Sekizinci Sınıf Öğrencilerinin Matematik Başarılarını Açıklayan Bir Yapısal Eşitlik Modeli

Abstract

AbstractThe purpose of this study is to investigate, via a model, the explanatory and predictive relationships among the following variables: Mathematical Problem Solving and Reasoning Skills, Sources of Mathematics Self-Efficacy, Spatial Ability, and Mathematics Achievements of Secondary School 8th Grade Students. The sample group of the study, itself conducted using a survey model, consisted of 470 8th grade students aging between 14 and 15 years old attending different secondary schools in the city of Konya, Turkey and its surrounding area. Of the total students, 238 were female (50.6%) and 232 were male (49.4%). In the study, the Scale of Sources of Mathemat- ics Self-Efficacy was used to determine students' levels of self-efficacy; the Problem Solving Test was used to measure their problem solving skills; the Reasoning Test was used to measure their reasoning skills; both the Mental Rotation and the Paper Folding Tests were used to measure their spatial skills; and the Mathematics Achievement Test was used to measure their level of mathematics achievement. The data collected in the study were analyzed using one of the Structural Equation Models, that being the Structural Regression Model. Ac- cording to the results obtained, the variables Sources of Mathematics Self-Efficacy, Spatial Ability, and Problem Solving and Reasoning Skills were witnessed to account for 75% of the variation in mathematics achievement. These variables have a considerable effect on mathematics achievement. Knowing this, it is recommended that, in order increase mathematics achievement, a mathematics teaching model in which these interrelated vari- ables coexist be developed and then implemented in activities supporting self-efficacy.KeywordsMathematics Achievement, Problem Solving Skill, Reasoning Skill, Sources of Self-Efficacy, Spatial Ability, Structural Equation Modeling.Today, in a time when extraordinary and rapid developments occur daily and because foundations of daily life are increasingly becoming mathematical, knowing and understanding mathematics have gained considerable importance. In such a changing world, individuals able to understand and use mathematics will have more say in enhancing opportunities and occasions that may shape their future (NCTM, 2000). In this context, understanding and being successful in mathematics have gained further importance.Individual factors are highly important in mathematics achievement and success (Akyuz, 2014; Ozguven, 2005; Peker, 2005; Usher, 2009). However, not all students are able to exhibit the same level of achievement due to individual factors (NCTM, 2000). Accordingly, it is quite important to ascertain whether students achieve in accordance with their skills or not, to investigate the factors affecting achievement, and to make practical suggestions to teachers and students. When the studies conducted in the relevant literature are examined, many factors are observed to affect mathematics and mathematics achievement. The major factors affecting mathematics and mathematics achievement may be listed as follows: (Uredi & Uredi, 2005), spatial ability (Battista, 1990; Casey, Pezaris, & Nuttall, 1992; Mohler, 2001), problem solving skills (Alci, Erden, & Baykal, 2010; Arsal, 2009; Gunhan & Baser, 2008; Ozsoy, 2005), reasoning skills (Ball & Bass, 2003; Brodie, Coetzee, & Lauf, 2010; Kilpatrick, Swafford, & Findell, 2011; Yildirim, 2011), school type (Dursun & Dede, 2004; Savas, Tas, & Duru, 2010; Umay, 2003; Weissglass, 2002), learning style (Peker, 2005; Senturk & Ikikardes, 2011), motivation (Fadlelmula, 2011; Uredi & Uredi, 2005; Yildirim, 2011), self-efficacy (Alci et al., 2010), family income level (Savas et al., 2010), duration of study (Savas et al., 2010), attitude and interest (Demir & Kilic, 2010; Peker & Mirasyedioglu, 2003; Savas et al., 2010), anxiety (Dursun & Bindak, 2011), and the duration one has attended a university preparation course (Savas et al. …