In:
Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, Nevsehir Haci Bektas Veli Universitesi SBE Dergisi, Vol. 13, No. 1 ( 2023-03-31), p. 623-638
Abstract:
The aim of the current study was to determine the predictability of students’ like learning mathematics, their confidence in mathematics, perceived mathematical value, and instructional clarity in mathematics lessons. The data came from eighth-grade students in Turkey who took part in TIMSS 2019 (Trends in International Mathematics and Science Study) cycle. A correlational research model was adopted within the study. The results of the hierarchical regression analysis indicated that students’ confidence in mathematics was the most significant variable with the model, followed by the value of mathematics for students, and instructional clarity in mathematics lessons. The regression equation accounted for more than 60% of the total variance in students’ like learning mathematics. These results suggest that both affective and cognitive factors underlie students’ like learning mathematics, with affective factors being relatively more influential. Thus, triggering the development of affective factors in order to improve students’ interest in and connection to mathematics lessons and support their academic performance may yield positive outcomes. The study concludes that STEM education (Science, Technology, Engineering and Mathematics) in the classroom necessitates multi-faceted readiness on the part of both students and teachers.
Type of Medium:
Online Resource
ISSN:
2149-3871
DOI:
10.30783/nevsosbilen.1230972
Language:
Unknown
Publisher:
Nevsehir Haci Bektas Veli Universitesi SBE Dergisi
Publication Date:
2023
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