in mathematics lessons. The data came from eighth-grade students in Turkey who took part in TIMSS 2019 (Trends in International Mathematics and Science Study) cycle. A correlational research model was adopted within the study. The results of the hierarchical regression analysis indicated that students’ confidence in mathematics was the most significant variable with the model, followed by the value of mathematics for students, and instructional clarity in mathematics lessons. The regression equation accounted for more than 60% of the total variance in students’ like learning mathematics. These results suggest that both affective and cognitive factors underlie students’ like learning mathematics, with affective factors being relatively more influential. Thus, triggering the development of affective factors in order to improve students’ interest in and connection to mathematics lessons and support their academic performance may yield positive outcomes. The study concludes that STEM education (Science, Technology, Engineering and Mathematics) in the classroom necessitates multi-faceted readiness on the part of both students and teachers.

Keywords:

Mathematics, STEM, TIMSS 2019, Instructional clarity,

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