Öğrencı̇lerı̇n oran-orantı konusuna yönelı̇k çözüm stratejı̇lerı̇nı̇n ve başarılarının incelenmesi
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Dosyalar
Tarih
2023
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Yayıncı
Selçuk Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı; öğrencilerin orantısal akıl yürütme gerektiren problemler karşısında kullandıkları çözüm stratejilerinin ve başarılarının dağılımlarını; sınıf düzeyi, cinsiyet, soru türü değişenlerine göre incelemektir. Bu amaçla araştırma, nicel yaklaşımın betimsel tarama modelinde yürütülmüştür. Araştırmanın örneklemi; 2021-2022 eğitim-öğretim yılının ikinci yarısında bir devlet okulunun 7 ve 8. sınıflarında öğrenim gören 123 erkek, 159 kız öğrenci olmak üzere toplam 282 öğrenciden oluşmaktadır. Araştırmanın verileri, Akkuş ve Duatepe-Paksu (2006) tarafından geliştirilen "Orantısal Akıl Yürütme Testi" ile toplanmıştır. Veri toplama süreci iki hafta sürmüştür. Toplanan veriler, istatistiksel olarak analiz edilmiştir. Veri analizinde; kategorik değişkenler arası farklar için Ki-Kare analizi, ilişkisiz örneklemler arasındaki başarı farkı için T testi analizi, diğer analizler için yüzde ve frekans değerleri kullanılmıştır. Bunun yanında betimsel ve içerik analiz tekniğinden yararlanılarak öğrencilere ait stratejilerin sınıflaması ve örnek durumları paylaşılmıştır. Araştırmanın sonucunda 7 ve 8. sınıf öğrencilerinin oran-orantı problemlerinin çözümünde kullandıkları stratejiler ve bu stratejilerin kullanılma sıklıkları arasında anlamlı farklar görülmüştür. Betimsel ve içerik analizi sonucunda öğrencilerin 26 farklı stratejiyi kullandıkları da tespit edilmiştir. Buna göre en fazla kullanılan strateji, içler-dışlar çarpım algoritması stratejisidir. Bu stratejilerden literatürde yer almayan "şekil ve model kullanma stratejisi, denklem kurma stratejisi, formül kullanma stratejisi, ritmik sayma stratejisi, değişim kat ve bölen stratejisi ve orantı sabiti stratejileri" kullandıkları tespit edilmiştir. Öğrencilerin orantısal akıl yürütme testinden aldıkları başarı puanlarının sınıf düzeyine göre 8. sınıf öğrencileri lehinde anlamlı bir farklılık oluşturduğu görülmüştür. Öğrencilerin orantısal akıl yürütme testinden aldıkları başarı puanlarının cinsiyet durumlarına göre kız öğrenciler lehinde anlamlı bir farklılık oluşturduğu tespit edilmiştir. Soru türüne göre strateji dağılımları incelendiğinde verilmeyen değeri bulma sorularında en fazla kullanılan strateji "içler-dışlar çarpım algoritması", niceliksel karşılaştırma içeren soru türlerinde en fazla kullanılan stratejinin "birim oran", niteliksel karşılaştırma gerektiren soru türlerinde en fazla kullanılan stratejinin "soru kökünü yorumlama" olduğu gözlemlenmiştir. Ayrıca toplamsal ilişki içeren soru türünde en fazla kullanılan stratejinin "veri ihmali" olduğu, ters orantılı ilişki içeren soruda en fazla kullanılan stratejinin "ters orantı algoritması" olduğu gözlemlenmiştir.
The Purpose of the research is to examine the distribution of the solution strategies, the students used and the distribution of their success in the face of problems that require proportional reasoning, according to grade level, gender, question type changes. For this purpose, the research was carried out in the descriptive survey model of the quantitative treatment. The research was performed in the second half of the 2021-2022 academic year on a total of 282 students as 123 male and 159 female who were studying in the 7th and 8th grades of a public school. The data of this research were collected with the "Proportional Reasoning Test" developed by Akkuş and Duatepe-Paksu (2006). The data compliation process took two weeks. The collected data were statistically analyzed. In data analysis, Chi-square analysis was used for the differences between categorical variables, t-test analysis was used for the success difference between unrelated samples, and percentage and frequency values were used for other analyses. Besides, the classification and sample situations of the students' strategies were shared by making benefit of descriptive and content analysis techniques. As a result of the research, significant differences were observed between the strategies used by 7th and 8th grade students in solving ratio proportion problems and the frequency of using these strategies. In consequence of descriptive and content analysis, it was determined that the students used 26 different strategies. Accordingly, the most used strategy is the strategy of cross-multiplication algorithm. It has been also determined that among these strategies, they used the strategy of using shapes and models, the strategy equate, the strategy of using formulas, the rhythmic counting strategy, the change multiplier and divisor strategy, and the proportionality constant, which are not take part in the literature. It was observed that the success rates of the students took from proportional reasoning test, made a significant difference in favor of the eighth grade students according to the grade level. It was determined that the success rates of the students in the proportional reasoning test, made a significant difference in favor of female students according to their gender. When the strategy distributions are analysed according to the question type, it has been observed that the most used strategy in the questions of finding the missing value is the cross multiplication algorithm, the most used strategy in the question types that include quantitative comparison is unit rate, and the most used strategy in the question types that require qualitative comparison is interpretation of the question root. It was also observed that the most used strategy in the question type that containing additive relationship was data ommision, and the most used strategy in the question containing inversely proportional was the inverse proportional algorithm.
The Purpose of the research is to examine the distribution of the solution strategies, the students used and the distribution of their success in the face of problems that require proportional reasoning, according to grade level, gender, question type changes. For this purpose, the research was carried out in the descriptive survey model of the quantitative treatment. The research was performed in the second half of the 2021-2022 academic year on a total of 282 students as 123 male and 159 female who were studying in the 7th and 8th grades of a public school. The data of this research were collected with the "Proportional Reasoning Test" developed by Akkuş and Duatepe-Paksu (2006). The data compliation process took two weeks. The collected data were statistically analyzed. In data analysis, Chi-square analysis was used for the differences between categorical variables, t-test analysis was used for the success difference between unrelated samples, and percentage and frequency values were used for other analyses. Besides, the classification and sample situations of the students' strategies were shared by making benefit of descriptive and content analysis techniques. As a result of the research, significant differences were observed between the strategies used by 7th and 8th grade students in solving ratio proportion problems and the frequency of using these strategies. In consequence of descriptive and content analysis, it was determined that the students used 26 different strategies. Accordingly, the most used strategy is the strategy of cross-multiplication algorithm. It has been also determined that among these strategies, they used the strategy of using shapes and models, the strategy equate, the strategy of using formulas, the rhythmic counting strategy, the change multiplier and divisor strategy, and the proportionality constant, which are not take part in the literature. It was observed that the success rates of the students took from proportional reasoning test, made a significant difference in favor of the eighth grade students according to the grade level. It was determined that the success rates of the students in the proportional reasoning test, made a significant difference in favor of female students according to their gender. When the strategy distributions are analysed according to the question type, it has been observed that the most used strategy in the questions of finding the missing value is the cross multiplication algorithm, the most used strategy in the question types that include quantitative comparison is unit rate, and the most used strategy in the question types that require qualitative comparison is interpretation of the question root. It was also observed that the most used strategy in the question type that containing additive relationship was data ommision, and the most used strategy in the question containing inversely proportional was the inverse proportional algorithm.
Açıklama
Anahtar Kelimeler
Orantısal Akıl Yürütme Becerisi, Çözüm Stratejileri, Matematik Öğretimi, Proportional Reasoning Skills, Solution Strategies, Teaching Mathematics
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Çalışkan, A. (2023). Öğrencı̇lerı̇n oran-orantı konusuna yönelı̇k çözüm stratejı̇lerı̇nı̇n ve başarılarının incelenmesi. (Yüksek Lisans Tezi). Selçuk Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.
