Investigation of secondary school students 'use, motivation and confidence perceptions for mathematics

This study investigates whether there are significant differences among the perceived usefulness of mathematics in secondary school students, effective motivation in mathematics and confidence in mathematics learning average scores according to some demographic characteristics of students (sex, grade, mathematics achievement, levels of mathematics achievement perception, participation in extracurricular mathematics activity, parents' education levels and family economic status) or not. Research samples includes that in 2017-2018 academic year, a total of 701 students 6th, 7th and 8th grade studying in a secondary school in Adapazarı district of Sakarya province. As a data collection tool Math Attitude Scale which is developed by Fennema-Sherman and adaptated to Turkish by Takunyacı, Masal, Ergene, Masal ve Erden (2019) was applied. The results of the statistical analysis conducted on the data obtained from this scale are as follows. There is a significant relationship between perceived usefulness of mathematics and effective motivation in mathematics, perceived usefulness of mathematics and student grade, effective motivation in mathematics and perception of confidence in mathematics learning but there is no significant relationship between perception of confidence in mathematics learning and sex. There are meaningful relationships between the students' levels of achievement in mathematics and the perceived usefulness of mathematics, effective motivation in mathematics and perception of confidence in mathematics, students' perceived usefulness of mathematics and the status of participating in extra-curricular mathematics, effective motivation in mathematics and perception of confidence in mathematics learning, mother's education level and perceived usefulness in mathematics, perception of confidence in mathematics learning, effective motivation in mathematics , father's education level and perceived usefulness in mathematics, perception of confidence in mathematics learning, effective motivation in mathematics There is not significant relationship between the perception of confidence in mathematics learning, the perceived usefulness of mathematics and effective motivation in mathematics and family economic status.