期刊名称：International Online Journal of Educational Sciences
电子版ISSN：1309-2707
出版年度：2021
卷号：13
期号：2
页码：478-491
语种：English
出版社：IOJES
摘要：The aim of the study is to examine the effect of the cognitive-behavioral approach-based psycho-education program supported by the follow-up study of the behaviors of efficient course studying given to tenth-grade students who have failed the mathematics course and have a negative perception of the course and the teacher of the course on students' perceptions of mathematics course achievement, the course, and the teacher of the course. The research is a quasi-experimental study and was conducted with a total of 30 tenth-grade students studying in an official academic high school in Adana, including 15 students (8F-7M) in the experimental group and 15 students (8F-7M) in the control group. In the study, data were collected using the Attitude Towards the Mathematics Course Scale, Attitude Towards the Teacher Scale, and the tests prepared by the teacher to measure mathematics course achievement in achievement measurement. The data analysis was conducted using the SPSS 22.0 package program, and in the analysis, the 2×2 mixed-design analysis of variance, the covariance analysis in which pre-test scores were included in the analysis as a covariate, and variance analysis techniques for repeated measurements were used. According to the results obtained, it was observed that the mathematics course achievement scores of the experimental group students who were given the psycho-education program supported by the follow-up study of efficient course studying behaviors increased in comparison with the control group students to whom the education was not given. Furthermore, it was found that the attitudes towards the mathematics course and the teacher were positively affected in the experimental group students to whom the experimental process was applied.
关键词：Perception of the mathematics course;perception of the teacher;mathematics course achievement;cognitive-behavioral approach
