Öğrencilerin algıladığı öğretmen yakınlık davranışlarının dördüncü sınıf öğrencilerinin matematik kaygısı ve derse katılım düzeyine etkisi

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Thesis Type: Postgraduate

Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, TEMEL EĞİTİM ANABİLİM DALI, Turkey

Approval Date: 2022

Thesis Language: Turkish

Student: HÜLYA ÇELİKEL

Supervisor: Mehmet Akif Sözer

Open Archive Collection: AVESIS Open Access Collection

Abstract:

In this study, it was aimed to determine the level of teacher immediacy perceived by the fourth grade primary school students, to determine whether the perceived teacher immediacy behaviors show a significant difference according to various variables (gender of the student, the gender of the teacher and the year the teacher worked in the profession), to determine the relationship between the level of perceived teacher immediacy and the level of mathematics anxiety and class participation. aimed to determine the relationship. The sample of the research, which was carried out in the survey model, consisted of 300 randomly selected students and teachers of the selected students from the primary schools affiliated to the Ministry of National Education in the Kulu district of Konya province in 2020-2021. The data obtained by applying the personal information form, teacher affinity behavior scale, math anxiety scale, and class participation scale to the students were analyzed with the SPSS 22.0 package program. When the analyzes related to the data obtained from the research were examined, it was determined that the students' math anxiety was at a moderate level and their participation in the lesson was at a high level. It has been determined that teacher affinity behaviors do not make a significant difference according to the gender of the teacher and the student. When the relationship between teacher working years and teacher immediacy behaviors is examined, it has been determined that the perceptions of teacher affinity behaviors of the students who have been trained in a teacher with a working period of between one and five years are lower than the perceptions of teacher immediacy behaviors of the students who have been trained in a teacher with a working period of between 16 and 20 years. It has been determined that there is a positive and significant relationship between students' perceived teacher immediacy behaviors and their mathematics anxiety and class participation level.