Bu araştırmanın amacı, yeniden tasarlanan üniversite düzeyi cebir derslerinde tutumlar, motivasyon ve memnuniyet gibi matematik öğrenmenin psikososyal faktörleri ile akademik başarı arasındaki yordamsal ilişkinin incelenmesidir. Yeniden tasarlanan derslere ilişkin hazırlanan değerlendirme raporları, üniversite düzeyinde matematik giriş dersleri de dahil olmak üzere geleneksel olarak öğretilen derslerle eşdeğer ve / veya daha iyi düzeyde akademik başarı elde edildiğini göstermektedir. Ancak, elde edilen eşit düzeyde ya da daha yüksek bir akademik başarının nedenleri literatürde tam olarak belgelenmemiştir. Bu bağlamda, Emporium modeli kullanılarak tasarlanan üniversite düzeyi cebir dersinin akademik başarısı bu araştırma çalışmasının odak noktası olarak seçilmiştir. Bu araştırma makalesi kapsamında, matematik öğreniminin psikososyal faktörlerine ek olarak üniversite cebiri bağlamında matematik başarısı da incelenmiştir. Psikososyal değişkenlere ilişkin veriler araştırmacı tarafından geliştirilen likert tipi ölçek ile akademik başarı verileri ise cebir dersi final sınavı notlarından elde edilmiştir. Verilerin analizinde hiyerarşik çoklu regresyon analizinden yararlanılmıştır. Araştırmanın sonuçları, sadece matematik öğretiminden memnuniyetin üniversite cebirinde matematik başarısının anlamlı bir yordayıcısı olduğunu göstermiştir; öğrenen motivasyonu ve memnuniyeti matematiğe yönelik tutumun önemli yordayıcıları olarak belirlenmiş ve matematiğe yönelik tutum, giriş düzeyinde yeniden tasarlanan üniversite cebir derslerinde öğrenci memnuniyeti ve motivasyon arasındaki ilişkide aracı değişken rolünü üstlenmiştir.
The aim of this study is to examine the procedural relationship between the psychosocial factors of mathematics learning such as attitudes, motivation and satisfaction and academic achievement in redesigned college-level algebra course sections. Evaluation reports on the redesigned courses show that they have achieved a level of academic achievement equivalent to and / or better than traditionally taught courses, including university-level mathematics introductory courses. However, the reasons for equal or higher academic achievement are not fully documented in the literature. In this context, the academic success of the university-level algebra course designed using the Emporium model was chosen as the focus of this research study. In this manuscript, in addition to the psychosocial factors of mathematics learning, mathematics achievement in the context of university algebra was also examined. The data related to the psychosocial variables were obtained from a likert scale developed by the researcher, and academic achievement data from the final exam grades of the algebra course. Hierarchical multiple regression analysis was used to analyze the collected data. The results of the study indicaed that satisfaction from mathematics teaching was the only significant predictor of mathematics achievement in college-level algebra; learner motivation and satisfaction were determined as important predictors of attitude towards mathematics, and attitude towards mathematics played the role of mediating variable in the relationship between student satisfaction and motivation in introductory level redesigned university algebra courses.
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