Sosyal Bilgiler ve Sınıf Öğretmenliği Programı Öğrencilerinin Matematik Başarı ve Kaygı Düzeylerinin Coğrafya Başarısını Yordaması

Abstract

The aim of the study is to examine whether the levels of students' mathematics achievement and anxiety predict their geography success in primary school and social sciences teaching programs. Predictive correlation research design was used in the study. The study included 145 randomly selected sophomore students who taught in both primary school and in social studies teaching programs of education faculty in a university, in the academic year 2010-2011. The study took place in the eastern Anatolia region of Turkey. Both qualitative and quantitative data analysis indicate that there are significant correlations between mathematics achievement and mathematics anxiety, on the one hand, and geography achievement, on the other. Both mathematics achievement and mathematics anxiety are significant factors in successful geography achievement, and these factors explain about one-fourth of the total variance