Investigation of the Relationship Between the 11th-Grade High School Students' Approaches to Learning Mathematics and Their Mathematics Motivations

Nazli Zeynep Çağdaş; Necla Ekinci

Makale detayları

Investigation of the Relationship Between the 11th-Grade High School Students' Approaches to Learning Mathematics and Their Mathematics Motivations

Yazarlar:

Nazli Zeynep Çağdaş | Necla Ekinci

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.2826-2852

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336951

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The purpose of this study is to investigate the relationship between 11th-grade high school students approaches to learning mathematics and their mathematics motivation. The study was designed in accordance with the relational survey model. Data were collected through the administration of the Mathematics Learning Approach Scale and the Mathematics Motivation Scale to 463 high school students in the Menteşe district of Muğla province during the 2020-2021 academic year. Descriptive statistics and multiple regression analysis were used to analyze the data. The study revealed that students exhibit a low level of surface learning approach, a moderate level of deep learning approach, and a moderate level of motivation for learning mathematics. Furthermore, the findings indicate that students approaches to learning mathematics are significant predictors of their motivation for learning the subject. There is a high positive correlation between students deep learning orientation and their motivation for mathematics, as well as a moderate negative correlation between students surface learning orientation and their motivation for learning mathematics. Based on the results of the study, it is recommended that students motivation for learning mathematics can be enhanced by creating teaching and learning environments that support a deep learning approach.

 The purpose of this study is to investigate the relationship between 11th-grade high school students approaches to learning mathematics and their mathematics motivation. The study was designed in accordance with the relational survey model. Data were collected through the administration of the Mathematics Learning Approach Scale and the Mathematics Motivation Scale to 463 high school students in the Menteşe district of Muğla province during the 2020-2021 academic year. Descriptive statistics and multiple regression analysis were used to analyze the data. The study revealed that students exhibit a low level of surface learning approach, a moderate level of deep learning approach, and a moderate level of motivation for learning mathematics. Furthermore, the findings indicate that students approaches to learning mathematics are significant predictors of their motivation for learning the subject. There is a high positive correlation between students deep learning orientation and their motivation for mathematics, as well as a moderate negative correlation between students surface learning orientation and their motivation for learning mathematics. Based on the results of the study, it is recommended that students motivation for learning mathematics can be enhanced by creating teaching and learning environments that support a deep learning approach.

 The purpose of this study is to investigate the relationship between 11th-grade high school students approaches to learning mathematics and their mathematics motivation. The study was designed in accordance with the relational survey model. Data were collected through the administration of the Mathematics Learning Approach Scale and the Mathematics Motivation Scale to 463 high school students in the Menteşe district of Muğla province during the 2020-2021 academic year. Descriptive statistics and multiple regression analysis were used to analyze the data. The study revealed that students exhibit a low level of surface learning approach, a moderate level of deep learning approach, and a moderate level of motivation for learning mathematics. Furthermore, the findings indicate that students approaches to learning mathematics are significant predictors of their motivation for learning the subject. There is a high positive correlation between students deep learning orientation and their motivation for mathematics, as well as a moderate negative correlation between students surface learning orientation and their motivation for learning mathematics. Based on the results of the study, it is recommended that students motivation for learning mathematics can be enhanced by creating teaching and learning environments that support a deep learning approach.

 Bu araştırmanın amacı lise 11. sınıf öğrencilerinin matematik öğrenme yaklaşımları ve matematik motivasyonları arasındaki ilişkiyi incelemektir. İlişkisel tarama modeline uygun tasarlanmış olan çalışmanın verileri Matematik Öğrenme Yaklaşımları Ölçeği ve Matematik Motivasyon Ölçeğinin 2020-2021 eğitim yılında Muğla ili Menteşe ilçesindeki liselerde öğrenim gören 463 öğrenciye uygulanmasıyla elde edilmiştir. Araştırma verilerinin çözümlenmesinde betimsel istatistikler ve çoklu regresyon analizi işe koşulmuştur. Araştırmada, öğrencilerin matematik öğrenme yaklaşımlarından yüzeysel öğrenme yaklaşımı puanlarının düşük, derinlemesine öğrenme yaklaşımı puanlarının orta, matematik öğrenmeye yönelik motivasyonlarının orta düzeyde olduğu ve öğrenme yaklaşımı yönelimlerinin onların matematik motivasyonlarının önemli yordayıcısı olduğu ve öğrencilerin derinlemesine öğrenme yaklaşımı yönelimi ile matematik motivasyonu arasında pozitif yönlü yüksek düzeyde, yüzeysel öğrenme yaklaşımı yönelimi ile matematik motivasyonu arasında negatif yönlü orta düzeyde ilişki olduğu sonuçlarına ulaşılmıştır. Araştırma sonuçlarına dayalı olarak, okullarda öğrencilerin derinlemesine öğrenme yönelimini destekleyici öğrenme-öğretme ortamlarının oluşturulması yoluyla matematik öğrenme motivasyonlarının artmasına katkı sağlanması önerilebilir.

Makale detayları

Investigation of the Relationship Between the 11th-Grade High School Students' Approaches to Learning Mathematics and Their Mathematics Motivations

Yazarlar:

Nazli Zeynep Çağdaş | Necla Ekinci

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.2826-2852

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336951

pISSN:

2602-2850

mathematics learning aproaches

mathematics motivation

deep learning

surface learning

11th grade high school studentsmatematik öğrenme yaklaşımları

matematik motivasyonu

derinlemesine öğrenme

yüzeysel öğrenme

Sayı

Makale detayları

Yazarlar: Nazli Zeynep Çağdaş | Necla Ekinci

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Eğitim Programları ve Öğretim (Diğer)

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.2826-2852

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001336951

pISSN: 2602-2850

Sayı

Yazarlar:

Nazli Zeynep Çağdaş | Necla Ekinci

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.2826-2852

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336951

pISSN:

2602-2850