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THE EFFECTS OF PRIMARY SCHOOL TEACHERS’ ATTITUDES TOWARDS THE MATHEMATICS ACHIEVEMENT FORTH GRADE STUDENTS BY GENDER

ÖĞRETMENLERİN MATEMATİĞE KARŞI TUTUMLARININ, CİNSİYETE GÖRE İLKÖĞRETİM 4. SINIF ÖĞRENCİLERİNİN MATEMATİK BAŞARILARINA ETKİSİ

Journal Name:

  • Erzincan Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2006

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study was to investigate the effect of classroom teachers with weak and strong attitudes towards mathematics on fourth grade students’ mathematics achievements in terms of gender. Study was carried out on 337 fourth grade students’ (160 girls and 177 boys) who have classroom teachers with strong positive attitudes towards mathematics and 355 students (177 girls and 175 boys) who have teachers with weak positive attitudes. Results revealed that students who have teachers with strong positive attitudes towards mathematics were more successful than the students who have teachers with weak attitudes. There was also a significant interaction between teacher’s attitudes and gender. Female students were more successful when their teachers had strong positive attitude towards mathematics. There were no significant differences between genders.
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Abstract (Original Language): 
Bu çalışmanın amacı, sınıf öğretmenlerinin matematiğe karşı olan tutumlarının, cinsiyete göre, ilköğretim 4. sınıf öğrencilerinin matematik başarıları üzerine olan etkisinin araştırılmasıdır. Matematiğe karşı pozitif tutumu olan öğretmenlerin, 337 öğrencisi (160 kız, 177 erkek) ve negatif tutumu olan öğretmenlerin, 355 öğrencisi (177 kız, 175 erkek) üzerinde yapılan çalışma sonucunda pozitif tutumu olan öğretmenlerin öğrencilerinin; negatif tutumu olan öğretmenlerin öğrencilerine göre daha başarılı olduğu görülmüştür. Bunun yanında, cinsiyete göre, olumlu tu- tumu olan öğretmenlerin kız öğrencilerinin de daha başarılı olmasına karşın cinsiyetler arasında anlamlı bir fark çıkmamıştır.
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