The effect of realistic mathematics education approach on mathematical anxiety, mathematical self-efficacy perceptions and achievement of vocational high school students

In this study, the effect of the Realistic Mathematics Education (RME) on student achievement, mathematical self-efficacy perception, mathematical anxiety and the retention of the learnt knowledge in "Surface Areas and Volumes of Solid Objects" topic in Secondary Education 10th Grade students and the student views on RME-supported education were examined. The study group consisted of 49 students who were studying at Mustafa Keziban Küçükoğlu Multi-Program Anatolian High School in Koçarlı, which is a town of Aydın Province. The Study Group consisted of 25 students, and the Control Group consisted of 24 students. The data were collected using both quantitative and qualitative methods. As a means of data gathering tool, a Mathematics Anxiety Scale to determine students' mathematical concerns and a Mathematics Self-Efficacy Perception Scale to determine the students' mathematics self-efficacy perceptions and a 28-item achievement test developed by the researcher were used. As for the qualitative aspect of the research, a semi structured interview form was used to reveal the views of the experimental group students on the Realistic Mathematics Education approach. In the Control Group, the classes were taught with the activities given in the 9th-12th Grade Mathematics Curriculum and in the Study Group, with the Realistic Mathematics Education Approach. The Quantitative Data obtained in the activities were analyzed using SPSS 20.0 Package Program and the qualitative data were analyzed through descriptive analysis. The results revealed that teaching with Realistic Mathematics Education is more effective compared to the Traditional Education Method in terms of academic success levels of the students and it affects the retention of the learnt topics in a positive way. In addition, a statistically significant difference was determined between the Study and Control Group students in terms of average mathematical anxiety scores; however, no statistically significant differences were detected between the two groups in terms of the average self-efficacy scores in mathematics. It was also found out that students have positive viewpoints about the RME Approach. KEYWORDS: Realistic Mathematics Education (RME), Mathematical selfefficacy perception, Mathematical anxiety, Success, Permanence.