The Impact of self-regulation instruction on Mathematics achievements and attitudes of elementary school students
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Tarih
2009
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info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, öz düzenleme öğretiminin ilköğretim matematik programında yer alan kesirler ve ondalık sayılar ünitelerindeki akademik başarıya ve matematiğe karşı tutuma etkisini belirlemektir. Araştırma, ilköğretim 4. sınıfa devam eden 60 öğrenci ile yapılmıştır. Araştırmada Zimmerman, Bonner ve Kovach (1996) tarafından geliştirilen öz düzenleyici öğretim modeli kesirler ve ondalık sayılar öğretim etkinliklerine uyarlanmış ve 6 hafta uygulanmıştır. Öz düzenleyici öğretim etkinlikleri deney grubu öğrencilerine uygulanmıştır. Araştırma sonunda, deney grubunda yer alan öğrencilerin hem kesirler, ondalık sayılar ünitesindeki academik başarılarının hem de matematiğe karşı tutum puanlarının kontrol grubu öğrencilerine göre daha yüksek olduğu bulunmuştur.
The purpose of this study is to find out the impact of self-regulation instruction on fractions and decimal numbers on academic achievement and attitude towards mathematics in elementary school program in Turkey. The subjects of the study were fourth year elementary school students (N=60). Zimmerman, Bonner and Kovach’s (1996) model related to self-regulation instruction was adapted to fraction and decimal numbers teaching activities and carried out for six weeks during the academic year. Self-regulated learning instruction was implemented in the experimental group. The results in the study suggested that the students in the experimental group had higher academic achievement on fraction and decimal numbers, and attitude scores in mathematics than the control group.
The purpose of this study is to find out the impact of self-regulation instruction on fractions and decimal numbers on academic achievement and attitude towards mathematics in elementary school program in Turkey. The subjects of the study were fourth year elementary school students (N=60). Zimmerman, Bonner and Kovach’s (1996) model related to self-regulation instruction was adapted to fraction and decimal numbers teaching activities and carried out for six weeks during the academic year. Self-regulated learning instruction was implemented in the experimental group. The results in the study suggested that the students in the experimental group had higher academic achievement on fraction and decimal numbers, and attitude scores in mathematics than the control group.
Açıklama
Anahtar Kelimeler
Self-Regulation, Academic Achievement, Attitude, Elementary School Mathematics, Fractions and Decimal Numbers, Özdüzenleme, Akademik Başarı, Tutum, İlköğretim Programı, Kesirler ve Ondalık sayılar
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Eğitim ve Bilim
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Scopus Q Değeri
Cilt
34
Sayı
152
