The Relationship Between Academic Self-Regulation and Mathematics Achievement of the 4th Grade Students in Primary School

Zeynep Altuntaş; Süleyman Erkam Sulak

Makale detayları

The Relationship Between Academic Self-Regulation and Mathematics Achievement of the 4th Grade Students in Primary School

Yazarlar:

Zeynep Altuntaş | Süleyman Erkam Sulak

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.487-510

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315552

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 Self-regulation involves the ability to manage ones own learning, establish personal goals, and maintain cognitive awareness aligned with those objectives. Within the realm of mathematics education, the goal is for students to articulate their mathematical thoughts in a constructive and effective manner, drawing connections to their existing knowledge and skills. To achieve this, it is deemed essential for students to possess self-regulation skills. This research aims to investigate the correlation between the academic self-regulation skills of fourth-grade primary school students and their achievements in mathematics courses. Employing the survey model, a quantitative research method, the study adopted a relational survey model. The sample comprised 350 students 169 females and 181 males enrolled in five primary schools under the Ministry of National Education in the central district of Samsun during the 2023-2024 academic year. Upon analyzing the research data, no statistically significant difference in the academic self-regulation skills was observed concerning gender and parental education level variables. However, a statistically significant, albeit low-level, relationship was identified between students academic self-regulation skills and their mathematics achievement. Recognizing the positive impact of self-regulation skills on mathematics course achievement, it is suggested that activities be organized to enhance students self-regulation skills. Various initiatives can be incorporated in this direction to promote a conducive learning environment.

 Self-regulation involves the ability to manage ones own learning, establish personal goals, and maintain cognitive awareness aligned with those objectives. Within the realm of mathematics education, the goal is for students to articulate their mathematical thoughts in a constructive and effective manner, drawing connections to their existing knowledge and skills. To achieve this, it is deemed essential for students to possess self-regulation skills. This research aims to investigate the correlation between the academic self-regulation skills of fourth-grade primary school students and their achievements in mathematics courses. Employing the survey model, a quantitative research method, the study adopted a relational survey model. The sample comprised 350 students 169 females and 181 males enrolled in five primary schools under the Ministry of National Education in the central district of Samsun during the 2023-2024 academic year. Upon analyzing the research data, no statistically significant difference in the academic self-regulation skills was observed concerning gender and parental education level variables. However, a statistically significant, albeit low-level, relationship was identified between students academic self-regulation skills and their mathematics achievement. Recognizing the positive impact of self-regulation skills on mathematics course achievement, it is suggested that activities be organized to enhance students self-regulation skills. Various initiatives can be incorporated in this direction to promote a conducive learning environment.

 Self-regulation involves the ability to manage ones own learning, establish personal goals, and maintain cognitive awareness aligned with those objectives. Within the realm of mathematics education, the goal is for students to articulate their mathematical thoughts in a constructive and effective manner, drawing connections to their existing knowledge and skills. To achieve this, it is deemed essential for students to possess self-regulation skills. This research aims to investigate the correlation between the academic self-regulation skills of fourth-grade primary school students and their achievements in mathematics courses. Employing the survey model, a quantitative research method, the study adopted a relational survey model. The sample comprised 350 students 169 females and 181 males enrolled in five primary schools under the Ministry of National Education in the central district of Samsun during the 2023-2024 academic year. Upon analyzing the research data, no statistically significant difference in the academic self-regulation skills was observed concerning gender and parental education level variables. However, a statistically significant, albeit low-level, relationship was identified between students academic self-regulation skills and their mathematics achievement. Recognizing the positive impact of self-regulation skills on mathematics course achievement, it is suggested that activities be organized to enhance students self-regulation skills. Various initiatives can be incorporated in this direction to promote a conducive learning environment.

 Öz düzenleme, kişinin kendi öğrenmelerini kontrol edebildiği, kendi hedeflerini belirleyip o hedef doğrultusunda yapacaklarının bilişsel olarak farkında olma işidir. Matematik öğreniminde öğrencilerin matematiğe dair düşüncelerini, sahip oldukları bilgi ve becerilerle ilişkilendirerek yapılandırıcı ve etkin bir yol yardımı ile ifade etmeleri hedeflenmektedir. Bu hedef doğrultusunda öğrencilerin öz düzenleme becerilerine sahip olması gerektiği düşünülmektedir. Yapılan araştırmanın temel amacı, ilkokul 4. sınıf öğrencilerinin sahip oldukları akademik öz düzenleme becerileri ile matematik ders başarıları arasındaki ilişkiyi incelemektedir. Nicel araştırma yöntemlerinden olan tarama modelinin kullanıldığı bu çalışma ilişkisel tarama modelinde desenlenmiştir. Araştırmanın örneklemini 2023-2024 eğitim ve öğretim yılında Samsun ili merkez ilçesindeki Millî Eğitim Bakanlığına bağlı beş ilkokulda öğrenim gören 169 kız, 181 erkek öğrenci olmak üzere toplamda 350 öğrenci oluşturmaktadır. Araştırma verilerinin analizi sonucu öğrencilerin akademik öz düzenleme becerilerinde cinsiyet ve annebaba eğitim düzeyi değişkenleri açısından istatistiksel olarak anlamlı bir farklılığa rastlanmazken, öğrencilerin akademik öz düzenleme becerileri ve matematik başarıları arasında istatistiksel olarak pozitif yönde düşük düzeyde anlamlı bir ilişkinin olduğu tespit edilmiştir. Öz düzenleme becerisi ile matematik ders başarısı arasındaki olumlu ilişkiden hareketle öğrencilerin öz düzenleme becerilerini geliştirici faaliyetler düzenlenebilir ve bu doğrultuda çeşitli etkinliklere yer verilebilir.

Makale detayları

The Relationship Between Academic Self-Regulation and Mathematics Achievement of the 4th Grade Students in Primary School

Yazarlar:

Zeynep Altuntaş | Süleyman Erkam Sulak

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.487-510

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315552

pISSN:

2459-1912

Self regulation

Maths

Math achievement

Primary schoolÖz düzenleme

Matematik

Matematik başarısı

İlkokul

Sayı

Makale detayları

Yazarlar: Zeynep Altuntaş | Süleyman Erkam Sulak

Yayıncı: Gazi University

Ana Başlıklar: Sınıf Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.487-510

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001315552

pISSN: 2459-1912

Sayı

Yazarlar:

Zeynep Altuntaş | Süleyman Erkam Sulak

Yayıncı:

Gazi University

Ana Başlıklar:

Sınıf Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 1, pp.487-510

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315552

pISSN:

2459-1912