RELATIONSHIPS AMONG HIGH SCHOOL STUDENTS’ PHYSICS- RELATED SENSE OF BELONGING, PERSONAL EPISTEMOLOGIES, AND ACHIEVEMENT ACROSS SCHOOL TYPE, GRADE, AND GENDER

Date

2025-1-10

Author

Biçmen, Merve Düriye

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This study explores the relationships among students' physics-related sense of belonging, personal epistemologies, and physics achievement (PA) across grade levels (9th-11th) and gender, specifically focusing on variations among school types: Anatolian High School (AHS) and Science-Oriented High School (SHS) students. The sample of the study was drawn by convenience sampling, including students from an AHS and a SHS in the Küçükçekmece district of Istanbul. The study participants included 529 (315 Female, 214 Male) high school students. The Physics- Related Personal Epistemology Questionnaire was administered to assess students’ physics-related personal epistemologies (PPE) including five subdimensions (structure of knowledge, justification of knowledge, changeability of knowledge, source of knowledge, quick learning and effort) and the Students’ Sense of Physics Belonging Survey was applied to assess students’ sense of belonging to physics (SoBP). The correlation analysis indicated that PA is consistently and positively associated with PPE across various grade levels and school types, particularly among tenth-grade students in AHS and male students in SHS. While PA showed a positive relationship with the sub-dimensions of PPE—most notably quality of learning QL—SoBP was moderately correlated with PA among certain male students in SHS. The Multivariate Analysis of Variance (MANOVA) further demonstrated significant effects of grade level, gender, and school type on key outcome variables, with notable differences in JK, and CK across grades. Males reported higher SoBP overall, whereas females tended to exhibit stronger SK, especially in SHS. Interaction effects emerged between grade level and school type for PA, and between gender and school type for CK.

Subject Keywords

Comparative Study, Epistemic Cognition, Personal Epistemology, Physics Education, Sense of Belonging

URI

https://hdl.handle.net/11511/113495

Collections

Graduate School of Natural and Applied Sciences, Thesis