Investigation Of Factors Affected To Math Engagement Of Middle School Students

Osman Birgin; Sacide Güzin MazmanAkar; Kübra Uzun; Büşra Göksu; Elif Seval Peker; Büşra Gümüş

Investigation Of Factors Affected To Math Engagement Of Middle School Students

Author :

Year-Number: 2017-Volume 9, Issue 4

Language : null

Konu : null

Number of pages:

Mendeley

EndNote

Alıntı Yap

English Turkish

Abstract

The aim of study was to investigation of factors affected to math engagement of middle school students. This study was conducted with survey methods. The study group is consisted of 602 5th, 6th, 7th and 8th grade middle school students from Uşak province. Data were collected with a survey consisted of two parts: “Demographic Background Form” and “Student Engagement in Mathematic Scale” developed by Rimm-Kauffman (2010) and adapted into Turkish by Mazman- Akar et al. (2017). Student Engagement in Mathematic Scale was a 4 point likert type scale comprised of 13 items under three dimensions (cognitive, social and emotional). Descriptive statistics, independent sample t-test and one way ANOVA were used in data analysis. The results of study showed that math engagement of middle school students is at the medium level and student engagement decreased as the grade level increased. Female students, students who attend to training courses and students who live in province/district have significantly higher math engagement than the counterparts. Furthermore, it was found that math achievement level, loving math teacher, perception of math importance and self-efficacy of success are the factors that effect to math engagement of students.

Keywords

Abstract

Keywords

Kaynakça

Aiken, L. R. (1970). Attitudes toward mathematics. Review of educational research, 40(4), 551-596.

Akyüz, G., & Pala, N. M. (2010). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözme becerilerine etkisi. İlköğretim Online, 9(2), 668-678.

Aldemir, Ö. (2006). İlköğretim öğrencilerinin matematik dersine yönelik tutumları ve başarı güdüsü. Yayınlanmamış yüksek lisans tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386, doi:10.1002/pits.20303

Arastaman, G. (2009). Lise birinci sınıf öğrencilerinin okula bağlılık (school engagement) durumlarına ilişkin öğrenci, öğretmen ve yöneticilerin görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26, 102-112.

Archer L., Halsall, A., & Hollingworth, S. (2007). Class, gender, (hetero) sexuality and schooling: Paradoxes within working‐class girls’ engagement with education and post‐16 aspirations. British Journal of Sociology of Education, 28(2), 165-180. doi:10.1080/01425690701192570

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Bingham, G. E., & Okagaki, L. (2012). Ethnicity and student engagement. In S. L. Christenson, A. L. Reschley, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 65-95). New York: Springer.

Birgin, O., Baloğlu, M., Çatlıoğlu, H., & Gürbüz, R. (2010). An investigation of mathematics anxiety among sixth through eighth grade students in Turkey. Learning and Individual Differences, 20(6), 654-658. doi:10.1016/j.lindif.2010.04.006

Birgin, O., & Demirkan, H. (2016). Yatılı bölge ortaokulu öğrencilerinin matematiğe yönelik tutumlarının bazı değişkenler bakımından incelenmesi, 28 Eylül-02 Ekim 2016, First International Contemporary Education Research Congress, Muğla Sıtkı Koçman Üniversitesi, Muğla.

Bouta, H., Retails, S., & Paraskeva, F. (2012). Utilising a collaborative macro-script to enhance student engagement: A mixed method study in a 3D virtual environment. Computers & Education, 58(1), 501517. doi:10.1016/j.compedu.2011.08.031

Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21(1), 47-67. doi:10.1023/B:CASW.0000012348.83939.6b

Bruce, G., & Crump, D. A. (2003). Association of parental involvement and social competence with school adjustment and engagement among six graders. Journal of School Health, 73(3), 121-126. doi:10.1111/j.1746-1561.2003.tb03586.x

Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44, 349-362. doi:10.1080/14703290701602748

Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.

Caraway, K., Tucker. C. M., Reinke, W.M., & Hall,C. (2003) Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psycology in the Schools, 40 (4), 417-427.

Chen, P. D., Kuh, G. D., & Gonyea, R. M. (2008). Learning at a distance: engaged or not?. Innovate: Journal of Online Education, 4(3), 1-8.

Christenson, S. L., Reschly, A. L., Appleton, J. J., Berman-Young, S., Spanjers, D. M., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology (pp. 1099–1119). Washington, DC: National Association of School Psychologists.

Di Martino, P., & Zan, R. (2001). Attitude toward mathematics: Some theoretical issues. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics (Vol: 3, pp. 209-216). Utrecht, The Netherlands: PME.

Doğan, N., & Barış, F. (2010). Tutum, değer ve özyeterlik değişkenlerinin TIMSS-1999 ve TIMSS-2007 sınavlarında öğrencilerin matematik başarılarını yordama düzeyleri. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(1), 44-50.

Dotterer, A. M., McHale, S., & Crouter, A. C. (2007). Implications of out-of-school activities for school engagement in African American adolescents. Journal of Youth & Adolescence, 36, 391-401. doi:10.1007/s10964-006-9161-3

Dursun, Ş., & Dede, Y. (2004). Öğrencilerin matematikte başarısını etkileyen faktörler matematik öğretmenlerinin görüşleri bakımından. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(2), 217-230.

Eccles, J. S., Midgley, C., & Adler, T. (1984). Grade related changes in the school environment: Effects on achievement motivation. In J. Nicholls (Ed.), Advances in motivation and achievement (Vol. 3, pp. 283331). Greenwich: JAI Press.

Ekizoğlu, N., & Tezer, M. (2007). İlköğretim öğrencilerinin matematik dersine yönelik tutumları ile matematik başarı puanları arasındaki ilişki. Cypriot Journal of Educational Sciences, 2(1), 43-57.

Eryılmaz, A. (2014). Üniversite öğrencileri için derse katılım ölçeklerinin geliştirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(2), 203-214.

Even, R., & Tirosh, D. (2002). Teacher knowledge and understanding of students’ mathematical learning. In English, L. D. (Ed.), Handbook of international research in mathematics education (pp. 219-240). London: Lawrence Erlbaum Assocıates.

Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142.

Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to school engagement. Journal of Negro Education, 62, 249-268.

Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C.Wylie (Eds.), Handbook of research on student engagement (pp. 97–131). New York, NY: Springer.

Fredricks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109. doi:10.3102/00346543074001059

Fullarton, S. (2002). Student engagement with school: Individual and school-level influences (LSAY Research Report No. 27). Camberwell: ACER

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162. doi:10.1037/0022-0663.95.1.148

Goodykoontz, E. N. (2008). Factors that affect college students’ attitude toward mathematics. Unpublished PhD thesis, College of Human Resources and Education, West Virginia University, West Virginia.

Günel, A.S. (2014). Biçimlendirici değerlendirmenin bir dil programındaki öğrencilerin derse katılımı üzerine etkileri. Yayınlanmamış yüksek lisans tezi, Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

Günüç, S. (2014). The relationship between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216-231.

Hughes, J., & Kwok, O. M. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39–51. doi:10.1037/0022-0663.99.1.39

Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27-38. doi:10.1016/j.learninstruc.2016.01.002

Karadeniz, İ. (2014). Kırsal kesimdeki ortaokul öğrencilerinin matematiğe ilişkin kaygıları ile matematik tutumları arasındaki ilişki. Yayınlanmamış yüksek lisans tezi, Eskişehir Osmangazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.

Karasar, N. (2004). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınları.

Kaya, M. (1995). Türkiye'de yabancı dil olarak İngilizce dersi alan bir sınıftaki öğrencilerin motivasyon, endişe, kendine güven ve dışa dönüklük, içe dönüklük durumları ile sınıf içinde aktif derse katılımları arasındaki ilişki. Yayınlanmamış yüksek lisans tezi, İhsan Doğramacı Bilkent Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

Kemancı, Z. (2004). Muğla ili Ortanca ilçesi ilköğretim II.kademe öğrencilerinin matematik dersine yönelik tutumlarının değerlendirilmesi. Yayınlanmamış yüksek lisans tezi, Muğla Üniversitesi, Sosyal Bilimler Enstitüsü, Muğla.

Kiamanesh, A. R. (2004). Factors affecting Iranian students’ achievement in mathematics. Paper presented in the First IEA International Research Conference, Cyprus.

Kong, Q. P., Wong, N. Y., & Lam, C. C. (2003). Student engagement in mathematics: Development of instrument and validation of construct. Mathematics Education Research Journal, 15(1), 4-21. doi:10.1007/BF03217366

Krause, K., & Coates, H. (2008). Students' engagement in first-year university. Assessment and Evaluation in Higher Education, 33(5), 493-505. doi:10.1080/02602930701698892

Krulick, S., Rudnick, J., & Milou, E. (2003). Teaching mathematics in the middle school. Newyork: Pearson Education.

Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50, 683-706. doi:10.1353/csd.0.0099

Kuperminc, G. P., Blatt, S. J., & Leadbeater, B. J. (1997). Relatedness, self-definition, and early adolescent adjustment. Cognitive Therapy and Research, 21, 301–320. doi:10.1023/A:1021826500037

Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101, 190–206. doi:10.1037/a0013153

Libbey, H. P. (2004). Measuring student relationship to school: attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274-283. doi:10.1111/j.1746-1561.2004.tb08284.x

Linnenbrink, E. A., & Pintrch P. (2003) The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19 (2),119-137.

Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53(5), 359-373. doi:10.1016/j.jsp.2015.07.001

Mazman Akar, S., Birgin, O., Göksu, B., Uzun, K., Gümüş, B., & Peker, E. (2017). Adaptation of student engagement in mathematics scale into Turkish. Turkish Journal of Computer and Mathematics Education, 8(1), 28-51. doi:10.16949/turkbilmat.286926

MEB (2016a). 2015-2016 eğitim-öğretim yılı 1. dönem ortak sınavı test ve madde istatistikleri. Ankara: MEB Ölçme Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü.

MEB (2016b). TIMSS 2015 ulusal matematik ve fen ön raporu. Ankara: MEB Ölçme Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü.

Meece, J. (1996). Gender differences in mathematics achievement: the role of motivation. In M. Carr (Ed.), Motivation in mathematics (pp.113-130). Cresskill, NJ: Hampton Press.

Menteş, C. (2011). İlköğretim okulu 5. sınıf öğrencilerinin öğretmenlerine olan güven düzeyleri ile derse katılım düzeyleri arasındaki ilişki. Yayınlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

Murimo, A. E. (2013). The influence of gender, parents and background factors on Grade 7 students' beliefs and attitudes towards mathematics in Mozambique. Perspectives in Education, 31(2), 74-82.

Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. Journal of Early Adolescence, 29, 376-404. doi:10.1177/0272431608322940

National Council of Teachers of Mathematics (NCTM) (1989). Curriculum and evaluation standards for school mathematics. Virginia: The National Council of Teachers of Mathematics Inc.

Nicolaidou, M., & Philippou, G. (2003). Attitudes towards mathematics, self-efficacy and achievement in problem-solving. In M. A. Mariotti (Ed.), Proceedings of the third conference of the european society for research in mathematics education (pp.1-11), University of Pisa, Pisa, Italia.

Öğrenci Seçme ve Yerleştirme Merkezi [ÖSYM]. 2016-YGS sayısal bilgiler. 10 Şubat 2017 tarihinde http://dokuman.osym.gov.tr/pdfdokuman/2016/YGS/2016_YGS_Sayisal_Bilgiler.pdf adresinden edinilmiştir.

Özdemir, M., & Kalaycı, H. (2013). Okul bağlılığı ve metaforik okul algısı üzerine bir inceleme: Çankırı ili örneği. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2125-2137. doi: 10.12738/estp.2013.4.1680

Özer, Y., & Anıl, D. (2011). Öğrencilerin fen ve matematik başarılarını etkileyen faktörlerin yapısal eşitlik modeli ile incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41(41), 313-324.

Pajares, F. & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.

Papanastasiou, C. (2002). Effects of background and school factors on the mathematics achievement. Educational Research and Evaluation, 8(1), 55-70.

Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83-98. doi:10.1037/0022-0663.99.1.83

Peker, M., & Mirasyedioğlu, Ş. (2008). Pre-service elementary school teachers’ learning styles and attitudes towards mathematics. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 21-26. doi:10.12973/eurasia.2008.00080a

Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschley, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259-282). New York: Springer.

Peterson, P. L., & Fennema, E. (1985). Effective teaching, student engagement in classroom activities, and sex-related differences in learning mathematics. American Educational Research Journal, 21 (22), 309-335.

Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28(2), 147-169. doi:10.1023/B:MOEM.0000032312.95499.6f

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104, 700–712. doi:10.1037/a0027268

Rimm-Kaufman, S. E. (2010). Student engagement in mathematics scalei Unpublished measure, University of Virginia, Charlottesville, VA.

Rimm-Kaufman, S. E., Baroody, A., Larsen, R., Curby, T. W., & Abry, T. (2015). To what extent do teacher- student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170–185. doi:10.1037/a0037252

Savaş, E., Taş, S., & Duru, A. (2010). Matematikte öğrenci başarısını etkileyen faktörler. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 113-132.

Sever, M., Ulubey, Ö., Toraman, Ç., & Türe, E. (2014). Lise öğrencilerinin çeşitli değişkenler açısından derse katılımlarının incelenmesi. Eğitim ve Bilim, 39(176), 183-189. doi:10.15390/EB.2014.3633

Shin, R., Daly, B., & Vera, E. (2007). The relationships of peer norms, ethnic identity, and peer support to school engagement in urban youth. Professional School Counseling, 10(4), 379-388.

Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95, 323–332.

Sirin, S. R., & Rogers-Sirin, L. (2004). Exploring school engagement of middle-class African American adolescents. Youth & Society, 35(3), 323-340. doi:10.1177/0044118x03255006

Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525. doi:10.1177/0013164408323233

Taşdemir, C. (2008). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin matematik dersine yönelik tutumlarının bazı değişkenlere göre belirlenmesi: Bitlis ili örneği. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 17, 185-201.

Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of classroom environment, school engagement, and academic achievement. American Educational Research Journal, 47, 633–662.

Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly, 29(4), 517-535. doi:10.1037/spq0000050

Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation: Results from PISA 2000. Paris: Organization for Economic Co-operation and Development.

Yıldırım, C. (1988). Matematiksel düşünme. İstanbul: Remzi Kitabevi.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663676.

Last issue
Previous issues
Article Statistics