Bu araştırmada 8. sınıf öğrencilerinin geometrik muhakeme becerileri ile geometrik
muhakeme öz-yeterlik algıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Buna göre
araştırma, karma yöntemin kullanıldığı ilişkisel bir araştırmadır. Araştırma iki aşamada
yürütülmüştür. Birinci aşamada Geometrik Muhakeme Öz-Yeterlik Algı Ölçeği geliştirilmiş,
ikinci aşamada ise araştırmanın alt problemleri yanıtlanmıştır.
Araştırmanın birinci aşamasında 2020-2021 eğitim-öğretim yılında Samsun ilindeki
yedi farklı devlet okulunda öğrenim görmekte olan 595 öğrenci, ikinci aşamasında ise amaçlı
örnekleme metoduyla belirlenen 40 öğrenci ile çalışılmıştır. Araştırmanın veri toplama araçları
Geometrik Muhakeme Öz-Yeterlik Algı Ölçeği, Karpuz (2018) tarafından geliştirilmiş olan
Bilişsel Süreç Testleri ile Kategorik Puanlama Cetveli ve Yapılandırılmamış Görüşmeler’dir.
Geometrik Muhakeme Öz-Yeterlik Algı Ölçeği araştırma sürecinin ilk aşamasında araştırmacı
tarafından geliştirilmiştir. Ölçek geliştirme sürecinde öncelikle madde havuzu oluşturulmuş,
uzman görüşleri alınmış ve pilot uygulama yapılarak ölçek maddelerine son hali verilmiştir.
Ölçeğin uygulanmasının ardından yapı geçerliği için madde analizleri, açımlayıcı ve
doğrulayıcı faktör analizleri yapılmıştır. Verilerin analizinde IBM-SPSS 26.00 ve LISREL
8.51 programları kullanılmıştır. Yapılan analizlerin ardından 44 maddeden oluşan taslak
ölçekten bazı maddeler çıkarılmış ve 20 maddeden oluşan iki boyutlu Geometrik Muhakeme
Öz-yeterlik Algı Ölçeği (GMÖÖ) elde edilmiştir. GMÖÖ’nün güvenirliğini belirlemek
amacıyla alt faktörler ve ölçeğin geneli için Cronbach Alfa değerleri hesaplanmış ve ölçeğin
geneli için söz konusu değerin .882 olduğu görülmüştür.
Karpuz (2018) tarafından geliştirilmiş olan Bilişsel Süreç Testleri ile Kategorik
Puanlama Cetveli, öğrencilerin geometrik muhakeme beceri düzeylerini belirlemek amacıyla
araştırmanın ikinci aşamasında kullanılmıştır. Bu aşamada geometrik beceri düzeyi tespit
edilemeyen öğrencilerle yapılandırılmamış görüşmeler yürütülmüş ve elde edilen verilere göre
araştırma bulgularına son hali verilmiştir. Araştırmanın alt problemlerinin yanıtlanmasında
IBM-SPSS 26.00 programı ile birlikte bazı istatistiki teknikler kullanılmış ve korelasyon
analizi yapılmıştır. Öğrencilerin geometrik muhakeme öz-yeterlik algılarının güçlü,
muhakeme beceri düzeylerinin ise düşük düzeyde olduğu, bununla birlikte geometrik
muhakeme becerileri ile öz-yeterlik algıları arasında anlamlı ve orta düzeyde bir ilişki olduğu
görülmüştür.,In this study, it was aimed to examine the relationship between geometric reasoning
skills and geometric reasoning self-efficacy perceptions of 8th grade students. Accordingly,
the research is relational research in which mixed method is used. The research was carried
out in two stages. In the first stage, the Geometric Reasoning Self-Efficacy Perception Scale
was developed, and in the second stage, the sub-problems of the research were answered. In
the first stage of the research, 595 students studying at seven different public schools in
Samsun in the 2020-2021 academic year were studied, and in the second stage, 40 students
determined by purposive sampling method were studied. Data collection tools of the research
are Geometric Reasoning Self-Efficacy Perception Scale, Cognitive Process Tests with
Categorical Scoring Chart developed by Karpuz (2018) and Unstructured Interviews. The
Geometric Reasoning Self-Efficacy Perception Scale was developed by the researcher in the
first stage of the research process. In the scale development process, first of all, an item pool
was created, expert opinions were taken, and the scale items were finalized by making a pilot
application. After the application of the scale, item analyzes, exploratory and confirmatory
factor analyzes were performed for construct validity. IBM-SPSS 26.00 and LISREL 8.51
programs were used in the analysis of the data. After the analysis, some items were removed
from the draft scale consisting of 44 items, and the two-dimensional Geometric Reasoning
Self-Efficacy Perception Scale (TAS) consisting of 20 items was obtained. Cronbach Alpha
values were calculated for the sub-factors and the overall scale in order to determine the
reliability of the DSQ, and it was found that the said value for the overall scale was .882. The
Cognitive Process Tests and the Categorical Scoring Chart developed by Karpuz (2018) were
used in the second phase of the study to determine the geometric reasoning skill levels of the
students. At this stage, unstructured interviews were conducted with students whose geometric
skill level could not be determined, and the findings of the study were finalized according to
the data obtained. In answering the sub-problems of the research, some statistical
techniques were used together with the IBM-SPSS 26.00 program and correlation
analysis was performed. It was observed that students' geometric reasoning selfefficacy perceptions were strong and their reasoning skill levels were low, however,
there was a significant and moderate relationship between geometric reasoning skills
and self-efficacy perceptions.
In this study, it was aimed to examine the relationship between geometric reasoning
skills and geometric reasoning self-efficacy perceptions of 8th grade students. Accordingly,
the research is relational research in which mixed method is used. The research was carried
out in two stages. In the first stage, the Geometric Reasoning Self-Efficacy Perception Scale
was developed, and in the second stage, the sub-problems of the research were answered. In
the first stage of the research, 595 students studying at seven different public schools in
Samsun in the 2020-2021 academic year were studied, and in the second stage, 40 students
determined by purposive sampling method were studied. Data collection tools of the research
are Geometric Reasoning Self-Efficacy Perception Scale, Cognitive Process Tests with
Categorical Scoring Chart developed by Karpuz (2018) and Unstructured Interviews. The
Geometric Reasoning Self-Efficacy Perception Scale was developed by the researcher in the
first stage of the research process. In the scale development process, first of all, an item pool
was created, expert opinions were taken, and the scale items were finalized by making a pilot
application. After the application of the scale, item analyzes, exploratory and confirmatory
factor analyzes were performed for construct validity. IBM-SPSS 26.00 and LISREL 8.51
programs were used in the analysis of the data. After the analysis, some items were removed
from the draft scale consisting of 44 items, and the two-dimensional Geometric Reasoning
Self-Efficacy Perception Scale (TAS) consisting of 20 items was obtained. Cronbach Alpha
values were calculated for the sub-factors and the overall scale in order to determine the
reliability of the DSQ, and it was found that the said value for the overall scale was .882. The
Cognitive Process Tests and the Categorical Scoring Chart developed by Karpuz (2018) were
used in the second phase of the study to determine the geometric reasoning skill levels of the
students. At this stage, unstructured interviews were conducted with students whose geometric
skill level could not be determined, and the findings of the study were finalized according to
the data obtained. In answering the sub-problems of the research, some statistical
techniques were used together with the IBM-SPSS 26.00 program and correlation
analysis was performed. It was observed that students' geometric reasoning selfefficacy perceptions were strong and their reasoning skill levels were low, however,
there was a significant and moderate relationship between geometric reasoning skills
and self-efficacy perceptions.
