Investigation of 8th grade students' proportional and probabilistic reasoning skills and awareness of their metacognitive self-regulations in the problem-solving process

Kübra Açıkgül; Neziha Tuhan

Makale detayları

Investigation of 8th grade students' proportional and probabilistic reasoning skills and awareness of their metacognitive self-regulations in the problem-solving process

Yazarlar:

Kübra Açıkgül | Neziha Tuhan

Yayıncı:

Kocaeli University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 1, pp.96-123

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290454

pISSN:

2636-8846

Anahtar kelimeler:

Özet:

 The aim of this study is to determine the proportional reasoning skills, probabilistic reasoning skills and awareness of metacognitive self-regulation in the problem-solving process of 8th grade students and to investigate the relationships between them. Also, it was aimed to examine the proportional reasoning skills, probabilistic reasoning skills and awareness of metacognitive self-regulation in the problem-solving process of 8th grade students in terms of gender and perception of mathematical competence variables. In this particular study, causal comparison and correlational approach were used, which are the basis of the descriptive survey model and the relational survey model. The study group of the research consists of 315 students studying in the eighth grade. Proportional Reasoning Skill Test, Probabilistic Reasoning Skill Test and Metacognitive Self-Regulation Scale were used as data collection tools in the research. As a result of the descriptive analyzes, it was concluded that the proportional reasoning skill scores of the 8th grade students were at a moderate level, their probabilistic reasoning scores were at a low level, and their metacognitive self-regulation awareness scores were at a sufficient level. According to the results of the difference analysis, it was determined that there was no significant difference between the proportional and probabilistic reasoning skill scores of the students and the metacognitive self-regulation awareness scores in terms of gender variable. In terms of the mathematical competence variable, statistically significant differences were found between the proportional and probabilistic reasoning skill scores of the students and the metacognitive self-regulation awareness scores. In addition, statistically significant correlations were found between proportional reasoning skill levels, probabilistic reasoning skill levels of metacognitive self-regulation.

 The aim of this study is to determine the proportional reasoning skills, probabilistic reasoning skills and awareness of metacognitive self-regulation in the problem-solving process of 8th grade students and to investigate the relationships between them. Also, it was aimed to examine the proportional reasoning skills, probabilistic reasoning skills and awareness of metacognitive self-regulation in the problem-solving process of 8th grade students in terms of gender and perception of mathematical competence variables. In this particular study, causal comparison and correlational approach were used, which are the basis of the descriptive survey model and the relational survey model. The study group of the research consists of 315 students studying in the eighth grade. Proportional Reasoning Skill Test, Probabilistic Reasoning Skill Test and Metacognitive Self-Regulation Scale were used as data collection tools in the research. As a result of the descriptive analyzes, it was concluded that the proportional reasoning skill scores of the 8th grade students were at a moderate level, their probabilistic reasoning scores were at a low level, and their metacognitive self-regulation awareness scores were at a sufficient level. According to the results of the difference analysis, it was determined that there was no significant difference between the proportional and probabilistic reasoning skill scores of the students and the metacognitive self-regulation awareness scores in terms of gender variable. In terms of the mathematical competence variable, statistically significant differences were found between the proportional and probabilistic reasoning skill scores of the students and the metacognitive self-regulation awareness scores. In addition, statistically significant correlations were found between proportional reasoning skill levels, probabilistic reasoning skill levels of metacognitive self-regulation.

 The aim of this study is to determine the proportional reasoning skills, probabilistic reasoning skills and awareness of metacognitive self-regulation in the problem-solving process of 8th grade students and to investigate the relationships between them. Also, it was aimed to examine the proportional reasoning skills, probabilistic reasoning skills and awareness of metacognitive self-regulation in the problem-solving process of 8th grade students in terms of gender and perception of mathematical competence variables. In this particular study, causal comparison and correlational approach were used, which are the basis of the descriptive survey model and the relational survey model. The study group of the research consists of 315 students studying in the eighth grade. Proportional Reasoning Skill Test, Probabilistic Reasoning Skill Test and Metacognitive Self-Regulation Scale were used as data collection tools in the research. As a result of the descriptive analyzes, it was concluded that the proportional reasoning skill scores of the 8th grade students were at a moderate level, their probabilistic reasoning scores were at a low level, and their metacognitive self-regulation awareness scores were at a sufficient level. According to the results of the difference analysis, it was determined that there was no significant difference between the proportional and probabilistic reasoning skill scores of the students and the metacognitive self-regulation awareness scores in terms of gender variable. In terms of the mathematical competence variable, statistically significant differences were found between the proportional and probabilistic reasoning skill scores of the students and the metacognitive self-regulation awareness scores. In addition, statistically significant correlations were found between proportional reasoning skill levels, probabilistic reasoning skill levels of metacognitive self-regulation.

 Bu çalışmanın amacı, 8. sınıf öğrencilerinin orantısal akıl yürütme becerilerini, olasılıksal akıl yürütme becerilerini ve problem çözme sürecinde üstbilişsel öz düzenlemelerine ilişkin farkındalıklarını belirlemek ve aralarındaki ilişkileri araştırmaktır. Ayrıca öğrencilerin orantısal ve olasılıksal akıl yürütme becerileri ile üstbilişsel öz düzenlemelerine ilişkin farkındalıklarını cinsiyet ve matematiksel yeterlik algısı değişkenleri açısından incelemek amaçlanmıştır. Araştırmada betimsel tarama modeli ve ilişkisel tarama modellerinden nedensel karşılaştırma ve korelasyonel yaklaşım kullanılmıştır. Araştırmanın çalışma grubunu 315 sekizinci sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak Orantısal Akıl Yürütme Beceri Testi, Olasılıksal Akıl Yürütme Beceri Testi ve Üstbilişsel Öz Düzenleme Ölçeği kullanılmıştır. Yapılan betimsel analizler sonucunda 8. sınıf öğrencilerinin orantısal akıl yürütme beceri puanlarının orta düzeyde, olasılıksal akıl yürütme beceri puanlarının düşük düzeyde ve üstbilişsel öz düzenleme farkındalık puanlarının yeterli düzeyde olduğu sonucuna ulaşılmıştır. Yapılan fark analizi sonuçlarına göre cinsiyet değişkeni açısından öğrencilerin orantısal ve olasılıksal akıl yürütme beceri puanları ile üstbilişsel öz düzenleme farkındalık puanlarında anlamlı bir fark olmadığı belirlenmiştir. Matematiksel yeterlik değişkeni açısından ise öğrencilerin orantısal ve olasılıksal akıl yürütme beceri puanları ile üstbilişsel öz düzenleme farkındalık puanlarında istatistiksel olarak anlamlı farklılıklar tespit edilmiştir. Ayrıca öğrencilerin orantısal akıl yürütme beceri düzeyleri, olasılıksal akıl yürütme beceri düzeyleri ve üstbilişsel öz düzenlemelerine ilişkin farkındalık düzeyleri arasında anlamlı ilişkiler olduğu belirlenmiştir.

Makale detayları

Investigation of 8th grade students' proportional and probabilistic reasoning skills and awareness of their metacognitive self-regulations in the problem-solving process

Yazarlar:

Kübra Açıkgül | Neziha Tuhan

Yayıncı:

Kocaeli University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 1, pp.96-123

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290454

pISSN:

2636-8846

orantısal akıl yürütme

olasılıksal akıl yürütme

üstbilişsel öz düzenleme

matematiksel yeterlikorantısal akıl yürütme

olasılıksal akıl yürütme

üstbilişsel öz düzenleme

matematiksel yeterlik

Sayı

Makale detayları

Yazarlar: Kübra Açıkgül | Neziha Tuhan

Yayıncı: Kocaeli University

Ana Başlıklar: Alan Eğitimleri

Dergi: Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 1, pp.96-123

Belge Tipi: Makale

Yayın Tarihi: 5/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001290454

pISSN: 2636-8846

Sayı

Yazarlar:

Kübra Açıkgül | Neziha Tuhan

Yayıncı:

Kocaeli University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 1, pp.96-123

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290454

pISSN:

2636-8846