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Journals / Eğitim ve Bilim / 2009 / Cilt: 34 - Sayı: 152

Özdüzenleme Öğretiminin İlköğretim Öğrencilerinin Matematik Başarısına ve Tutumuna Etkisi

The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students

Zeki ARSAL
Pages
3–14
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
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Key Findings & Data:The subjects of the study were fourth year elementary school students (N=60).
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Conclusion & Impact: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.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

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.

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.

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Cite This Article

ARSAL, Z. (2022). Özdüzenleme Öğretiminin İlköğretim Öğrencilerinin Matematik Başarısına ve Tutumuna Etkisi. Eğitim ve Bilim, Cilt: 34 - Sayı: 152, 3–14. https://ajindex.com/articles/497797

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