Determining the Variables Predicting the Physics Achievement of High School Students
Abstract
Bu araştırmanın amacı, lise öğrencilerinin Fizik başarısını yordayan bazı değişkenlerin neler olduğunun yapısal eşitlik modeli kullanılarak belirlenmesidir. Bu çalışmada ölçek olarak kullanılan anket; 2023-2024 eğitim-öğretim yılının bahar döneminde Van ilindeki üç farklı okul türünde ve 10, 11 ve 12. sınıflarda öğrenim gören 342 öğrenciye uygulanmıştır. Ölçekte; fizik başarısı, fizik öz yeterlik, fizik hakkındaki epistemolojik inançlar, öğrenme yaklaşımı, öğrenme ortamı ve babanın eğitim durumu olmak üzere toplam 80 soruyu kapsayan altı değişkenden oluşmaktadır. Anketlerin analiz işlemi SPSS Amos v16 programı yardımıyla yapılmış, yapısal eşitlik modeli kullanılarak değişkenler arasındaki ilişki tespit edilmiştir. Öğrencilerin geçmiş döneme ait fizik karne notları fizik başarısı olarak kabul edilmiştir. Analiz sonuçlarına göre; öğrenme ortamı, öz yeterlik ve babanın eğitim durumu fizik başarısını doğrudan etkilemektedir. Öğrenme yaklaşımı ve epistemolojik inançlar ise fizik başarısını öz yeterlik üzerinden dolaylı olarak etkilemektedir.
The aim of this research is to determine the variables that predict the Physics achievement of high school students using the structural equation model. In this study, a questionnaire was administered to 342 students in the 10th, 11th, and 12th grades of three different types of schools in Van province during the spring semester of the 2023-2024 academic year. The scale consists of six variables, including physics achievement, physics self-efficacy, epistemological beliefs about physics, learning approach, learning environment, and father's education status, encompassing a total of 80 questions. The analysis of the questionnaires was conducted using the SPSS Amos v16 program, and the relationship between the variables was determined using the structural equation model. The students' previous semester physics grades were considered as the measure of physics achievement. According to the analysis results, the learning environment, self-efficacy, and father's education status directly affect physics achievement. The learning approach and epistemological beliefs indirectly influence physics achievement through self-efficacy.
The aim of this research is to determine the variables that predict the Physics achievement of high school students using the structural equation model. In this study, a questionnaire was administered to 342 students in the 10th, 11th, and 12th grades of three different types of schools in Van province during the spring semester of the 2023-2024 academic year. The scale consists of six variables, including physics achievement, physics self-efficacy, epistemological beliefs about physics, learning approach, learning environment, and father's education status, encompassing a total of 80 questions. The analysis of the questionnaires was conducted using the SPSS Amos v16 program, and the relationship between the variables was determined using the structural equation model. The students' previous semester physics grades were considered as the measure of physics achievement. According to the analysis results, the learning environment, self-efficacy, and father's education status directly affect physics achievement. The learning approach and epistemological beliefs indirectly influence physics achievement through self-efficacy.
Description
Keywords
Eğitim ve Öğretim, Başarı değişkenleri, Education and Training, Success variables
Turkish CoHE Thesis Center URL
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Scopus Q
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