Investigation of Mathematics Teacher Candidates' Calibration and Self-Control Skills

Rümeysa Beyazhançer; Barış Demir

Article Details

Investigation of Mathematics Teacher Candidates' Calibration and Self-Control Skills

Authors:

Rümeysa Beyazhançer | Barış Demir

Publisher:

Bursa Uludağ University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.316-337

Document Type:

Article

Publication Date:

4/2024

Document Language:

Turkish

Document ID (Org No.):

2001316764

pISSN:

2667-6788

Keywords:

Abstract:

 This study aims to examine the relationship between mathematics teacher candidates mathematical calibration and self-control skills. The main purpose of the study is to understand whether these two important skills change depending on various variables such as gender, grade level and academic achievement. Adopting a quantitative approach, the current study used a descriptive relational survey model. The study sample consisted of 125 mathematics teacher candidates studying in the mathematics teaching department of a state university in the Marmara region. In the data collection process, the Multidimensional Brief Self-Control Scale was used to measure participants self-control levels. To evaluate their mathematical calibration skills, their exam grades in Analysis 1 and 2 courses and their predictions about their expectations from these exams were utilized. The study used statistical tests such as a t-test and ANOVA to determine the relationships between teacher candidates calibration and self-control scores regarding gender, grade and achievement levels. In addition, the Pearson correlation coefficient was used to analyze the relationship between achievement scores and these two skills. The results revealed that mathematics teacher candidates calibration skills did not show a statistically significant difference according to the gender variable; however, they differed significantly in terms of the grade and achievement status variables. Regarding self-control skills, there was no significant difference according to gender and achievement status variables.

 This study aims to examine the relationship between mathematics teacher candidates mathematical calibration and self-control skills. The main purpose of the study is to understand whether these two important skills change depending on various variables such as gender, grade level and academic achievement. Adopting a quantitative approach, the current study used a descriptive relational survey model. The study sample consisted of 125 mathematics teacher candidates studying in the mathematics teaching department of a state university in the Marmara region. In the data collection process, the Multidimensional Brief Self-Control Scale was used to measure participants self-control levels. To evaluate their mathematical calibration skills, their exam grades in Analysis 1 and 2 courses and their predictions about their expectations from these exams were utilized. The study used statistical tests such as a t-test and ANOVA to determine the relationships between teacher candidates calibration and self-control scores regarding gender, grade and achievement levels. In addition, the Pearson correlation coefficient was used to analyze the relationship between achievement scores and these two skills. The results revealed that mathematics teacher candidates calibration skills did not show a statistically significant difference according to the gender variable; however, they differed significantly in terms of the grade and achievement status variables. Regarding self-control skills, there was no significant difference according to gender and achievement status variables.

 This study aims to examine the relationship between mathematics teacher candidates mathematical calibration and self-control skills. The main purpose of the study is to understand whether these two important skills change depending on various variables such as gender, grade level and academic achievement. Adopting a quantitative approach, the current study used a descriptive relational survey model. The study sample consisted of 125 mathematics teacher candidates studying in the mathematics teaching department of a state university in the Marmara region. In the data collection process, the Multidimensional Brief Self-Control Scale was used to measure participants self-control levels. To evaluate their mathematical calibration skills, their exam grades in Analysis 1 and 2 courses and their predictions about their expectations from these exams were utilized. The study used statistical tests such as a t-test and ANOVA to determine the relationships between teacher candidates calibration and self-control scores regarding gender, grade and achievement levels. In addition, the Pearson correlation coefficient was used to analyze the relationship between achievement scores and these two skills. The results revealed that mathematics teacher candidates calibration skills did not show a statistically significant difference according to the gender variable; however, they differed significantly in terms of the grade and achievement status variables. Regarding self-control skills, there was no significant difference according to gender and achievement status variables.

 Bu araştırmada, matematik öğretmen adaylarının matematiksel kalibrasyon ve öz-kontrol becerileri arasındaki ilişki ele alınmıştır. Araştırmanın temel amacı, bu iki önemli becerinin cinsiyet, sınıf düzeyi ve akademik başarı değişkenlerine bağlı olarak değişip değişmediğini anlamaktır. Nicel bir yaklaşım benimsenen bu çalışma, betimsel ilişkisel tarama modeli kullanılarak yürütülmüştür. Araştırmanın örneklemini, Marmara bölgesinde bir devlet üniversitesinin matematik öğretmenliği bölümünde öğrenim gören 125 öğretmen adayı oluşturmuştur. Veri toplama sürecinde, öğretmen adaylarının öz-kontrol düzeylerini ölçmek için Çok Boyutlu Kısa Öz-kontrol Ölçeği ve matematiksel kalibrasyon becerilerini değerlendirmek için Analiz 1 ve 2 derslerinde alınan sınav notları ile bu sınavlardan beklentileri üzerine tahminleri kullanılmıştır. Çalışma, cinsiyet, sınıf ve başarı düzeyleri bağlamında öğretmen adaylarının kalibrasyon ve öz-kontrol puanları arasındaki ilişkileri tespit etmek için t-testi ve ANOVA istatistiksel testler kullanmıştır. Ayrıca, Pearson korelasyon katsayısı ile başarı puanları ve bu iki beceri arasındaki ilişki analiz edilmiştir. Elde edilen sonuçlar, matematik öğretmen adaylarının kalibrasyon becerilerinin cinsiyet değişkenine göre istatistiksel açıdan anlamlı bir fark göstermediğini, ancak sınıf ve başarı durumu değişkenlerine göre önemli ölçüde farklılaştığını ortaya koymuştur. Öz-kontrol becerileri açısından ise, cinsiyet ve başarı durumu değişkenlerine göre anlamlı farklar gözlemlenmiş, fakat sınıf değişkenine göre herhangi bir istatistiksel farklılık bulunmamıştır. Araştırma, kalibrasyon becerisi ile öz-kontrol becerileri arasında anlamlı bir ilişkinin olduğunu ve başarı puanları ile kalibrasyon ve öz-kontrol puanları arasında pozitif yönlü ve orta düzeyde bir ilişkinin mevcut olduğunu belirlemiştir.

Article Details

Investigation of Mathematics Teacher Candidates' Calibration and Self-Control Skills

Authors:

Rümeysa Beyazhançer | Barış Demir

Publisher:

Bursa Uludağ University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.316-337

Document Type:

Article

Publication Date:

4/2024

Document Language:

Turkish

Document ID (Org No.):

2001316764

pISSN:

2667-6788

Self-control

Mathematical calibration

Mathematics teacher candidatesÖz-kontrol

Matematiksel kalibrasyon

Matematik öğretmen adayları

Issues

Article Details

Investigation of Mathematics Teacher Candidates' Calibration and Self-Control Skills

Authors: Rümeysa Beyazhançer | Barış Demir

Publisher: Bursa Uludağ University

Main Topics: Alan Eğitimleri (Diğer)

Journal: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.316-337

Document Type: Article

Publication Date: 4/2024

Document Language: Turkish

Document ID (Org No.): 2001316764

pISSN: 2667-6788

Self-control

Mathematical calibration

Mathematics teacher candidatesÖz-kontrol

Matematiksel kalibrasyon

Matematik öğretmen adayları

Issues

Authors:

Rümeysa Beyazhançer | Barış Demir

Publisher:

Bursa Uludağ University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.316-337

Document Type:

Article

Publication Date:

4/2024

Document Language:

Turkish

Document ID (Org No.):

2001316764

pISSN:

2667-6788