the contribution of learning motivation, reasoning ability and learning orientation to ninth grade

159 Pages·2007·0English

THE CONTRIBUTION OF LEARNING MOTIVATION, REASONING
ABILITY AND LEARNING ORIENTATION TO NINTH GRADE
INTERNATIONAL BACCALAURATE AND NATIONAL PROGRAM
STUDENTS’
UNDERSTANDING OF MITOSIS AND MEIOSIS

A THESIS SUBMITED TO
THE GRADUATE SCHOOL OF NATURAL AND APPLIED SCIENCES
OF
MIDDLE EAST TECHNICAL UNIVERSTY

BY

MELTEM BAŞER

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR
THE DEGREE OF MASTER OF SCIENCE
IN
SECONDARY SCIENCE AND MATHEMATICS EDUCATION

JULY 2007
Approval of the Graduate School of Natural and Applied Sciences

Prof. Dr. Canan Özgen
Director

I certify that this thesis satisfies all the requirements as a thesis for the degree of
Master of Science.

Prof. Dr. Ömer Geban
Head of Department

This is to certify that we have read this thesis and that in our opinion it is fully
adequate, in scope and quality, as a thesis for the degree of Master of Science.

Assoc. Prof. Dr. Ceren Tekkaya
Supervisor
Examining Committee Members

Assoc. Prof. Dr. Jale ÇAKIROĞLU (METU, ELE)

Assoc. Prof. Dr. Ceren TEKKAYA (METU, ELE)

Assist. Prof. Dr. Esen UZUNTİRYAKİ (METU, SSME)

Assist. Prof. Dr. Yeşim Çapa AYDIN (METU, EDS)

Dr. Ömer F. ÖZDEMİR (METU, SSME)
I hereby declare that all information in this document has been obtained and
presented in accordance with academic rules and ethical conduct. I also
declare that, as required by these rules and conduct, I have fully cited and
referenced all material and results that are not original to this work.

Name, Last name: Meltem Başer

Signature:
iii
ABSTRACT

THE CONTRIBUTION OF LEARNING MOTIVATION, REASONING
ABILITY AND LEARNING ORIENTATION ON NINTH GRADE
INTERNATIONAL BACCALAURATE AND NATIONAL PROGRAM
STUDENTS’ UNDERSTANDING OF MITOSIS AND MEIOSIS

Başer, Meltem

M.S., Department of Secondary Science and Mathematics Education
Supervisor: Assoc. Prof. Dr. Ceren Tekkaya

July 2007, 144 pages

In this study, the contributions of learning motivation, reasoning ability, learning
orientation and gender to International Baccalaureate and National Program
students’ mitosis and meiosis achievement was investigated.

Participants of the study were 472 ninth grade students from a private high school
in Ankara. Two hundred nineteen students (46%) were in International
Baccalaureate Program and two hundred fifty three (54%) were in National
Program. The study was conducted during the 2006-2007 Spring semester. Prior
to the introduction of mitosis and meiosis topics, students’ motivations toward
biology learning (self efficacy, active learning strategies, science learning value,
iv
performance goals, achievement goals, learning environment stimulation), formal
reasoning abilities and learning approaches were measured by Students’
Motivation Towards Biology Learning Questionnaire, Test of Logical Thinking
Ability scale and Learning Approach Questionnaire respectively. After the topics
have been covered, a 20 item Mitosis and Meiosis Achievement Test was used to
measure achievement in mitosis and meiosis topics.

Multiple regression analysis revealed that achievement was explained in positive
direction by formal reasoning ability and in negative direction by active learning
strategies and rote learning in National Program classes. Self-efficacy and formal
reasoning ability had significant contributions to achievement for International
Baccalaureate students. The main predictor of achievement was formal reasoning
ability for both International Baccalaureate and National Program students,
explaining 4.7% and 10.9% variance respectively. Moreover, while 2.9% of the
variance in achievement was explained by self efficacy in International
Baccalaureate classes, rote learning explained 2.2% of the variance in
achievement in negative direction in National Program classes.

Keywords: Biology Education, gender, International Baccalaureate, National
Program, learning approach, mitosis, meiosis, motivation, reasoning ability
v
ÖZ

ÖĞRENME MOTİVASYONU, MANTIKSAL DÜŞÜNME YETENEĞİ VE
ÖĞRENME YAKLAŞIMININ DOKUZUNCU SINIF ULUSLARARASI
BAKOLORYA VE ULUSAL PROGRAM ÖĞRENCİLERİNİN MİTOZ VE
MAYOZ KONULARINI ANLAMALARINA KATKISI

Başer, Meltem

Yüksek Lisans, Ortaöğretim Fen ve Matematik Alanları Eğitimi Bölümü
Tez Yöneticisi: Doç. Dr. Ceren Tekkaya

Temmuz 2007, 144 sayfa

Bu çalışmada öğrenme motivasyonu, mantıksal düşünme yeteneği, öğrenme
yaklaşımı ve cinsiyetin dokuzuncu sınıf Uluslararası Bakalorya ve Ulusal
Program öğrencilerinin mitoz ve mayoz konularını anlamalarına katkıları
araştırılmıştır.

Çalışmanın katılımcıları Ankara’daki bir özel lisenin 472 dokuzuncu sınıf
öğrencisidir. Uluslararası Bakalorya Programı’nda iki yüz on dokuz öğrenci
(%46), Ulusal Program’da ise iki yüz elli üç öğrenci (%54) bulunmaktadır. Mitoz
ve mayoz konularında tüm sınıflar aynı eğitim stratejileri kullanılarak eğitim
vi
almaktadır. Çalışma 2006-2007 eğitim-öğretim yılı bahar döneminde
gerçekleştirilmiştir. Mitoz ve mayoz konularının sınıfta işlenmesinden önce
öğrencilerin biyoloji dersine yönelik motivasyonları (öz yeterlik, aktif öğrenme
stratejileri, biyoloji öğrenimine değer verme, performans hedefleri, başarı
hedefleri, öğrenme ortamının etkisi), mantıksal düşünme yetenekleri ve öğrenme
yaklaşımları sırasıyla Öğrencilerin Biyoloji Öğrenimine Yönelik Motivasyonu
Anketi, Mantıksal Düşünme Yetenek Testi ve Öğrenme Yaklaşımları Anketi
kullanılarak ölçülmüştür. Konu bitiminde ise mitoz ve mayoz konularındaki
başarıyı ölçmek amacı ile yirmi soruluk Mitoz ve Mayoz Başarı Testi
uygulanmıştır.

Çoklu regresyon analizi sonucu Ulusal Program sınıflarında başarıyı mantıksal
düşünme yeteneğinin pozitif yönde, aktif öğrenme stratejileri ve ezberci
öğrenmenin ise negatif yönde açıklandığını göstermektedir. Uluslar arası
Bakalorya öğrencileri için ise öz yeterlik ve mantıksal düşünme yeteneğinin
başarıya anlamlı katkıları bulunmaktadır. Başarının temel belirleyicisi hem
Uluslar arası Bakalorya hem de Ulusal Program öğrencileri için, varyansın
sırasıyla %4.7 ve %10.9’unu açıklayan mantıksal düşünme yeteneğidir. Bunun
yanı sıra Uluslar arası Bakalorya sınıflarında başarıdaki varyansın %2.9’unu öz
yeterlik açıklarken, Ulusal Program sınıflarında ezberci öğrenme başarıdaki
varyansın %2.2’sini negatif yönde açıklamaktadır.

Anahtar kelimeler: Biyoloji eğitimi, cinsiyet, uluslar arası bakalorya, ulusal
program, öğrenme yaklaşımı, mitoz, mayoz, motivasyon, mantıksal düşünme
yeteneği.

vii
TO MY FAMILY

viii
ACKNOWLEDGEMENTS

I would like to express my genuine gratitude to my supervisor Assoc. Prof. Dr.
Ceren Tekkaya who has given great support to me throughout my research. This
study wouldn’t be possible without her suggestions and guidance. She did not
only contribute through valuable advice and criticism, but also provided strength
by encouragement and moral incentive.

I would like to express my sincere appreciation to Assoc. Prof. Dr. Semra Sungur
and Dr. Mehmet Özmen for their help during the analysis and to Assoc. Prof. Dr.
Jale Çakıroğlu, Assist. Prof. Dr. Esen Uzuntiryaki, Assist. Prof. Dr. Yeşim Çapa
Aydın and Dr. Ömer F. Özdemir for their valuable suggestions.

I also would like to thank to my parents, my sister and my brother for their trust
that provided me confidence.

I am particularly grateful to my husband Barış Cihan Başer for his moral support
that made it possible for me to proceed.

Finally, I would like to thank to the teachers and students who devoted their time
and participated in this study.

ix
TABLE OF CONTENTS

ABSTRACT………………………………………………………………….......iv
ÖZ………………………………………………………………………………...vi
DEDICATION……………………………………………………………..…..viii
ACKNOWLEDGEMENTS…………………………………………………..…ix
TABLE OF CONTENTS……………………………………………………..….x
LIST OF TABLES……………………………………………………………..xiii
LIST OF FIGURES……………………………………………………………xiv
LIST OF SYMBOLS…………………………………………………………....xv
CHAPTERS
1. INTRODUCTION………………………………………………………....1
1.1. Background of the Study………………………………………............1
1.2. Study Context ………………………………………………………...6
1.3. Significance of the Study……………………………………………..8
1.4. Definition of Important Terms..……………………………………….9
1.5. Research Questions and Hypothesis………………………………….11

2. LITERATURE REVIEW………………………………………………..13
2. 1. Research Related With Motivation…………………………………13
2. 2. Research Related With Reasoning Ability …………………………..27
2. 3. Research Related With Learning Orientation ………………...…….37
2.4. Research Related With Mitosis and Meiosis ………………………..43
2.5. Research Related With Gender Differences ………………………...46
2.6. Research Related With International Baccalaureate ………………..50
2.7. Summary …………………………………………………………...58
x