Predictive influence of students achievement motivation, meaningful learning approach and epistemological beliefs on classification concept achievement

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2007

Öğrenci: BERNA KIZILGÜNEŞ

Danışman: CEREN ÖZTEKİN

Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu

Özet:

The purpose of the present study was to investigate the predictive influences of epistemological beliefs, achievement motivation, learning approaches on sixth grade students’ achievement in classification concepts. The study was carried out in the fall 2006-2007 semester. One thousand forty one 6th grade students from twenty five randomly selected elementary schools in Çankaya district of Ankara participated in this study. In this study Turkish version of the Learning Approach Questionnaire, Epistemological Beliefs Questionnaire, Achievement Motivation Questionnaire and Classification Concept Test were used as measuring instruments to collect relevant data. Multiple Regression Correlation Analyses was computed in order to find out the contribution of students’ learning approaches, epistemological beliefs and achievement motivation to their achievement in classification concepts. The results revealed that these variables explaining 14% of the variation in students’ achievement in classification concepts. Stepwise multiple regression analyses was conducted in order to find out which variable best predicted students’ achievement in classification concepts. Students’ learning approaches were found to be the best predictor of achievement explaining 12% of the variance. The remaining 2% of variance was explained by epistemological beliefs of the students. Achievement motivation, however did not contribute to students’ achievement in classification concepts. Results also revealed significant positive correlations between students’ achievement in classification concepts, their learning goal orientations, epistemological beliefs and learning approaches. Students’ performance goal orientations, and self efficacy beliefs, however, were not found to be related to their achievement in classification concepts.