The Correlation Between Middle School 8th-Grade Students’ Reflective Thinking Skill Towards Problem-solving and Their Mathematics Anxieties

Süruri Selim Erdem; Elif Esra Arıkan

Makale detayları

The Correlation Between Middle School 8th-Grade Students’ Reflective Thinking Skill Towards Problem-solving and Their Mathematics Anxieties

Yazarlar:

Süruri Selim Erdem | Elif Esra Arıkan

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Eğitim Sosyolojisi | Öğrenme Psikolojisi

Dergi:

International Journal of Social Inquiry Vol.16 Issue 1, pp.95-110

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001292956

pISSN:

1307-8364

Anahtar kelimeler:

Özet:

 This research aims to explore the potential correlation between the reflective thinking skills of 8th-grade students in secondary education and their level of math anxiety. The study also intends to investigate potential discrepancies in students reflective thinking abilities for problem-solving and mathematics anxiety, considering factors such as gender, parental education level, and the type of games played. One of the quantitative research designs, the relational survey model, was employed in this study. There were 779 8th-grade students in the study group, comprising 415 females and 364 males. The researchers collected data using three tools: the reflective thinking skills in problem-solving scale developed by Kızılkaya and Aşkar 2009, the mathematics anxiety scale developed by Bindak 2005, and a personal information form created by the researchers. The data obtained from the scales were analyzed using statistical methods such as arithmetic mean, t-test, analysis of variance ANOVA, and Scheffe test. A noteworthy finding is that the math anxiety scale score and the reflective thinking skills scale score for problem-solving exhibit a significant difference based on the type of game played by the students. An important finding is that the reflective thinking skill scale for problem-solving reasoning sub-dimension accounts for 10 of the total variance in mathematics anxiety, as revealed by the multiple regression analysis.

 This research aims to explore the potential correlation between the reflective thinking skills of 8th-grade students in secondary education and their level of math anxiety. The study also intends to investigate potential discrepancies in students reflective thinking abilities for problem-solving and mathematics anxiety, considering factors such as gender, parental education level, and the type of games played. One of the quantitative research designs, the relational survey model, was employed in this study. There were 779 8th-grade students in the study group, comprising 415 females and 364 males. The researchers collected data using three tools: the reflective thinking skills in problem-solving scale developed by Kızılkaya and Aşkar 2009, the mathematics anxiety scale developed by Bindak 2005, and a personal information form created by the researchers. The data obtained from the scales were analyzed using statistical methods such as arithmetic mean, t-test, analysis of variance ANOVA, and Scheffe test. A noteworthy finding is that the math anxiety scale score and the reflective thinking skills scale score for problem-solving exhibit a significant difference based on the type of game played by the students. An important finding is that the reflective thinking skill scale for problem-solving reasoning sub-dimension accounts for 10 of the total variance in mathematics anxiety, as revealed by the multiple regression analysis.

 This research aims to explore the potential correlation between the reflective thinking skills of 8th-grade students in secondary education and their level of math anxiety. The study also intends to investigate potential discrepancies in students reflective thinking abilities for problem-solving and mathematics anxiety, considering factors such as gender, parental education level, and the type of games played. One of the quantitative research designs, the relational survey model, was employed in this study. There were 779 8th-grade students in the study group, comprising 415 females and 364 males. The researchers collected data using three tools: the reflective thinking skills in problem-solving scale developed by Kızılkaya and Aşkar 2009, the mathematics anxiety scale developed by Bindak 2005, and a personal information form created by the researchers. The data obtained from the scales were analyzed using statistical methods such as arithmetic mean, t-test, analysis of variance ANOVA, and Scheffe test. A noteworthy finding is that the math anxiety scale score and the reflective thinking skills scale score for problem-solving exhibit a significant difference based on the type of game played by the students. An important finding is that the reflective thinking skill scale for problem-solving reasoning sub-dimension accounts for 10 of the total variance in mathematics anxiety, as revealed by the multiple regression analysis.

 This research aims to explore the potential correlation between the reflective thinking skills of 8th-grade students in secondary education and their level of math anxiety. The study also intends to investigate potential discrepancies in students reflective thinking abilities for problem-solving and mathematics anxiety, considering factors such as gender, parental education level, and the type of games played. One of the quantitative research designs, the relational survey model, was employed in this study. There were 779 8th-grade students in the study group, comprising 415 females and 364 males. The researchers collected data using three tools: the reflective thinking skills in problem-solving scale developed by Kızılkaya and Aşkar 2009, the mathematics anxiety scale developed by Bindak 2005, and a personal information form created by the researchers. The data obtained from the scales were analyzed using statistical methods such as arithmetic mean, t-test, analysis of variance ANOVA, and Scheffe test. A noteworthy finding is that the math anxiety scale score and the reflective thinking skills scale score for problem-solving exhibit a significant difference based on the type of game played by the students. An important finding is that the reflective thinking skill scale for problem-solving reasoning sub-dimension accounts for 10 of the total variance in mathematics anxiety, as revealed by the multiple regression analysis.

Makale detayları

The Correlation Between Middle School 8th-Grade Students’ Reflective Thinking Skill Towards Problem-solving and Their Mathematics Anxieties

Yazarlar:

Süruri Selim Erdem | Elif Esra Arıkan

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Eğitim Sosyolojisi | Öğrenme Psikolojisi

Dergi:

International Journal of Social Inquiry Vol.16 Issue 1, pp.95-110

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001292956

pISSN:

1307-8364

Middle school 8th-grade students

reflective thinking towards problem-solving

mathematics anxiety

Sayı

Makale detayları

The Correlation Between Middle School 8th-Grade Students’ Reflective Thinking Skill Towards Problem-solving and Their Mathematics Anxieties

Yazarlar: Süruri Selim Erdem | Elif Esra Arıkan

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Eğitim Sosyolojisi | Öğrenme Psikolojisi

Dergi: International Journal of Social Inquiry Vol.16 Issue 1, pp.95-110

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001292956

pISSN: 1307-8364

Middle school 8th-grade students

reflective thinking towards problem-solving

mathematics anxiety

Sayı

Yazarlar:

Süruri Selim Erdem | Elif Esra Arıkan

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Eğitim Sosyolojisi | Öğrenme Psikolojisi

Dergi:

International Journal of Social Inquiry Vol.16 Issue 1, pp.95-110

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001292956

pISSN:

1307-8364