Dördüncü Sınıf Öğrenciler inin Matematik Dersine Yönelik Tutumları İle Matematik Kaygı Düzeyleri Arasındaki İlişkinin İncelenmesi
Investigation of the Relationship Between the Attitudes of Fourth Grade Students Towards Mathematics Lesson and Their Levels of Mathematics Anxiety

Summary/Abstract: The aim of this study is to examine the relationship between fourth grade students' attitudes towards mathematics and their mathematics anxiety levels. Relational screening model was used in the research. The study group of the research consists of 623 fourth grade students studying in primary schools in Edremit District of Van province in the 2019-2020 academic year. The research data were obtained by using the "Attitude Scale Short Form" adapted by Hacıömeroğlu (2014), the "Mathematics Anxiety Scale" developed by Bindak (2005), and the "Personal Information Form" prepared by the researcher. In the analysis of the data, the value obtained by using descriptive analysis, Parametric Difference Tests (independent groups t-test and ANOVA) and Pearson Product-Moment Correlation Coefficient within the scope of correlation analysis was evaluated with a two-way hypothesis test at the 0.05 significance level. As a result of the analyzes, it was seen that the attitudes of the fourth grade students towards the mathematics lesson were above the average, and the attitudes of the students towards the mathematics lesson did not differ according to gender and mother education level, but differed according to the education level of the father. In the study, it was also observed that there was a negative and significant relationship between students' attitudes towards mathematics and their mathematics anxiety levels. This relationship, which was determined as a result of the research, shows the existence of many common variables that affect the attitudes of fourth grade students towards mathematics and their mathematics anxiety levels.

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