Examining elementary school students’ attitudes towards mathematics in terms of some variables
By Davut Köğce, C. Yıldız, M. Aydin, R. Altındağ. 2009
88 citations recorded by the source corpus.
The purpose of this study is to determine and compare how the attitudes towards mathematics of second grade students in elementary school changes according to some variables. This study was carried out by using survey method. As data collection tool, Mathematics Attitude Questionnaire (MAQ) which consists of 37 items each with five response alternatives covering the attitudes of students towards mathematics was used. In this research, this questionnaire was administered to 200 elementary school students from two different primary schools in 2007–2008 education terms in the city of Trabzon, TURKEY. The data were analyzed by One-Way (Factor) ANOVA and independent-samples t- tests using the statistical package program (SPSS 10.0). As a result, it is revealed that there are statistically significant differences in terms of the attitudes towards mathematics according to their grade levels, but gender of students.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/a73172f6dd0986f7bb481c2dfe430a2d94b3a3f4
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Citations in the corpus
- Learning environment and students' mathematics attitude (2012, background): “Kogce et al. (2009) found no significant gender effect on the mathematics attitude in grades 6, 7 and 8.”
- Students’ Attitude Toward Mathematics: The Use of Factor Analysis in Determining the Criteria (2010, background): “There are a lot of other factors affecting student’s success in mathematics (Davut Köğce et. al, 2009). According to (Githua & Mwangi (2003), mathematics self-concept is one of the factors that influence students’ achievement in mathematics and this factor related to their motivation to learn mathem”
- Secondary students’ attitude towards mathematics in a selected school of Maldives (2011, background): “Some of these factors include student‟s mathematical achievement score (Köğce et al, 2009), anxiety towards mathematics, student‟s self efficacy and self concept, extrinsic motivation (Tahar et al, 2010) and experiences at high school (Klein, 2004; Bobis & Cusworth, 1994).”