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

ARSAL, Zeki

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

Zeki ARSAL (Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Bolu, Türkiye)

Eğitim ve Bilim

10 3

Yıl: 2009 Cilt: 34 Sayı: 152 Sayfa Aralığı: 3 - 14 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

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

Öz:

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.

Anahtar Kelime: matematik dersleri kesirler matematik eğitimi ilk öğretim öğrencileri ondalık sayılar matematik becerileri özdüzenleme öğretimi matematik tutumu

Konular: Eğitim, Eğitim Araştırmaları

Özdüzenleme Öğretiminin İlköğretim Öğrencilerinin Matematik Başarısına ve Tutumuna Etkisi

Öz:

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.

Anahtar Kelime: decimal numbers mathematics skill self regulation instruction mathematical attitudes mathematics lessons fractions mathematics education elementary school students

Konular: Eğitim, Eğitim Araştırmaları

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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APA	ARSAL Z (2009). The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. , 3 - 14.
Chicago	ARSAL Zeki The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. (2009): 3 - 14.
MLA	ARSAL Zeki The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. , 2009, ss.3 - 14.
AMA	ARSAL Z The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. . 2009; 3 - 14.
Vancouver	ARSAL Z The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. . 2009; 3 - 14.
IEEE	ARSAL Z "The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students." , ss.3 - 14, 2009.
ISNAD	ARSAL, Zeki. "The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students". (2009), 3-14.

APA	ARSAL Z (2009). The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. Eğitim ve Bilim, 34(152), 3 - 14.
Chicago	ARSAL Zeki The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. Eğitim ve Bilim 34, no.152 (2009): 3 - 14.
MLA	ARSAL Zeki The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. Eğitim ve Bilim, vol.34, no.152, 2009, ss.3 - 14.
AMA	ARSAL Z The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. Eğitim ve Bilim. 2009; 34(152): 3 - 14.
Vancouver	ARSAL Z The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students. Eğitim ve Bilim. 2009; 34(152): 3 - 14.
IEEE	ARSAL Z "The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students." Eğitim ve Bilim, 34, ss.3 - 14, 2009.
ISNAD	ARSAL, Zeki. "The Impact of Self-Regulation Instruction on Mathematics Achievements and Attitudes of Elementary School Students". Eğitim ve Bilim 34/152 (2009), 3-14.