Investigation of Fourth Grade Primary School Students' Self-Regulated Learning Strategies and Successes in Mathematics Course in Terms of Socio-Economic Level

Autor/in	Çetin, Baris
Titel	Investigation of Fourth Grade Primary School Students' Self-Regulated Learning Strategies and Successes in Mathematics Course in Terms of Socio-Economic Level
Quelle	In: International Journal of Curriculum and Instruction, 15 (2023) 1, S.219-239 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çetin, Baris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Elementary School Students; Grade 4; Learning Strategies; Mathematics Education; Family Income; Parent Education; Public Schools; Mathematics Achievement; Turkey + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematische Bildung; Familieneinkommen; Parents education; Elternbildung; Elternschule; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Türkei
Abstract	This study aimed to determine fourth grade primary school students' self-regulated learning strategies and successes in mathematics course in terms of socio-economic level. A cross-section scanning model was used in the study. The sample of the study was determined by the random sampling technique. The sample consisted of 65 students studying in 2 official primary schools in Gaziantep province. The data of the research were collected with the "Self-Regulated Learning Strategies Scale in Mathematics", which was developed by Aktan and Tezci (2012), and the "Demographic Form". The results of the study are as follows: There was no significant difference between the fourth grade primary school students' total and sub-dimension scores of the Self-Regulated Learning Strategies Scale in Mathematics, and the income level of their families and the education level of their parents. It was determined that those students whose parents were high school and university graduates were more successful in mathematics. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.] (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: https://ijci.globets.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01