THE VIEWS OF STUDENTS AT DIFFERENT SUCCESS LEVELS ON THE FACTORS AFFECTING MATHEMATICS ACHIEVEMENT

Özge Can Aran; Hatice Ekemen

Makale detayları

THE VIEWS OF STUDENTS AT DIFFERENT SUCCESS LEVELS ON THE FACTORS AFFECTING MATHEMATICS ACHIEVEMENT

Yazarlar:

Özge Can Aran | Hatice Ekemen

Yayıncı:

Cukurova University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.34 Issue 1, pp.346-365

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001347071

pISSN:

1304-8899

Anahtar kelimeler:

Özet:

 The aim of this study was to explore the opinions of secondary school students with different achievement levels about mathematics course. In this study, in which qualitative research design was used, interviews were conducted with 36 middle school students, divided into three groups based on their achievement levels: high, average, and low. The interviews focused on the factors influencing their success in mathematics. The findings were presented under three themes: attitudes and beliefs towards mathematics, self-efficacy, and teaching-learning processes. Results of this study indicated that the majority of students across high, average and low achievement levels agreed that mathematics was necessary in daily life under the attitudes and beliefs theme and that they had belief of being successful in mathematics under the self-efficacy theme. In addition, for the teaching learning process theme, the most of the students stated that making lessons in enjoyable ways facilitated learning whereas the noise in the classroom hindered it. Also, in this study, high-achieving students, unlike students at other success levels, stated that they were disciplined, had meta-cognitive skills, use of reinforcement, individualized instruction, and assignment of project facilitated learning mathematics, and that difficult formulas, too much emphasis on the same content, lack of prior knowledge, and teacher quality hindered learning mathematics. Besides, only students with average success stated that mathematics was necessary for school grade point average and was a course that required memorization, that explaining the importance of the subject facilitated learning mathematics, and that students inability to focus on the lesson hindered learning more. In addition, only low-achieving students stated that they saw mathematics as torture, a necessary and demanding course for upper grades, that participation in class and the interest of teachers facilitated learning mathematics, but that poor physical conditions, the abstract nature of mathematics, and too much writing hindered mathematics.

 The aim of this study was to explore the opinions of secondary school students with different achievement levels about mathematics course. In this study, in which qualitative research design was used, interviews were conducted with 36 middle school students, divided into three groups based on their achievement levels: high, average, and low. The interviews focused on the factors influencing their success in mathematics. The findings were presented under three themes: attitudes and beliefs towards mathematics, self-efficacy, and teaching-learning processes. Results of this study indicated that the majority of students across high, average and low achievement levels agreed that mathematics was necessary in daily life under the attitudes and beliefs theme and that they had belief of being successful in mathematics under the self-efficacy theme. In addition, for the teaching learning process theme, the most of the students stated that making lessons in enjoyable ways facilitated learning whereas the noise in the classroom hindered it. Also, in this study, high-achieving students, unlike students at other success levels, stated that they were disciplined, had meta-cognitive skills, use of reinforcement, individualized instruction, and assignment of project facilitated learning mathematics, and that difficult formulas, too much emphasis on the same content, lack of prior knowledge, and teacher quality hindered learning mathematics. Besides, only students with average success stated that mathematics was necessary for school grade point average and was a course that required memorization, that explaining the importance of the subject facilitated learning mathematics, and that students inability to focus on the lesson hindered learning more. In addition, only low-achieving students stated that they saw mathematics as torture, a necessary and demanding course for upper grades, that participation in class and the interest of teachers facilitated learning mathematics, but that poor physical conditions, the abstract nature of mathematics, and too much writing hindered mathematics.

 The aim of this study was to explore the opinions of secondary school students with different achievement levels about mathematics course. In this study, in which qualitative research design was used, interviews were conducted with 36 middle school students, divided into three groups based on their achievement levels: high, average, and low. The interviews focused on the factors influencing their success in mathematics. The findings were presented under three themes: attitudes and beliefs towards mathematics, self-efficacy, and teaching-learning processes. Results of this study indicated that the majority of students across high, average and low achievement levels agreed that mathematics was necessary in daily life under the attitudes and beliefs theme and that they had belief of being successful in mathematics under the self-efficacy theme. In addition, for the teaching learning process theme, the most of the students stated that making lessons in enjoyable ways facilitated learning whereas the noise in the classroom hindered it. Also, in this study, high-achieving students, unlike students at other success levels, stated that they were disciplined, had meta-cognitive skills, use of reinforcement, individualized instruction, and assignment of project facilitated learning mathematics, and that difficult formulas, too much emphasis on the same content, lack of prior knowledge, and teacher quality hindered learning mathematics. Besides, only students with average success stated that mathematics was necessary for school grade point average and was a course that required memorization, that explaining the importance of the subject facilitated learning mathematics, and that students inability to focus on the lesson hindered learning more. In addition, only low-achieving students stated that they saw mathematics as torture, a necessary and demanding course for upper grades, that participation in class and the interest of teachers facilitated learning mathematics, but that poor physical conditions, the abstract nature of mathematics, and too much writing hindered mathematics.

 Bu çalışmanın amacı, farklı başarı düzeyine sahip ortaokul öğrencilerinin matematik dersine ilişkin görüşlerini ortaya çıkarmaktır. Nitel araştırma deseninin kullanıldığı bu çalışmada, yüksek, orta ve düşük başarı düzeyi olmak üzere üç gruba ayrılan 36 ortaokul öğrencisi ile görüşülmüştür. Görüşmeler matematik başarısını etkileyen faktörlere odaklanmıştır. Bulgular, matematik dersine ilişkin tutum ve inançlar, öz yeterlilik ve öğretme-öğrenme süreçleri olmak üzere üç tema altında sunulmuştur. Bu çalışmanın sonuçları, yüksek, orta ve düşük başarı gösteren öğrencilerin büyük çoğunluğunun tutum ve inançlar temasında matematik dersinin günlük yaşamda gerekli olduğu ve öz yeterlilik temasında matematik derslerinde başarılı olacaklarına inandıkları noktasında görüş birliğine vardıklarını göstermiştir. Ayrıca, öğretme-öğrenme süreci teması için öğrencilerin çoğu, dersin eğlenceli bir şekilde işlenmesinin matematik öğrenmeyi kolaylaştırdığını, sınıftaki gürültünün ise öğrenmeyi zorlaştırdığını belirtmişlerdir. Ayrıca bu araştırmada, yüksek başarı gösteren öğrenciler, diğer başarı düzeyindeki öğrencilerden farklı olarak, disiplinli olduklarını, meta-bilişsel becerilere sahip olduklarını, pekiştireç kullanımının, bireyselleştirilmiş öğretimin ve proje ödevi verilmesinin matematik öğrenmeyi kolaylaştırdığını, zor formüller, aynı içeriğin çok fazla vurgulanması, ön bilgi eksikliği ve öğretmen kalitesinin matematiği öğrenmeyi zorlaştırdığını da ifade etmişlerdir. Ayrıca, yalnızca ortalama başarı gösteren öğrenciler matematiğin okul not ortalaması için gerekli olduğunu ve ezber gerektiren bir ders olduğunu, konunun öneminin anlatılmasının matematik öğrenmeyi kolaylaştırdığını, öğrencilerin derse odaklanamamalarının ise öğrenmeyi zorlaştırdığını belirtmişlerdir. Ayrıca sadece düşük başarı gösteren öğrenciler matematiği işkence, üst sınıflar için gerekli ve emek gerektiren bir ders olarak gördüklerini, derse katılımın ve öğretmenlerin ilgisinin matematiği öğrenmeyi kolaylaştırdığını, fiziksel koşulların kötü olması, matematiğin soyut olması ve çok fazla yazı yazılmasının ise matematiği zorlaştırdığını ifade etmişlerdir.

Makale detayları

THE VIEWS OF STUDENTS AT DIFFERENT SUCCESS LEVELS ON THE FACTORS AFFECTING MATHEMATICS ACHIEVEMENT

Yazarlar:

Özge Can Aran | Hatice Ekemen

Yayıncı:

Cukurova University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.34 Issue 1, pp.346-365

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001347071

pISSN:

1304-8899

Success

Mathematics

Middle schoolBaşarı

Matematik

Ortaokul

Sayı

Makale detayları

THE VIEWS OF STUDENTS AT DIFFERENT SUCCESS LEVELS ON THE FACTORS AFFECTING MATHEMATICS ACHIEVEMENT

Yazarlar: Özge Can Aran | Hatice Ekemen

Yayıncı: Cukurova University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.34 Issue 1, pp.346-365

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001347071

pISSN: 1304-8899

Success

Mathematics

Middle schoolBaşarı

Matematik

Ortaokul

Sayı

Yazarlar:

Özge Can Aran | Hatice Ekemen

Yayıncı:

Cukurova University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.34 Issue 1, pp.346-365

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001347071

pISSN:

1304-8899