Browsing by Subject "Mathematics achievement"

Now showing 1 - 3 of 3

Open Access
A descriptive investigation of Turkish high school students’ spatial visualization ability
(2020-07) Toplu, Dilara
The purpose of this study was to investigate Turkish high school students’ spatial visualization ability. Gender, school type, and grade were used as independent variables to describe spatial visualization ability as it pertains to the respective dimensions. Descriptive research was used, and the sample consisted of 555 students from private and state high schools. The study was carried out in Çankaya, Ankara. The “Purdue Spatial Visualization Test - PSVT” developed by Roland Guay in 1976, adapted into Turkish by Sevimli (2009) was used to measure students’ spatial visualization abilities. The data collection took place during the fall semester of the 2018-2019 academic year. The data analyses were conducted by considering students’ total scores of PSVT. Descriptive statistical analyses were conducted to determine students’ spatial visualization levels based on the variables: gender, school type, and grade. An independent samples t-test was conducted to determine whether the mean difference between gender and school types were statistically significant. Welch’s ANOVA test was conducted to determine whether the mean difference between grades was statistically significant. Moreover, Pearson correlation coefficients were computed to find out if there were relationships between the students’ PSVT total scores and their mathematics course grades, also for their socioeconomic status. Analyses revealed that students’ spatial visualization levels were dependent on their gender and school type. It was found that there was not a statistically significant difference between the PSVT mean scores of grades. There was a significant, positive correlation between students’ spatial visualization levels and mathematics grades and socioeconomic status.
Open Access
Investigating high school students’ mathematics achievement with level of sources of mathematics self-efficacy, gender and school types
(2021-09) Sert, Ezgi
The purpose of this study was to investigate high school students’ mathematics achievement. Their mathematics achievement was determined by their latest mathematics Grade Point Average (GPA) results that were collected at the end of the first term of 2019-2020 academic year. Level of sources of mathematics self-efficacy, gender and school types were examined to gain information about their mathematics achievement by using descriptive research design. Descriptive statistics were used to analyze students’ mathematics achievement in terms of level of sources of mathematics self-efficacy, gender and school types. The participants consisted of 9th, 10th and 11th grade students. A total of 644 students from private and state schools took part in this study. The Turkish version of the sources of mathematics self-efficacy survey developed by Perkmen (2016) was used to measure students’ sources of mathematics self-efficacy. It was investigated whether there was a correlation between students’ level of sources of mathematics self-efficacy and mathematics achievement or not. The results showed that there was a statistically significant and positive correlation between students’ mathematics achievement and mastery experiences, vicarious experience, social persuasion, and psychological states. Also, independent sample t-tests were used to examine gender difference and school types in terms of students’ mathematics achievement. There was a statistically significant mean difference between female and male students in favoring of female students’ mathematics achievement with a medium effect size. Furthermore, there was a statistically significant mean difference between private and state schools with a small effect size in favoring of private high school students’ mathematics achievement.
Open Access
Predicting middle school students’ mathematics achievement using decision trees
(2023-09) Yeter, Buse
In today's world, it is crucial to raise individuals who can think critically and flexibly, see things from a variety of perspectives, and develop creative solutions to common challenges in many countries including Türkiye. One of the ways to attain this purpose is to provide qualified mathematics education. During this qualified education determining the extent to which students meet the program goals is an important and fundamental part of the process of educating the individuals. Education should be provided in accordance with the requirements of the age using a curriculum with qualified measurement, assessment, and evaluation practices. This study aims to predict middle school students’ achievement at four grade levels in mathematics at the end of the semester utilized as a predictor measurement and assessment approach. Chi-squared Automatic Interaction Detection (CHAID), a decision tree analysis, was used to examine the importance of exams, quizzes, homework, and teacher observation in predicting the end-of-semester achievements. As a result of the study, when the first semester is examined in general, quizzes are mostly determined as the best predictor of student success, while exams are generally for the second semester. Implications for teachers and students are stated.