Yazar "Baloglu, Mustafa" seçeneğine göre listele

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    A descriptive study of individual and cross-cultural differences in statistics anxiety
    (ELSEVIER SCIENCE BV, 2011) Baloglu, Mustafa; Deniz, M. Engin; Kesici, Sahin
    The present study investigated individual and cross-cultural differences in statistics anxiety among 223 Turkish and 237 American college students. A 2 x 2 between-subjects factorial multivariate analysis of covariance (MANCOVA) was performed on the six dependent variables which are the six subscales of the Statistical Anxiety Rating Scale. Independent variables were country and gender. Grade Point Average (GPA) and age were entered as covariates. Results showed that GPA and age had significant covariate effects on the combined dependent variables. There was no significant interaction effect of country by gender: however, after adjusting for the covariates, significant main effects for country and gender were found. The main effect of country was significant on worth of statistics, interpretation anxiety, fear of asking for help, and fear of statistics teachers on which American students scored higher than Turkish students. The main effect of gender was significant on interpretation anxiety and test/class anxiety where women scored higher than men. (C) 2011 Elsevier Inc. All rights reserved.
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    Gender Differences in Geometry and Mathematics Achievement and Self-efficacy Beliefs in Geometry
    (ANI YAYINCILIK, 2011) Erdogan, Ahmet; Baloglu, Mustafa; Kesici, Sahin
    Problem Statement: Individual differences in education have great importance. Such differences become particularly crucial in disciplines such as mathematics and geometry. One of the most frequently investigated individual differences is gender-related. Gender differences in mathematics may be different depending upon the particular area of mathematics. Therefore, gender differences in geometry performance and efficacy deserve attention. Purpose of Study: The present study is aimed to investigate gender differences in mathematics course achievement, geometry course achievement, and geometry self-efficacy. Methods: A total of 199 high school sophomores voluntarily participated in the study. A mathematics and geometry end-of-the-year GPA was obtained from the official student records. Students responded to a set of brief demographic questions that asked their gender in addition to the Self-efficacy Scale toward Geometry (SESTG). Data were screened for the assumptions of parametric statistics. In order to test mathematics and geometry end-of-the-year achievement differences simultaneously between men and women, a between-subjects MANOVA was used. A second MANOVA was used to test three dependent variables of self-efficacy beliefs simultaneously in a non-orthogonal design. The independent variable was gender (male and female). Findings and Results: Results showed that there was a significant multivariate effect of gender on the combined dependent variables. There was a large association both between the dependent variables and gender. The results of univariate F analyses indicated that there were significant gender differences on both mathematics achievement and geometry achievement. Women achieved significantly higher than men. A second one-way, between-subjects MANOVA was performed on the three dependent variables that were the subscales of the SESTG. The independent variable was gender. Results showed that there was not any significant multivariate effect of gender on the combined dependent variabels. Conclusions and Recommendations: Variables that may have an effect on mathematics or geometry achievement are multi-faceted. The present study focused on one of such variables, namely gender. We investigated the relationship between self-efficacy beliefs in geometry and geometry achievement and found that the two variables were significantly related. The present study also shows a significant relationship between the mathematics and geometry achievement level. Results show that there are not any significant multivariate gender differences on the sub-scales of the geometry self-efficacy beliefs.
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    Self-regulated learning strategies in relation with statistics anxiety
    (ELSEVIER SCIENCE BV, 2011) Kesici, Sahin; Baloglu, Mustafa; Deniz, M. Engin
    Dealing with students' attitudinal problems related to statistics is an important aspect of statistics instruction. Employing the appropriate learning strategies may have a relationship with anxiety during the process of statistics learning. Thus, the present study investigated multivariate relationships between self-regulated learning strategies and statistical anxiety using canonical correlation analysis (CCA). Three hundred twenty Turkish college students responded to the Motivated Strategies for Learning Questionnaire and the Statistical Anxiety Rating Scale. Of the group, 189 (59.1%) were women and 131 (40.9%) were men. Participants' ages ranged from 18 to 33 years with a mean of 21.28 years (SD = 1.53). Bivariate correlation coefficients showed significant relationships between the dimensions of learning strategies and statistical anxiety. CCA showed that students who used more rehearsal, elaboration, organization, critical thinking, metacognitive regulation. time and study environment management, and effort regulation strategies experienced lower computational anxiety and had more positive attitudes toward statistics. Additionally, a combination of effort regulation and help seeking strategies is associated with test/class anxiety. (C) 2011 Elsevier Inc. All rights reserved.