Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2006
Öğrenci: NECMETTİN YUMUŞAK
Eş Danışman: SEMRA SUNGUR, JALE ÇAKIROĞLU
Özet:This study aimed at investigating the contribution of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy and test anxiety), cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, help seeking) to Turkish high school students’ achievement in biology. In this study Turkish version of the Motivated Strategies for Learning Questionnaire developed by Pintrich, Smith, Garcia, and McKeachie (1991) and a Biology Achievement Test developed by the researcher were used as measuring instruments. The study was conducted in 15 selected schools throughout the five districts in Yozgat (Sorgun, Yerköy, Boğazlıyan and Saraykent districts and city center) with a total of 519 tenth grade General and Anatolian high school students attending Mathematics and Science group in spring 20042005 semester. The data obtained from the administration of the measuring instruments were analyzed by using Multiple Linear Regression Analyses and a Canonical Correlation Analysis. Results of the statistical analyses indicated that extrinsic goal orientation and task value each made a statistically significant contribution to the prediction of students’ achievement (p 0.05), while intrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance, and test anxiety failed to achieve significance (p > 0.05). Rehearsal strategy use, organization strategy use, management of time and study environment, and peer learning each made a statistically significant contribution to the prediction of students’ achievement in biology. The first pair of canonical variates indicated that higher levels of intrinsic goal orientation, task value, and self-efficacy for learning and performance were associated with higher levels of cognitive and metacognitive strategy use except rehearsal strategy use and help seeking.