An investigation of 8th-grade Turkish students' performance on number sense

Birgin O., Peker E. S.

EDUCATIONAL STUDIES, vol.50, no.2, pp.261-284, 2024 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 50 Issue: 2
  • Publication Date: 2024
  • Doi Number: 10.1080/03055698.2022.2049593
  • Journal Name: EDUCATIONAL STUDIES
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, International Bibliography of Social Sciences, Periodicals Index Online, Communication Abstracts, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International, Philosopher's Index, Psycinfo, Social services abstracts, Sociological abstracts, Worldwide Political Science Abstracts
  • Page Numbers: pp.261-284
  • Keywords: Eighth-grade students, number sense performance, maths achievement, gender, perceived parental support
  • Uşak University Affiliated: Yes

Abstract

The aim of this study was to examine the number sense performance of 8th-grade Turkish students. In this study, the students’ performances on number sense were also examined in terms of gender, school location, parents’ education level, maths achievement, perceived student satisfaction with the maths teacher, perceived importance of maths and perceived parental support for maths. Participants of this study consisted of 306 eighth-grade students (13- to 14-year-olds) from the western part of Anatolia in Turkey. The data were collected via the ‘Number Sense Test (NST)’ consisting of 38 multiple-choice questions and six number sense components. Data were analysed by using the Statistical Package for Social Sciences (SPSS) 17.0. The results from this study revealed that most of the students performed poorly on the number sense test and its components. No significant difference was found between female and male performances in number sense, but their performances significantly differed according to school location and parents’ education level. The results of this study also indicated that a significant positive correlation was between the number sense performances of students and their maths achievement, perceived student satisfaction with maths teachers, perceived importance of maths and perceived parental support for maths.