MATHEMATİCS LESSON ATTAİNMENT TEST

ABSTRACT

The purpose of this study is to develop a test that can be used in measurement of the mathematics attainment. The test form was applied to 5nd grades of elementary school students of 2010-2011 academic year. In the pilot study 40-item-scale was applied to 200 elementary school students. SPSS 13 statistical software was run to analyze the received data. In the pilot study Cronbach’s Alpha Coefficient of Reliability was 0.85. After test and item analysis the number of the items is reduced to 30 and the “Mathematics Attainment Test” was formed.

1.INTRODUCTION

People working to improve math education need to understand "What is Mathematics?" Mathematics is the science that deals with the logic of shape, quantity and arrangement. Math is all around us, in everything we do. Mathematics as an interdisciplinary language and tool. Like reading and writing, math is an important component of learning and "doing" (using one's knowledge) in each academic discipline. Mathematics is such a useful language and tool that it is considered one of the "basics" in our formal educational system. Problem solving is key in being able to do all other aspects of mathematics. Through problem solving, children learn that there are many different ways to solve a problem and that more than one answer is possible. It involves the ability to explore, think through an issue, and reason logically to solve routine as well as nonroutine problems. In addition to helping with mathematical thinking, this activity builds language and social skills such as working together. It is important for children to learn how to use estimation, when the technique is appropriate, and when the solution is reasonable.

1.1. Turkish Primary School Mathematics CurriculuM

The changes from the old to the new mathematics curriculum are summarized in 2005 MEB curriculum. It seems that the newly developed Turkish primary mathematics curriculum adopted a mixed model while emphasizing the subject centred model in the content development and learner centred models in the pedagogies and assessment techniques. Activities are planned in a constructivist fashion while considering the individual differences in learning, and leaving room for localization of the activities (MEB, 2005).

2. METHOD

2.1. Research Design

Descriptive research method is used in this study. The data used in the test development process is collected from 200 elementary school students. After the pilot study 40-item experimental test is reduced and 30-item MLAT is formed.

2.2. Sample

The experimental test form was applied to 5nd grades of elementary school students. 200 students participated in the application. It is beneficial to work with a larger participant-group to obtain better results (cited in Büyüköztürk, 2002a, p.480).” Thus the number of the students can be accepted to be sufficient.

2.3. The Preparation of MLAT

In the first phase of developing MLAT, related literature is thoroughly studied. Since items were extracted from the related literature, they were checked for compatibility with the comprehension level of students. For this purpose, items were checked by a teacher from the department of Mathematics and Classroom Teachers for correctness and simplicity. Later, in order to support the validity of the test, 10 students from the subject group of 6nd grade students of DIPTE read the items aloud to simplify the terms they had difficulty to understand. In the next phase an item pool of 40 items was presented to 10 domain experts. In the light of their opinions the items were revised. The finalized test form included 30 items.

3. FINDINGS AND RESULTS

3.1. Analysis of the Data

Cronbach’s Alpha Coefficient of Reliability is calculated to be . 85 and this value indicates that this test has a high reliability for internal coherence.

4. CONCLUSIONS AND RECOMMENDATIONS

As a result of this research which aimed to develop a test that can be used for measuring the mathematics attainment that an individual brings to a learning environment; a 30-item MLAT in the is developed. Items; 1, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15,16 17, 18, 19, 21, 23, 24, 25, 26, 27, 28, 29, 30, 32, 34, 36, 37, 38, 39 are used to determine the level of individual’s mathematics attainment . In order to increase the quality of education environment, it becomes important to know the levels of mathematics attainment of the learners’. By using the test developed in this study, educators will be able to define the mathematics attainment levels of the students and take certain measures against the deficiencies. Additionally educators will be able to measure the effectiveness of the education applied or to compare the contribution of different curricula to mathematics attainment by using MLAT.

REFERENCES

Büyüköztürk, Ş. (2002a). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı [Factor analysis: Basic concepts and using to development scale]. Eğitim Yönetimi Dergisi, 32, 470-483.

MEB. (2005). Talim ve Terbiye Kurulu Başkanlığı, İlköğretim Matematik Dersi (1-5. Siniflar)

Öğretim Programı [ Primary School Mathematics Curriculum (1-5. Grades) ]. Ankara: MEB Basımevi.