İlköğretim öğrencilerinin eleştirel düşünme becerileriyle matematik başarıları arasındaki ilişki
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Date
2011
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Eğitim Bilimleri Enstitüsü
Abstract
The aim of this research is to find out the relationship between the critical thinking skills and mathematics achievements of 8 th grade students. For that reason, the relation between the critical thinking skills of 8 th grade students and the determinants such as their genders, socio-economic area of the schools, their mathematics success in SBS, grade average points in maths, maths achievement test and their attitudes to maths have been searched.In this paper, descriptive and relational models have been used. The research has been conducted on 285 students attending three state primary schools affiliated to the directorate of Eskisehir Ministry of National Education in 2009-2010 academic year. The schools have been selected, according to the socio-economic status (lower-middle-upper), the number of students and the school's physical facilities. While composing the data, the maths achievement test, Cornell Critical Thinking Test Level X, mathematics attitude scale, mathematics success in SBS and grade average points in maths have been used.To find out whether there is a relationship between the students' levels of critical thinking and gender variable, "Independent Samples T Test" has been used. Also, to find out whether there is a relationship between the students' levels of critical thinking skills and the socio-economic status variable "One-Way Analysis of Variance" (F) test has been used. "Pearson Correlation" has been used for relational analysis and "Stepwise Multiple Regression" has been used to define the amount of the independent variables clarifying the students' critical thinking skills.In general, following results have been obtained in this research. The students? critical thinking skill levels in sample group are relatively lower than the students? in western countries. It has been found that there is not a significant difference between the students? critical thinking skills and gender variable. On the other hand; it has been recognised that the socio-economic regions in which schools are located are directly related.The best predictors of the student?s total scores of the ?Cornell Critical Thinking Test? are, respectively; mathematics success in SBS, socio-economic variables and mathematics achievement test. 37 percent of the observed variance of students? critical thinking skill levels has been explained by mathematics success in SBS, socio-economic variables and maths achievement test, however; students' grade average points in maths, maths attitude scores and gender variables don?t have any effects on the total scores of the ?Cornell Critical Thinking Test?.
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İlköğretim, eleştirel düşünme