Okuduğunu anlama ve öz düzenleme ile Türkçe ve matematik test puanları arasındaki ilişkilerin incelenmesi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Karabük Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, Türkçe ve matematik test puanları ile okuduğunu anlama ve öz düzenleme arasındaki ilişkilerin incelenmesi amaçlanmıştır. Araştırmada ortaokul 8. sınıf öğrencilerinin okuduğunu anlama ve öz düzenleme becerilerinin Türkçe ve Matematik derslerindeki sınavlardan aldıkların test puanları üzerindeki yordayıcılığı incelenmiştir. Araştırmanın çalışma grubu, 2021-2022 eğitim öğretim yılında sekizinci sınıfta öğrenim görmekte olan 301 öğrenci oluşturmaktadır. Bu araştırmanın verilerini toplamak için "Okuma Anlama Testi" ve "Algılanan Öz Düzenleme Ölçeği" kullanılmıştır. Ayrıca okul yönetimlerinden araştırmaya katılan öğrencilerin araştırmanın yapıldığı eğitim öğretim yılı 1. döneminin Türkçe ve matematik dersinden aldıkları son yazılı puanları elde edilmiştir. Verilerin analiz edilmesi için öncelikle öğrencilerin Türkçe ve matematik sınavlarından aldıkları puanlar Z standart puanına dönüştürülmüştür. Ardından verilerin analizinde aşamalı çoklu regresyon analizi kullanılmıştır. Araştırmada ulaşılan bulgulara göre öğrencilerin okuduğunu anlama ve öz düzenleme becerilerinin Türkçe ve matematik test puanları arasında anlamlı bir ilişki olduğu ve bu iki değişkenin öğrencilerin Türkçe ve matematik test puanlarını yordadığı belirlenmiştir.
In this study, it was aimed to examine the relationships between Turkish and mathematics test scores and reading comprehension and self-regulation. In the study, the predictor of secondary school 8th grade students' reading comprehension and self-regulation skills on the test scores they received from the exams in Turkish and Mathematics classes was examined. For the dissemination of the research, 10 schools with high, medium and low success averages in the 2021 LGS exam were aimed in Karabük. The study group of the research consists of 301 8th grade students studying in these secondary schools in the 2021-2022 academic year, determined by using purposeful sampling. Reading Comprehension Test and Perceived Self-Regulation Scale were used to collect the data of this study. In addition, the last written scores of the students participating in the research from the school administrations from the Turkish and mathematics course of the 1st semester of the academic year in which the research was conducted were obtained. In order to analyze the data, first of all, the scores of the students in the Turkish and mathematics exams were converted into the Z standard score. Then, stepwise multiple regression analysis was used in the analysis of the data. According to the findings of the study, there is a significant relationship between students' reading comprehension and self-regulation skills in Turkish and mathematics test scores, and these two variables predict students' Turkish and mathematics test scores; It was determined that gender did not have a significant relationship between the Turkish and mathematics test scores of the students and this variable did not predict the students' Turkish and mathematics test scores. As a result of the study, it was seen that reading comprehension and self-regulation skills had an effect on mathematics and Turkish test scores.
In this study, it was aimed to examine the relationships between Turkish and mathematics test scores and reading comprehension and self-regulation. In the study, the predictor of secondary school 8th grade students' reading comprehension and self-regulation skills on the test scores they received from the exams in Turkish and Mathematics classes was examined. For the dissemination of the research, 10 schools with high, medium and low success averages in the 2021 LGS exam were aimed in Karabük. The study group of the research consists of 301 8th grade students studying in these secondary schools in the 2021-2022 academic year, determined by using purposeful sampling. Reading Comprehension Test and Perceived Self-Regulation Scale were used to collect the data of this study. In addition, the last written scores of the students participating in the research from the school administrations from the Turkish and mathematics course of the 1st semester of the academic year in which the research was conducted were obtained. In order to analyze the data, first of all, the scores of the students in the Turkish and mathematics exams were converted into the Z standard score. Then, stepwise multiple regression analysis was used in the analysis of the data. According to the findings of the study, there is a significant relationship between students' reading comprehension and self-regulation skills in Turkish and mathematics test scores, and these two variables predict students' Turkish and mathematics test scores; It was determined that gender did not have a significant relationship between the Turkish and mathematics test scores of the students and this variable did not predict the students' Turkish and mathematics test scores. As a result of the study, it was seen that reading comprehension and self-regulation skills had an effect on mathematics and Turkish test scores.
Açıklama
Lisansüstü Eğitim Enstitüsü, Çocuk Gelişimi ve Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
