Publication: EtnoSTEAM yaklaşımının 7. sınıf öğrencilerinin matematik özyeterliklerine ve matematik tutumlarına etkisinin incelenmesi
Abstract
Bu araştırmanın amacı EtnoSTEAM uygulamalarının, ortaokul yedinci sınıf öğrencilerin matematik özyeterlik inançları ve matematik tutumlarına etkisini incelemektir. Araştırma kar-ma desende tasarlanmış olup nicel bölümde ön test son test deney ve kontrol gruplu yarı de-neysel desen, nitel bölümünde ise uzman görüşü alınarak hazırlanan yarı yapılandırılmış gö-rüşme formu kullanılmıştır. Araştırma, İstanbul’da bulunan bir özel ortaokulda 2023-2024 eğitim öğretim yılında öğrenim görmekte olan 7. sınıf öğrencileri ile gerçekleştirilmiştir. İki şubeden biri deney grubu, diğeri kontrol grubu olarak belirlenmiştir. Deney grubunda Et-noSTEAM yaklaşımında hazırlanan etkinlikler ile, kontrol grubuna ise geleneksel öğretim metodu (düz anlatım) ile derslere devam edilmiştir. Uygulama öncesinde ve sonrasında, de-ney ve kontrol gruplarına öğrencilerin matematik özyeterlik inançlarını ve matematik tutumla-rını ölçen ön test son testler uygulanmıştır. Elde edilen nicel veriler istatistik paket analiz edilmiştir. Nicel verilerin analizinde bağımsız örneklem t testi ve bağımlı örneklem t testi kullanılmıştır. Araştırmanın nitel bölümünde ise öğrenci görüşmelerinden elde edilen sonuçlar içerik analizi yöntemi ile çözümlenip değerlendirilmiştir. Nicel veri analizlerine göre, deney ve kontrol gruplarının matematik tutumu (MTÖ) ve matematik özyeterlik algısı (MKÖAÖ) son test puanları arasında ve her bir grubun ön test son test puanları arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Ayrıca nitel verilerin analizi nicel verileri desteklemektedir. Bu sonuçlar, EtnoSTEAM yaklaşımında hazırlanıp uygulanan etkinliklerin matematik özyeterlik inançları ve matematik tutumları üzerinde anlamlı bir etki oluşturmadığını göstermektedir.
The aim of this study is to investigate the effect of EthnoSTEAM practices on mathemat-ics self-efficacy beliefs and mathematics attitudes of seventh grade secondary school stu-dents. The research was designed in a mixed design and a quasi-experimental design with pre-test post-test experimental and control groups was used in the quantitative part, and a semi-structured interview form prepared by taking expert opinion was used in the qualitative part. The research was carried out with 7th grade students studying in a private secondary school in Istanbul in the 2023-2024 academic year. One of the two classes was determined as the experimental group and the other as the control group. The experimental group was taught with the activities prepared in the EthnoSTEAM approach, while the control group was taught with the traditional teaching method (lecture). Before and after the application, pre-test and post-tests measuring students' mathematics self-efficacy beliefs and mathematics attitudes were applied to the experimental and control groups. The quantitative data obtained were analysed with the statistical package programme. Independent sample t test and depend-ent sample t test were used to analyse the quantitative data. In the qualitative part of the study, the results obtained from the student interviews were analysed and evaluated by content analysis method. According to the quantitative data analyses, there was no statistically signif-icant difference between the post-test scores of mathematics attitude (MTÖ) and mathematics self-efficacy perception (MKÖAÖ) of the experimental and control groups and between the pre-test and post-test scores of each group. In addition, the analysis of qualitative data sup-ported the quantitative data. These results show that the activities prepared and implemented in the EthnoSTEAM approach did not have a significant effect on mathematics self-beliefs and mathematics attitudes.
The aim of this study is to investigate the effect of EthnoSTEAM practices on mathemat-ics self-efficacy beliefs and mathematics attitudes of seventh grade secondary school stu-dents. The research was designed in a mixed design and a quasi-experimental design with pre-test post-test experimental and control groups was used in the quantitative part, and a semi-structured interview form prepared by taking expert opinion was used in the qualitative part. The research was carried out with 7th grade students studying in a private secondary school in Istanbul in the 2023-2024 academic year. One of the two classes was determined as the experimental group and the other as the control group. The experimental group was taught with the activities prepared in the EthnoSTEAM approach, while the control group was taught with the traditional teaching method (lecture). Before and after the application, pre-test and post-tests measuring students' mathematics self-efficacy beliefs and mathematics attitudes were applied to the experimental and control groups. The quantitative data obtained were analysed with the statistical package programme. Independent sample t test and depend-ent sample t test were used to analyse the quantitative data. In the qualitative part of the study, the results obtained from the student interviews were analysed and evaluated by content analysis method. According to the quantitative data analyses, there was no statistically signif-icant difference between the post-test scores of mathematics attitude (MTÖ) and mathematics self-efficacy perception (MKÖAÖ) of the experimental and control groups and between the pre-test and post-test scores of each group. In addition, the analysis of qualitative data sup-ported the quantitative data. These results show that the activities prepared and implemented in the EthnoSTEAM approach did not have a significant effect on mathematics self-beliefs and mathematics attitudes.