Mathematics of middle school students their commitment to the course and according to some variables of your fears review

Objective: This study aims to determine whether secondary school students' commitment to mathematics and their fears are significantly related to various variables such as student gender, teacher gender, class, grades, parents' education level and family monthly income. Material and Methods: This research was conducted using quantitative research methods. The study group consisted of 268 secondary school students attending state schools in the İdil district of Şırnak province during the 2023-2024 academic year. Two scales were used as data collection tools: "Student Engagement in Mathematics Scale" and "Mathematics Fear Scale". The Commitment Scale consists of 13 items, while the Fear Scale consists of 22 items. The first part of the Mathematics Fear Scale includes a "Personal Information Form". In the data analysis, percentage and frequency analyses were primarily calculated. Additionally, in cases where categoric data were present among the examined variables, an independent samples t-test was used to determine differences between two subcategories, and one-way ANOVA was used to determine differences among more than two subcategories. Results: According to the data, student gender and family monthly income do not affect students' commitment to mathematics course. It was observed that students who enroll lessons by female teachers have higher levels of commitment to mathematics compared to those who enroll lessons from male teachers; students in higher grades have higher commitment levels compared to those in lower grades; students with higher grades in mathematics have higher commitment levels compared to those with lower grades; and students with higher parental education levels have higher commitment levels to mathematics compared to those with lower parental education levels. According to the data, student gender, grade level, parental education status, and family monthly income do not affect students' fears related to mathematics. It was observed that students who enroll lessons from female teachers have lower levels of fear compared to those who enroll lessons from male teachers, and students with a math grade of 5 have lower levels of fear compared to those with grades of 1, 2, 3, and 4. Conclusion: It was concluded that students' commitment to mathematics is at a "strongly agree" level, while their fear of mathematics is at a "strongly disagree" level. Based on the research findings, it was concluded that student gender and family monthly income do not significantly affect mathematics commitment and fear. However, significant differences in mathematics commitment and fear were observed based on the teacher's gender and mathematics grade. It was concluded that mathematics commitment was significant according to the variables of grade level and parental education status, but mathematics fear was not significant. Keywords: Mathematics commitment, Mathematics fear, Mathematics education