Test Sıklığı ve Öğrencilerin Matematik Başarısı Arasındaki İlişki

Bu çalışmanın amacı, dördüncü sınıf matematik dersinde test/quiz sıklığı ile öğrenci başarısı arasındaki ilişki Uluslararası Matematik ve Fen Bilimleri Çalışmalarında Eğilimler sınavı aracılığıyla ölçülmüştür. Çalışmanın diğer bir amacı ise dördüncü sınıf matematik dersi için ideal sınav sıklığını (günlük, haftalık, aylık, hiç yok) belirlemektir. Çalışma, seçilen 4 ülkenin (Kore, İngiltere, Türkiye ve Mısır) dördüncü sınıflarında yukarıda belirtilen ilişkiyi araştırmıştır. Çalışma 2015 Uluslararası Matematik ve Fen Bilimleri Eğilimleri sınavından ve öğretmen anketlerinden veri elde etmiştir. Sınav sıklığının farklı başarı düzeylerinden seçilen dört farklı ülkede (Kore, İngiltere, Türkiye ve Mısır) öğrenci başarısı ile ilişkisinin olup olmadığını belirlemek için çoklu doğrusal regresyonlar gerçekleştirilmiştir. Bu çalışmanın betimleyici sonuçları, testlerin seçilen ülkelerde yaygın olarak kullanılan bir araç olduğunu göstermiştir. 2015 yılında 4. sınıf öğrencilerinin% 99'u en az bir test, öğrencilerin% 16'sı her gün test ya da quiz çözerken, sadece% 1'i hiç test ya da quiz çözmemiştir. Regresyon sonuçları, 4. Sınıf matematik derslerinde test sıklığı arttıkça öğrenci başarısının da arttığını ortaya koyarken, bu artış Kore ve Türkiye’de anlamlı bir artış iken İngiltere ve Mısır’da anlamlı bir artış etkisinin bulunmadığı sonucunu göstermektedir.

Testing Frequency and Student’s Mathematics Achievement Relationship

The main goal of this study was to investigate the testing effect on student achievement in fourth-grademathematics by using Trends in International Mathematics and Science Study datasets. Another goal ofthis study was finding out the ideal quiz frequency (daily, weekly, monthly, no quizzes) and studentachievement relationship for fourth-grade mathematics course. The study examined this relationship infour selected countries (Korea, England, Turkey, and Egypt) from different achievement levels. The studyobtained data from the Trends in International Mathematics and Science Study 2015 exam and from teacherquestionnaires. The study utilized multiple linear regressions to find out whether test frequency is asignificant predictor of student achievement in all selected countries. Descriptive results of this studyshowed that quizzing/testing is a widely used tool around the world. In 2015, 99% of 4th graders took atleast one test, 16% of students took tests every day, and only 1% of them did not take any tests. Regressionresults indicated that testing frequency improved student achievement. This improvement is significant inKorea and Turkey, but not significant in England and Egypt.

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