The Relationship between Mathematics Teachers’ Democratic Behavior and Students’ Mathematics Success

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Year-Number: 2014-Volume 6, Issue 3

Abstract

In this study, the correlation between mathematics teachers’ democratic behavior in the learning process and elementary school students’ success in mathematics has been investigated. Accordingly, descriptive and relational survey models were used. The population consists of 6th to 8th graders in the city of Diyarbakir, Turkey, during the second term of the 2011-2012 academic year. The sampling has been chosen at random from 6th to 8th graders in six different Diyarbakir elementary schools and consists of 276 females and 246 males, 523 students in total. The data were collected by “Democratic Conduct (DC) Scale” developed by researchers. The data analysis was done using mean and standard deviation, non-parametric MWU and KWH tests as well as the Spearman and Brown Prediction Formula reliability coefficient. As a result of this study, there is a moderate, positive and meaningful correlation between math teachers’ democratic conduct in the learning process and students’ success in mathematics.

Keywords

Abstract

In this study, the correlation between mathematics teachers’ democratic behavior in the learning process and elementary school students’ success in mathematics has been investigated. Accordingly, descriptive and relational survey models were used. The population consists of 6th to 8th graders in the city of Diyarbakir, Turkey, during the second term of the 2011-2012 academic year. The sampling has been chosen at random from 6th to 8th graders in six different Diyarbakir elementary schools and consists of 276 females and 246 males, 523 students in total. The data were collected by “Democratic Conduct (DC) Scale” developed by researchers. The data analysis was done using mean and standard deviation, non-parametric MWU and KWH tests as well as the Spearman and Brown Prediction Formula reliability coefficient. As a result of this study, there is a moderate, positive and meaningful correlation between math teachers’ democratic conduct in the learning process and students’ success in mathematics.

Keywords