THE EFFECT OF THE PERFORMANCE TASKS APPLICATION ON STUDENTS’ MATH ACHIEVEMENT, SELF COMPATENCE AND ATTITUDES TOWARD MATH AND STUDENTS’ OPINION.
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: FİRDEVS UÇKUN KELEK
Supervisor: Mehtap Çakan
Open Archive Collection: AVESIS Open Access Collection
Abstract:
The objective of this study is to determine the effect of performance tasks applications on the attitudes of the students towards course, academic achievements and self-compatence in Math. The study has been carried out by using on semi experimental model with pre-test and post- test unequaled control group. The study was conducted with the students who were attending to the 9th grade of a government school in Kütahya province, Altıntaş district during the spring semester of the 2015-2016 education year. A total of 46 students consisting of 23 for the experimental groups and 23 for the control group were participated in the study. “Attitude Scale Towards Math” was applied to evaluate the attitude of students to Math course; “Self-Compatence Scale for Math” was applied to assess the self-compatence in Math and “Achievement Test” was applied to evaluate the achievements of both the control and the experiment groups before and after performance tasks were applied. One factor ANCOVA was used for the analysis of the collected data. The statistical operations were analyzed by using SPSS 24.0 package software analysis. For interpretation of the collected data, a significance level of .05 was considered. It has been found that the variations between the pre-test and post-test “Attitude Scale towards Math” and “Self-Compatence Scale for Math” scores of the both groups who had not been applied the performance tasks and of the students in the control group who had been received the treatment do not indicate a statisticly significant difference, but experimental group vii demonstrated better performance in the “Achievement Test”. Consequently, it can be stated that use of the performance tasks has positively changed the students’ academic achievements. The results obtained from the analysis of the qualitative data which were collected from the experimental group show that most of the students perceive performance tasks positively and they indicate that the implementation of the performance tasks enhance their learning.
Performance Task, Academic Self-Compatence, Academic Achievement