Gender Differences in Geometry and Mathematics Achievement and Self-efficacy Beliefs in Geometry

Date

2011-03-01

Author

Erdogan, Ahmet
Baloğlu, Mustafa
Kesici, Sahin

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

191
views

0
downloads

Problem Statement: Individual differences in education have great importance. Such differences become particularly crucial in disciplines such as mathematics and geometry. One of the most frequently investigated individual differences is gender-related. Gender differences in mathematics may be different depending upon the particular area of mathematics. Therefore, gender differences in geometry performance and efficacy deserve attention.

Subject Keywords

Gender differences, Mathematics course achievement level, Geometry course achievement level, Geometry self-efficacy beliefs

URI

https://hdl.handle.net/11511/53087

Journal

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

Professional Development Needs of Turkish Teachers in an Era of National Reforms Gokmenoglu, Tuba; Clark, Christopher M.; Kiraz, Ercan (2016-01-01) An emerging consensus in the teacher education literature confirms that supporting educational reforms and improving designs for national programs can be accomplished simply by maximizing the match between teachers' expressed needs and the content by which those professional development needs are met. This paper presents an interpretation of findings on Turkish teachers' in-service training needs during an era of massive reform. The findings indicate that teachers do not report a strong need for any profess...
Utilization of learning objects in social studies lesson : achievement, attitude and engagement Gürer, Melih Derya; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2013) This study aimed to compare 6th grade students who used learning objects and did not use learning objects in their social studies lessons in terms of their academic achievement, attitudes toward the lesson and engagement in the lesson. Further it investigated the teachers’ and students opinions about using learning objects in the instructional process. To achieve the aforementioned aims, both qualitative and quantitative methods were used to collect data throughout the spring semester of 2011-2012 academic ...
Coparenting and parent involvement in education: the mediating roles of motivational beliefs Çetin, Mustafa; Demircan, Hasibe Özlen; Department of Elementary and Early Childhood Education (2020) This study aimed to examine parent involvement in education in relation to the quality of coparenting relationship between preschoolers’ parents and their motivational beliefs regarding involvement in education. In line with the aim of the study, the explanatory correlational research design was adopted. The data of the study were gathered from 1,434 parents of preschoolers in Antalya, Turkey through multiple data collection instruments: namely, demographic information form, the Coparenting Relationship Sca...
Investigating teachers’ views and practices of feedback in English language education in middle schools from a teacher feedback literacy framework perspective İstencioğlu, Türkan; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2022-7) Teacher feedback literacy refers to having the knowledge, expertise, and dispositions to design and employ feedback practices to enhance students’ feedback uptake and literacy (Carless & Winstone, 2020). This current qualitative research study aimed to uncover teachers’ views about feedback, employed and suggested feedback practices, and teacher competencies under the Teacher Feedback Literacy Competency Framework (Boud & Dawson, 2021). A basic qualitative research design was adopted to answer the research ...
Educational motivation and students' achievement goal orientations Fadlelmula, Fatma Kayan (2010-02-08) This paper aims to enhance teachers' understandings of the nature and importance of students' achievement goal orientations in elementary mathematics education. In particular, the study includes a theoretical background about what achievement goal orientation is, and the nature of students' goal orientations. Next, a literature review is provided about the major models identified in goal theory. Then, a discussion is made about why achievement goal orientations are important in mathematics education, suppor...

Citation Formats

A. Erdogan, M. Baloğlu, and S. Kesici, “Gender Differences in Geometry and Mathematics Achievement and Self-efficacy Beliefs in Geometry,” EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, pp. 91–106, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53087.