Developing Students’ Positive Affective Entry Characteristics towards Mathematics: An Action Research Study

Muhittin Çalışkan, Hüseyin Serçe, Hatice Uysal, Tianlan Wei
Views: 71 | Download: 20

Abstract


Past research has indicated the vital role of affective factors in mathematics learning. This action research study aimed to develop and evaluate the effectiveness of an action plan, which was implemented to foster students’ positive affective entry characteristics towards mathematics specifically by fixing the deficiencies in prior learning and promoting the allocation of time to study. Thirteen students attending a secondary school participated in the study over a 12-week period. We collected both quantitative and qualitative data through the Affective Entry Characteristics Scale for Mathematics, the Attitude Observation Form towards Mathematics, the research diary, and indirect observation of use traces on student assignments. First of all, the analysis of these data sources confirmed that there was substantial improvement in the students’ affective entry characteristics, indicating the effectiveness of our implementation. On the other hand, the qualitative data analysis of the diary and student assignments also revealed that this effect was not long-lasting for students who lived in a disadvantaged family/home environment. In other words, remedying the deficiencies in prior learning and promoting the allocation of time to study alone were not sufficient for these students. As a result, we came to the conclusion in the study that non-modifiable variables (such as family-home environment) is as important as or even more important than modifiable ones in the development of positive affective entry characteristics towards mathematics.


Full Text:

PDF

References


Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in the schools (2nd ed.). Lawrence Erlbaum Associates Publishers.

Berberoğlu, G., Çelebi, Ö., Özdemir, E., Uysal, E., & Yayan, B. (2003). Üçüncü uluslararası matematik ve fen çalışmasında Türk öğrencilerin başarı düzeylerini etkileyen etmenler [Factors effecting achievement level of Turkish students in the third international mathematics and science study]. Eğitim Bilimleri ve Uygulama, 2(3), 3-14.

Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Allyn and Bacon.

Bloom, B. S. (1998). İnsan nitelikleri ve okulda öğrenme (3th ed.) [Human characteristics and school learning] (D. A. Özçelik, Trans). MEB Yayınları.

Boz, H., & Çalışkan, M. (2018). Developing an attitude observation form towards mathematics. Research on Education and Psychology (REP), 2(2), 95-110.

Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. https://doi.org/10.3102/00346543065003245

Carpenter, D. M., & Clayton, G. (2014). Measuring the relationship between self-efficacy and math performance among first-generation college-bound middle school students. Middle Grades Research Journal, 9(2), 109-126.

Cvencek, D., Kapur, M., & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1-10. https://doi.org/10.1016/j.learninstruc.2015.04.002

Çalışkan, M. (2014). Bilişsel giriş davranışları, matematik özkavramı, çalışmaya ayrılan zaman ve matematik başarısı arasındaki ilişkiler [The relationships between cognitive entry behaviors, mathematics self-concept, the time allocated for studying mathematics and mathematics achievement]. Türkiye Sosyal Araştırmalar Dergisi, 18(1), 345-357.

Çalışkan, M., & Serçe, H. (2016). Matematiğe yönelik duyuşsal giriş özellikleri ölçeği: Geçerlik ve güvenirlik çalışması [Affective entry characteristics scale for mathematics: A study of reliability and validity]. International Journal of Eurasia Social Sciences, 7(22), 137-160.

Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20(1), 2-17. https://doi.org/10.1016/j.learninstruc.2008.11.002

Dochy, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research, 69(2), 145-186. https://doi.org/10.3102/00346543069002145

Edirmanasinghe, N. (2020). Using youth participatory action research to promote self-efficacy in math and science. Professional School Counseling, 24(1), 1-12. https://doi.org/10.1177/2156759X20970500

Ehmke, T., Drechsel, B., & Carstensen, C. H. (2010). Effects of grade retention on achievement and self-concept in science and mathematics. Studies in Educational Evaluation, 36(1-2), 27-35. https://doi.org/10.1016/j.stueduc.2010.10.003

Evans, J., & Tsatsaroni, A. (1996). Linking the cognitive and the affective in educational research: Cognitivist, psychoanalytic and poststructuralist models. British Educational Research Journal, 22(3), 347-358. https://doi.org/10.1080/0141192960220307

Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: Examining gender patterns reciprocal relations. Learning and Individual Differences, 47, 182-193. http://dx.doi.org/10.1016/j.lindif.2016.01.002

Ganley, C. M., & Vasilyeva, M. (2011). Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology, 32(4), 235-242. https://doi.org/10.1016/j.appdev.2011.04.001

Grootenboer, P., & Hemmings, B. (2007). Mathematics performance and the role played by affective and background factors. Mathematics Education Research Journal, 19, 3-20. https://doi.org/10.1007/BF03217459

Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66, 153-166. http://doi.org/10.1007/s11199-011-9996-2

Hailikari, T., Nevgi, A., & Komulainen, E. (2008). Academic self-beliefs and prior knowledge as predictors of student achievement in mathematics: A structural model. Educational Psychology, 28(1), 59-71. https://doi.org/10.1080/01443410701413753

Hailikari, T., Nevgi, A., & Lindblom-Ylänne, S. (2007). Exploring alternative ways of assessing prior knowledge, its components and their relation to student achievement: A mathematics based case study. Studies in Educational Evaluation, 33(3-4), 320-337. https://doi.org/10.1016/j.stueduc.2007.07.007

Johnson, A. P. (2015). Eylem araştırması el kitabı [A short guide to action research] (Y. Uzuner & M. Özten Anay, Trans. Eds.) Anı Yayıncılık.

Karasar, N. (2002). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Akademik Yayıncılık.

Kitsantas, A., Cheema, J., & Ware, H. W. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22(2), 310-339. https://doi.org/10.1177/1932202X1102200206

Lee, K., & Anderson, J. (2015). Gender differences in mathematics attitudes in coeducational and single sex secondary education. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, pp. 357-364). MERGA. https://eric.ed.gov/?id=ED572489

Lebens, M., Graff, M., & Mayer, P. (2011). The affective dimensions of mathematical difficulties in schoolchildren. Educational Research International, 2011, 1-13. https://doi.org/10.1155/2011/487072

Leder, G. C., & Forgasz, H. J. (2002). Measuring mathematical beliefs and their impact on the learning of mathematics: A new approach. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 95-113). Springer. https://doi.org/10.1007/0-306-47958-3_6

Li, X., & Li, Y. (2008). Research on students’ misconceptions to improve teaching and learning in school mathematics and science. School Science and Mathematics, 108(1), 4-7. https://doi.org/10.1111/j.1949-8594.2008.tb17934.x

Liston, M., & O’Donoghue, J. (2009) Factors influencing the transition to university service mathematics: part 1 a quantitative study. Teaching Mathematics and Its Applications, 28(2), 77-87. https://doi.org/10.1093/teamat/hrp006

Ma, X., & Xu, J. (2004). Determining the causal ordering between attitude toward mathematics and achievement in mathematics. American Journal of Education, 110(3), 256-280. https://doi.org/10.1086/383074

Maass, J., & Schlöglmann, W. (Eds.). (2009). Beliefs and attitudes in mathematics education: New research results. Sense Publishers.

Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397-416. https://doi.org/10.1111/j.1467-8624.2005.00853.x

Özer, Y., & Anıl, D. (2011). Öğrencilerin fen ve matematik başarılarını etkileyen faktörlerin yapısal eşitlik modeli ile incelenmesi [Examining the factors affecting students’ science and mathematics achievement with structural equation modeling]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 313-324.

Pantziara, M., & Philippou, G. N. (2015). Students’ motivation in the mathematics classroom. Revealing causes and consequences. International Journal of Science and Mathematics Education, 13(2), 385-411. https://doi.org/10.1007/s10763-013-9502-0

Peters, M. L. (2013). Examining the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics: A multi-level analysis. International Journal of Science and Mathematics Education, 11, 459-480. https://doi.org/10.1007/s10763-012-9347-y

Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), 558-581. https://doi.org/10.1086/461384

Samuelsson, J. (2021). Developing students’ relationships with mathematics. Educational Action Research. https://doi.org/10.1080/09650792.2021.1899012

Seel, N. M. (2012). Bloom’s model of school learning. In Norbert M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 466-469). Springer. https://doi.org/10.1007/978-1-4419-1428-6_979

Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2016). Psikolojide araştırma yöntemleri (1st ed.) [Research methods in psychology] (İ. Göz, Trans. Ed.). Nobel Akademik Yayıncılık.

Thompson, R. A., & Zamboanga, B. L. (2004). Academic aptitude and prior knowledge as predictors of student achievement in introduction to psychology. Journal of Educational Psychology, 96(4), 778-784. https://doi.org/10.1037/0022-0663.96.4.778

Wang, J. (2006). An empirical study of gender difference in a relationship between self-concept and mathematics achievement in a cross-cultural context. Educational Psychology, 26(5), 689-706. https://doi.org/10.1080/01443410500390863

Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10th ed.) [Qualitative research methods in the social sciences]. Seçkin Yayıncılık.




DOI: http://dx.doi.org/10.51383/ijonmes.2022.189

Refbacks

  • There are currently no refbacks.




Copyright (c) 2022 International Journal of Modern Education Studies

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.