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ORTAOKUL ÖĞRENCİLERİNİN MATEMATİKSEL DAYANIKLIKLARININ İNCELENMESİ VE MATEMATİK BAŞARISI İLE İLİŞKİSİ

Year 2024, Issue: 97, 83 - 98, 21.03.2024
https://doi.org/10.17753/sosekev.1403892

Abstract

Matematiksel dayanıklık (rezilyans), öğrencinin matematik çalışırken karşılaştığı zorluklar karşısında olumlu tepki verebilmesi için gerekli olan bir tutumdur. Bu araştırmanın amacı, ortaokul öğrencilerinin matematiksel dayanıklıklarını belirleyerek bunu etkileyen faktörleri incelemektir. İstanbul’da bir devlet okulunda 2022-23 öğretim yılında 6, 7 ve 8. sınıfta okumakta olan 413 öğrenci ile nicel araştırma yöntemlerinden betimsel tarama yöntemiyle yürütülmüştür. Araştırmanın verileri Kooken vd. (2016) tarafından geliştirilen ve Çetin vd. (2018) tarafından Türkçe uyarlaması yapılan "Matematiksel Yılmazlık/Dayanıklık Ölçeği (MDÖ)" ve demografik bilgiler için araştırmacı tarafından hazırlanan form kullanılarak gönüllülük ilkesine göre toplanmıştır. MDÖ, ‘değer, mücadele ve gelişim’ olmak üzere üç boyutlu, 24 maddeli ve 7'li Likert tipindedir. Verilerin analizinde betimleyici istatistiklerden yüzde, ortalama, standart sapma ile yorumlayıcı istatistiklerden bağımsız örneklem t testi, ANOVA, Scheffe ve Pearson korelasyon katsayısı kullanılmıştır. Araştırmaya göre ortaokul öğrencilerinin matematiksel dayanıklıkları 4,78 puan ortalaması ve %68 ile ortalamanın üzerinde bulunmuştur. Ayrıca kız öğrencilerin matematiksel dayanıklıklarının erkek öğrencilerden yüksek olduğu, en fazla farkın ‘mücadele’ alt boyutunda olduğu tespit edilmiştir. Öğrencilerin sınıf kademesi ve anne eğitim durumlarına göre matematiksel dayanıklıkları farklılık göstermezken baba eğitim durumu ile anlamlı farklılık göstermektedir. Öğrencilerin matematiksel dayanıklıklarının yüksek olması ile matematik başarıları arasında anlamlı ilişki olmasından dolayı öğrencilerin dayanıklıklarını artıracak olumlu sınıf iklimi ve destekleme etkinlikleri önerilmektedir.

References

  • Awofala, A.O.A. (2021). A validation of the mathematical resilience scale for twelfth graders through confirmatory factor analysis and its relationship with achievement in mathematics in Nigeria. SN Social Science, 1, 292-300. https://doi.org/10.1007/s43545-021-00212-8
  • Baltacı, H. Ş., & Karataş, Z. (2014). Validity and reliability of the resilience scale for early adolescents. Procedia-Social and Behavioral Sciences, 131, 458-464. https://doi.org/10.1016/j.sbspro.2014.04.148
  • Basım, H. N., & Çetin, F. (2011). The reliability and validity of the Resilience Scale for Adults Turkish version. Türk Psikiyatri Dergisi, 22(2), 104-113.
  • Boaler, J. (2013). Ability and mathematics: The mindset revolution that is reshaping education. Forum, 55(1), 143-152.
  • Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı (25. baskı). Pegem.
  • Creswell, J.W., & Creswell, J.D. (2021). Araştırma tasarımı: Nitel, nicel ve karma yöntem yaklaşımları, (Çev. Ed. E. Karadağ, 5. basımdan çeviri). Nobel.
  • Çetin, Ş., Durmaz, B., & Girit, D. (2018, 2-5 Mayıs). Matematiksel Yılmazlık/Dayanıklık Ölçeğini Türkçeye uyarlama çalışması [Konferans Bildirisi]. International Ejer Congress Conference Proceedings, (875-888).
  • Demir, B. (2023a). Investigation of the effects of secondary school students' psychological resilience and academic grit levels on mathematics achievement. Journal for the Education of Gifted Young Scientists, 11(3), 369-380. http://dx.doi.org/10.17478/jegys.1346129
  • Demir, B. (2023b). The mediating effect of academic resilience on the relationship between psychological resilience and academic achievement, E-International Journal of Educational Research, 14(3), 52-67. https://doi.org/10.19160/e-ijer.1253101
  • Demir, S. (2023). Ortaokul öğrencilerinin Türkçe dersi akademik başarılarının davranış notları bağlamında incelenmesi. Bayburt Eğitim Fakültesi Dergisi, 18(37), 1-24.
  • Dursun, Ş., & Dede Y. (2004). Öğrencilerin matematikte başarısını etkileyen faktörler: Matematik öğretmenlerinin görüşleri bakımından. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(2), 217-230.
  • Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology.
  • Galambos, N. L., & Leadbeater, B. J. (2000). Trends in adolescent research for the new millennium. International Journal of Behavioral Development, 24(3), 289-294.
  • Garmezy, N. (1991). Resilience in children’s adaptation to negative life events and stressed environments. Paediatrics, 20, 459-466.
  • Gürefe, N., & Akçakın, V. (2018). The Turkish adaptation of the mathematical resilience scale: Validity and reliability study. Journal of Education and Training Studies, 6(4), 38. https://doi.org/10.11114/jets.v6i3.2992
  • Hafiz, M., Darhim, & Dahlan, J. A. (2017, May 24). Comparison of mathematical resilience among students with problem based learning and guided discovery learning model [Conference Proceedings]. Journal of Physics: Conference Series, 895, Bandung, Indonesia. https://doi.org/10.1088/1742-6596/895/1/012098
  • Hutauruk, A. J. B., & Priatna, N. (2017, May 24). Mathematical resilience of mathematics education students [Conference Proceedings]. Journal of Physics: Conference Series, 895, Bandung, Indonesia. https://doi.org/10.1088/1742-6596/895/1/012067
  • Kartalcı, S., Gaye, A., Zihar, M., & Cemalettin, I. (2021). 9. ve 10. sınıf öğrencilerinin matematiğin doğasına ilişkin felsefi düşünceleri ile matematiksel yılmazlıklarının incelenmesi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 7(1), 119-141.
  • Kooken, J., Welsh, M. E., McCoach, D. B., Johnston-Wilder, S., & Lee, C. (2016). Development and validation of the mathematical resilience scale. Measurement and Evaluation in Counseling and Development, 49(3), 217-242. https://doi.org/10.1177/0748175615596782
  • Johnston-Wilder, S. & Lee, C (2010, September 4). Developing mathematical resilience [Conference Proceedings]. BERA Annual Conference, University of Warwick, England.
  • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.
  • Lee, C., & Johnston-Wilder, S. (2017). The construct of mathematical resilience. In U. X. Eligio (Ed.), Understanding emotions in mathematical thinking and learning (pp. 269-291). Academic. https://doi.org/10.1016/B978-0-12-802218-4.00010-8
  • Lee, C., & Johnston-Wilder, S. (2014). Mathematical resilience: What is it and why is it important? In S. Chinn (Ed.), The routledge international handbook of dyscalculia and mathematical learning difficulties (pp. 337-345). Routledge.
  • MEB (t.y.). Millî Eğitim Bakanlığı, Raporlar. https://www.meb.gov.tr/meb_duyuruindex.php?KATEGORI=2265 adresinden 22.01.2024 tarihinde erişilmiştir.
  • Njoki, G. P. (2018). Academic self-concept, motivation and resilience as predictors of mathematics achievement among secondary school students in Naoribi country Kenya [Unpublished doctoral dissertation]. Kenyatta University.
  • Özdamar, K. (1999) Paket programlar ile istatistiksel veri analizi. Kaan.
  • Pekdemir, Ü., Yazıcı, H., Altun, F., & Tosun, C. (2019). Matematikte Akademik Yılmazlık Ölçeği’nin Türk kültürüne uyarlanması. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 10(1), 217-231.
  • Ricketts, S. N., Engelhard Jr, G., & Chang, M. L. (2015). Development and validation of a scale to measure academic resilience in mathematics. European Journal of Psychological Assessment. 33(2), 79-86. https://doi.org/10.1027/1015-5759/a000274
  • Rokhmah, K. N., Retnawati, H., & Solekhah, P. (2019). Mathematical resilience: Is that affecting the students’ mathematics achievement? [Conference Proceedings]. Journal of Physics: Conference Series, 1320(1), 012036. https://doi.org/10.1088/1742-6596/1320/1/012036
  • Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of Adolescent Health, (14), 626-631. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
  • Vaillant, G. E. (1993). The wisdom of the ego. Harvard University.
  • Vergara, C.R. (2021). Mathematics resilience and achievement goals: Exploring the role of non-cognitive factors to mathematics performance of university students amidst of pandemic. Open Access Library Journal, 8(e8166), 1-10. https://doi.org/10.4236/oalib.1108166
  • Wigley, A. (1992). Models for teaching mathematics. Mathematics Teaching 141, 4-7.
  • Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. https://doi.org/10.1080/00461520.2012.722805

Investigation of Mathematical Resilience of Middle School Students and Its Relationship with Mathematics Achievement

Year 2024, Issue: 97, 83 - 98, 21.03.2024
https://doi.org/10.17753/sosekev.1403892

Abstract

Mathematical resilience is essential for students to respond positively to the challenges they face while studying math. This study aims to assess the mathematical resilience of middle school students and analyze it in relation to various variables. The survey method, a quantitative research method, was employed to survey 413 students in grades 6 through 8 in a public school in Istanbul during the 2022-23 academic year. The data were collected voluntarily using the "Mathematical Resilience Scale (MRS)," developed by Kooken et al. (2016) and later adapted into Turkish by Çetin et al. (2018), in addition to a form prepared by the researcher for demographic information. The MRS is a 24-item, 7-point Likert-type scale with three dimensions: value, struggle, and development. The study utilized descriptive statistics to determine the percentage, mean, and standard deviation of the data, as well as interpretive statistics such as independent sample t-test, ANOVA, Scheffe, and Pearson correlation coefficient. The results revealed that middle school students have above-average mathematical resilience, with a mean score of 4.78 and 68%. Additionally, it was determined that female students exhibit higher mathematical resilience than male students, with the greatest difference found in the 'struggle' sub-dimension. The mathematical resilience of students did not vary based on grade level or mother's education level, but it did show a significant difference based on the father's education level. As there is a significant correlation between high mathematical resilience and mathematics achievement, it is recommended to create a positive classroom climate and provide support activities to enhance students' resilience.

References

  • Awofala, A.O.A. (2021). A validation of the mathematical resilience scale for twelfth graders through confirmatory factor analysis and its relationship with achievement in mathematics in Nigeria. SN Social Science, 1, 292-300. https://doi.org/10.1007/s43545-021-00212-8
  • Baltacı, H. Ş., & Karataş, Z. (2014). Validity and reliability of the resilience scale for early adolescents. Procedia-Social and Behavioral Sciences, 131, 458-464. https://doi.org/10.1016/j.sbspro.2014.04.148
  • Basım, H. N., & Çetin, F. (2011). The reliability and validity of the Resilience Scale for Adults Turkish version. Türk Psikiyatri Dergisi, 22(2), 104-113.
  • Boaler, J. (2013). Ability and mathematics: The mindset revolution that is reshaping education. Forum, 55(1), 143-152.
  • Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı (25. baskı). Pegem.
  • Creswell, J.W., & Creswell, J.D. (2021). Araştırma tasarımı: Nitel, nicel ve karma yöntem yaklaşımları, (Çev. Ed. E. Karadağ, 5. basımdan çeviri). Nobel.
  • Çetin, Ş., Durmaz, B., & Girit, D. (2018, 2-5 Mayıs). Matematiksel Yılmazlık/Dayanıklık Ölçeğini Türkçeye uyarlama çalışması [Konferans Bildirisi]. International Ejer Congress Conference Proceedings, (875-888).
  • Demir, B. (2023a). Investigation of the effects of secondary school students' psychological resilience and academic grit levels on mathematics achievement. Journal for the Education of Gifted Young Scientists, 11(3), 369-380. http://dx.doi.org/10.17478/jegys.1346129
  • Demir, B. (2023b). The mediating effect of academic resilience on the relationship between psychological resilience and academic achievement, E-International Journal of Educational Research, 14(3), 52-67. https://doi.org/10.19160/e-ijer.1253101
  • Demir, S. (2023). Ortaokul öğrencilerinin Türkçe dersi akademik başarılarının davranış notları bağlamında incelenmesi. Bayburt Eğitim Fakültesi Dergisi, 18(37), 1-24.
  • Dursun, Ş., & Dede Y. (2004). Öğrencilerin matematikte başarısını etkileyen faktörler: Matematik öğretmenlerinin görüşleri bakımından. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(2), 217-230.
  • Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology.
  • Galambos, N. L., & Leadbeater, B. J. (2000). Trends in adolescent research for the new millennium. International Journal of Behavioral Development, 24(3), 289-294.
  • Garmezy, N. (1991). Resilience in children’s adaptation to negative life events and stressed environments. Paediatrics, 20, 459-466.
  • Gürefe, N., & Akçakın, V. (2018). The Turkish adaptation of the mathematical resilience scale: Validity and reliability study. Journal of Education and Training Studies, 6(4), 38. https://doi.org/10.11114/jets.v6i3.2992
  • Hafiz, M., Darhim, & Dahlan, J. A. (2017, May 24). Comparison of mathematical resilience among students with problem based learning and guided discovery learning model [Conference Proceedings]. Journal of Physics: Conference Series, 895, Bandung, Indonesia. https://doi.org/10.1088/1742-6596/895/1/012098
  • Hutauruk, A. J. B., & Priatna, N. (2017, May 24). Mathematical resilience of mathematics education students [Conference Proceedings]. Journal of Physics: Conference Series, 895, Bandung, Indonesia. https://doi.org/10.1088/1742-6596/895/1/012067
  • Kartalcı, S., Gaye, A., Zihar, M., & Cemalettin, I. (2021). 9. ve 10. sınıf öğrencilerinin matematiğin doğasına ilişkin felsefi düşünceleri ile matematiksel yılmazlıklarının incelenmesi. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 7(1), 119-141.
  • Kooken, J., Welsh, M. E., McCoach, D. B., Johnston-Wilder, S., & Lee, C. (2016). Development and validation of the mathematical resilience scale. Measurement and Evaluation in Counseling and Development, 49(3), 217-242. https://doi.org/10.1177/0748175615596782
  • Johnston-Wilder, S. & Lee, C (2010, September 4). Developing mathematical resilience [Conference Proceedings]. BERA Annual Conference, University of Warwick, England.
  • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.
  • Lee, C., & Johnston-Wilder, S. (2017). The construct of mathematical resilience. In U. X. Eligio (Ed.), Understanding emotions in mathematical thinking and learning (pp. 269-291). Academic. https://doi.org/10.1016/B978-0-12-802218-4.00010-8
  • Lee, C., & Johnston-Wilder, S. (2014). Mathematical resilience: What is it and why is it important? In S. Chinn (Ed.), The routledge international handbook of dyscalculia and mathematical learning difficulties (pp. 337-345). Routledge.
  • MEB (t.y.). Millî Eğitim Bakanlığı, Raporlar. https://www.meb.gov.tr/meb_duyuruindex.php?KATEGORI=2265 adresinden 22.01.2024 tarihinde erişilmiştir.
  • Njoki, G. P. (2018). Academic self-concept, motivation and resilience as predictors of mathematics achievement among secondary school students in Naoribi country Kenya [Unpublished doctoral dissertation]. Kenyatta University.
  • Özdamar, K. (1999) Paket programlar ile istatistiksel veri analizi. Kaan.
  • Pekdemir, Ü., Yazıcı, H., Altun, F., & Tosun, C. (2019). Matematikte Akademik Yılmazlık Ölçeği’nin Türk kültürüne uyarlanması. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 10(1), 217-231.
  • Ricketts, S. N., Engelhard Jr, G., & Chang, M. L. (2015). Development and validation of a scale to measure academic resilience in mathematics. European Journal of Psychological Assessment. 33(2), 79-86. https://doi.org/10.1027/1015-5759/a000274
  • Rokhmah, K. N., Retnawati, H., & Solekhah, P. (2019). Mathematical resilience: Is that affecting the students’ mathematics achievement? [Conference Proceedings]. Journal of Physics: Conference Series, 1320(1), 012036. https://doi.org/10.1088/1742-6596/1320/1/012036
  • Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of Adolescent Health, (14), 626-631. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
  • Vaillant, G. E. (1993). The wisdom of the ego. Harvard University.
  • Vergara, C.R. (2021). Mathematics resilience and achievement goals: Exploring the role of non-cognitive factors to mathematics performance of university students amidst of pandemic. Open Access Library Journal, 8(e8166), 1-10. https://doi.org/10.4236/oalib.1108166
  • Wigley, A. (1992). Models for teaching mathematics. Mathematics Teaching 141, 4-7.
  • Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. https://doi.org/10.1080/00461520.2012.722805
There are 34 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education (Other), Specialist Studies in Education (Other)
Journal Section Articles
Authors

Derya Marangoz 0000-0002-8458-8918

Publication Date March 21, 2024
Submission Date December 13, 2023
Acceptance Date February 20, 2024
Published in Issue Year 2024 Issue: 97

Cite

APA Marangoz, D. (2024). ORTAOKUL ÖĞRENCİLERİNİN MATEMATİKSEL DAYANIKLIKLARININ İNCELENMESİ VE MATEMATİK BAŞARISI İLE İLİŞKİSİ. EKEV Akademi Dergisi(97), 83-98. https://doi.org/10.17753/sosekev.1403892