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Year 2022, Volume 9, Issue 1, 87 - 102, 15.03.2022
https://doi.org/10.33200/ijcer.1008456

Abstract

References

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  • Çorlu, M. S. & Çallı, E. (2017). STEM Kuram ve Uygulamalarıyla Fen, Teknoloji, Mühendislik ve Matematik Eğitimi, Öğretmenler İçin Temel Kılavuz [Science, Technology, Engineering and Mathematics Education with STEM Theories and Practices, Basic Guide for Teachers]. İstanbul: Pusula Yayıncılık.
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  • Delen. İ. & Uzun. S. (2018). Matematik öğretmen adaylarının FeTeMM temelli tasarladıkları öğrenme ortamlarının değerlendirilmesi [Evaluating STEM Based Learning Environments Created by Mathematics Pre-Service Teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 617-630.
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  • Dreger, R. M. & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48, 344-351.
  • Duatepe, A., Akkuş-Çıkla, O. & Kayhan, M. (2005). Orantısal akıl yürütme gerektiren sorularda öğrencilerin kullandıkları çözüm stratejilerinin soru türlerine göre değişiminin incelenmesi [An investigation on students’ solution strategies for different proportional reasoning items]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 73- 81.
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  • Eser, E. (2014). Küreselleşme süreci ve eğitime etkisi [Globalization Process and Its Effects on Education]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 2(2), 211-224.
  • Fraenkel, J., R., & Wallen, N., E. (2010). How to design and evaluate research in education. (7th ed.). McGraw-Hill, New York: NY.
  • George, D. & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
  • Gökbayrak, S. & Karışan, D. (2017b). Altıncı Sınıf Öğrencilerinin FeTeMM Temelli Etkinlikler Hakkındaki Görüşlerinin İncelenmesi [Exploration of Sixth Grade Students’ Views on STEMM Based Activities]. Alan Eğitimi Araştırmaları Dergisi (ALEG) 3(1), 25-40.
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Effect of Problem-Based STEM Activities on 7th Grade Students' Mathematics Achievements, Attitudes, Anxiety, Self-Efficacy and Views

Year 2022, Volume 9, Issue 1, 87 - 102, 15.03.2022
https://doi.org/10.33200/ijcer.1008456

Abstract

This study investigates the effect of problem-based STEM (Science, Technology, Engineering, Mathematics) activities on 7th-grade students’ mathematics achievement, attitude, anxiety, self-efficacy, interest, and views. At the same time, the effects of these activities on students' anxiety, self-efficacy towards mathematics, and interest in STEM occupations were also examined. The study sample, which was selected using the convenience sampling method, consisted of 115 7th grade students of a public middle school in Turkey. In the quantitative phase of the research, a quasi-experimental research model with pre-test and post-test control group was used to determine the students’ mathematics achievement, attitudes, anxiety, self-efficacy towards mathematics and interests in STEM careers. In the qualitative phase semi-structured interview was used to understand students’ views on problem-based STEM activities and mathematics lessons in the qualitative part. Within the scope of the research, 6 different problem-based STEM activities related to ratio-proportion and percentages were applied to the experimental group students. The data collected from both groups before and after the implementation process were analyzed with descriptive statistics, independent samples t-test, and paired sample t-test. The results showed that problem-based STEM activities affect students’ mathematics achievement, self-efficacy, and interest in mathematics. It also helps students reducing their mathematics anxiety.

References

  • Afriana, J., Permanasari, A. & Fitriani, A. (2016). Project Based Learning Integrated to Stem to Enhance Elementary School's Students Scientific Literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261-267.
  • Aiken, L.R. (1974). Two scales of attitude toward mathematics. Journal for Research in Mathematics Education, 5(2), 67-71.
  • Akdağ, F. T. (2017). STEM Uygulamalarının Öğrencilerin Akademik Başarı, Bilimsel Süreç ve Yaşam Becerileri Üzerine Etkisi [Effect of STEM applications on academic achievement, scientific process and life skills]. Unpublished Doctoral Dissertation, Samsun: Ondokuz Mayıs University.
  • Alıcı, M. (2018). Probleme dayalı öğrenme ortamında STEM eğitiminin tutum, kariyer algı ve meslek ilgisine etkisi ve öğrenci görüşleri [Effect of STEM applications on academic achievement, scientific process and life skills]. Unpublished Master Thesis, Kırıkkale: Kırıkkale University.
  • Aydagül, B. & Terzioğlu, T. (2014). Bilim, teknoloji, mühendislik ve matematiğin önemi. [Importance of science, technology, engineering and mathematics]. TÜSİAD Görüş Dergisi, 85, 13-19.
  • Aydın, G., Saka, M. & Guzey, S. (2017). 4-8. sınıf öğrencilerinin fen, teknoloji, mühendislik, matematik (STEM=FETEMM) tutumlarının incelenmesi [Science, Technology, Engineering, Mathematic (STEM) Attitude Levels In Grades 4th - 8th]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 787-802.
  • Ayotola, A. & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia-Social and Behavioral Sciences, 1(1), 953-957.
  • Balbağ. M. Z. & Yenilmez. K. (2016). Fen bilgisi ve ilköğretim matematik öğretmeni adaylarının STEM’e yönelik tutumları [The STEM attitudes of prospective science and middle school mathematics teachers]. Eğitim ve Öğretim Araştırmaları Dergisi. 5(4), 301-307.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-21.
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373.
  • Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. Cambridge University Press.
  • Ben-Chaim, D., Fey, J. T., Fitzgerald, W. M., Benedetto, C. & Miller, J. (1998). Proportional reasoning among 7th-grade students with different curricular experiences. Educational Studies in Mathematics, 36(3), 247-273.
  • Benešová, A. & Tupa, J. (2017). Requirements for Education and Qualification of People in Industry 4.0. Procedia Manufacturing 11. 2195-2202.
  • Bindak, R. (2005). İlköğretim Öğrencileri İçin Matematik Kaygı Ölçeği. F. Ü. Fen ve Mühendislik Bilimleri Dergisi, 17(2), 442-448.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Pegem Akademi Yayınları.
  • Bybee, R. W. (2010). The teaching of science: 21st-century perspectives. NSTA Press.
  • Çorlu, M. S., Capraro, R. M. & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Eğitim ve Bilim, 39(171).
  • Çorlu, M. S. & Çallı, E. (2017). STEM Kuram ve Uygulamalarıyla Fen, Teknoloji, Mühendislik ve Matematik Eğitimi, Öğretmenler İçin Temel Kılavuz [Science, Technology, Engineering and Mathematics Education with STEM Theories and Practices, Basic Guide for Teachers]. İstanbul: Pusula Yayıncılık.
  • Degenhart, S. H., Wingenbach, G. J., Dooley, K. E., Lindner, J. R., Mowen, D. L. & Johnson, L. (2007). Middle school students' attitudes toward pursuing careers in science, technology, engineering, and math. NACTA Journal, 52-59.
  • Delen. İ. & Uzun. S. (2018). Matematik öğretmen adaylarının FeTeMM temelli tasarladıkları öğrenme ortamlarının değerlendirilmesi [Evaluating STEM Based Learning Environments Created by Mathematics Pre-Service Teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 617-630.
  • Doğanay, K. (2018). Probleme Dayalı STEM Etkinlikleriyle Gerçekleştirilen Bilim Fuarlarının Ortaokul Öğrencilerinin Fen Bilimleri Dersi Akademik Başarılarına ve Fen Tutumlarına Etkisi [The effect of science festivals upon with problem based stem activities on the student's science attitudes and academic achievements]. Unpublished Master Thesis, Kastamonu: Kastamonu University.
  • Dreger, R. M. & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48, 344-351.
  • Duatepe, A., Akkuş-Çıkla, O. & Kayhan, M. (2005). Orantısal akıl yürütme gerektiren sorularda öğrencilerin kullandıkları çözüm stratejilerinin soru türlerine göre değişiminin incelenmesi [An investigation on students’ solution strategies for different proportional reasoning items]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 73- 81.
  • Elçi, A. N. (2008). Öğrenme stillerine uygun olarak seçilen öğrenme yöntemlerinin öğrencinin başarısına, matematiğe yönelik tutumuna ve kaygısına etkileri [The effects of learning methods chosen in accordance to the learning styles on the achievements of the student,on his attitudes and his anxiety towards mathematics]. Unpublished Doctoral Dissertation, İzmir: Dokuz Eylül University.
  • Eser, E. (2014). Küreselleşme süreci ve eğitime etkisi [Globalization Process and Its Effects on Education]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 2(2), 211-224.
  • Fraenkel, J., R., & Wallen, N., E. (2010). How to design and evaluate research in education. (7th ed.). McGraw-Hill, New York: NY.
  • George, D. & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
  • Gökbayrak, S. & Karışan, D. (2017b). Altıncı Sınıf Öğrencilerinin FeTeMM Temelli Etkinlikler Hakkındaki Görüşlerinin İncelenmesi [Exploration of Sixth Grade Students’ Views on STEMM Based Activities]. Alan Eğitimi Araştırmaları Dergisi (ALEG) 3(1), 25-40.
  • Gravetter, F. & Wallnau, L. (2014). Essentials of Statistics for the Behavioral Sciences (8thed.). Belmont, CA: Wadsworth.
  • Hacıömeroğlu, G. (2017). Matematiğe yönelik tutum ölçeği kısa formunun geçerlik ve güvenirlik çalışması [Reliability and Validity Study of the Attitude towards Mathematics Instruments Short Form]. Journal of Computer and Education Research, 5(9), 84-99.
  • Hackett, G. & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 261-273.
  • Haladyna, T., Shaughnessy, J. & Shaughnessy, J. M. (1983). A causal analysis of attitude toward mathematics. Journal for Research in Mathematics Education, 19-29.
  • Hefty, L. J. (2015). STEM Gives Meaning to Mathematics. Teaching Children Mathematics, 21(7), 422-429.
  • Hembree, R. (1990). The nature, effects, relief of mathematics anxiety. Journal for Research in Mathematics Education, 1, 33–46.
  • Hossain, M. & Robinson, M. (2012). How to motivate US students to pursue STEM careers. US-China Education Review A, 2, 442–451.
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Details

Primary Language English
Subjects Social, Education and Educational Research
Journal Section Articles
Authors

Yavuz MACUN (Primary Author)
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0003-4983-2601
Türkiye


Cemalettin IŞIK
ERCİYES ÜNİVERSİTESİ
0000-0001-6326-0043
Türkiye

Supporting Institution Erciyes Üniversitesi Bilimsel Araştırma Projeleri Birimi
Project Number SYL-2019-8749
Publication Date March 15, 2022
Published in Issue Year 2022, Volume 9, Issue 1

Cite

APA Macun, Y. & Işık, C. (2022). Effect of Problem-Based STEM Activities on 7th Grade Students' Mathematics Achievements, Attitudes, Anxiety, Self-Efficacy and Views . International Journal of Contemporary Educational Research , 9 (1) , 87-102 . DOI: 10.33200/ijcer.1008456

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868