Students' learning loss in mathematics and their reasons

The purpose of this research is to determine learning losses in mathematics in Anatolian high schools and to examine the views of teachers and students on the causes of learning losses. The research was carried out by using explanatory sequential design, one of the mixed method designs. The quantitative part of the research was carried out in the relational survey model, and the qualitative part was carried out in the phenomenology design. The sample of the study consists of 303 students selected through systematic sampling from 12th grade students in six Anatolian high schools located in a big city in the Aegean Region. Interviews were conducted with 12 students selected from this sample according to the maximum diversity sampling and 14 mathematics teachers teaching in the 12th grades in these schools. "Math Learner Autonomy Scale", "School Adjustment Scale", "Math Achievement Test" and "Semi-Structured Interview Form" were used as data collection tools in the research. Quantitative data were obtained by using the SPSS 21.0 statistical package program and MS Excel 2016 by using Independent Samples t-Test, One-Way Analysis of Variance (ANOVA), Pearson Correlation Analysis. Content analysis was used in the analysis of qualitative data. In the study, it was found that the level of mathematics learning loss of 12th graders was high. While mathematics learning loss created a significant difference according to the variables of schools, school success levels, student achievement levels and fields of education, it was seen that it did not make a significant difference according to the gender variable. In terms of learning losses, the level of achievement of gains was found to be 40%. Mathematics learner autonomy level of the students was found to be upper middle. While there was a significant difference between gender, student achievement levels and fields of study and mathematics learner autonomy levels, no significant difference was found between the schools and school achievement levels. School adjustment levels did not make a significant difference according to gender, schools, school success levels, student achievement levels and fields of study. In the study, a weak, inverse and significant relationship between student achievement and learning loss; a positive, moderately significant relationship between student achievement and mathematics autonomous learning levels; It has been observed that there is a weak and significant positive, weak and significant relationship between school adjustment levels and mathematics autonomous learning levels. As a result of the interviews with the teachers and students in the study, it was seen that the variables causing loss of mathematics learning were gathered under the themes of "Distance Education", "Math Learning Loss", "Completion of the Program". In line with the answers of the students and teachers, the advantages of distance education are the continuity of education and time saving, while the students gain the habit of working and gain extra time; the disadvantages of teachers and students as limited communication between teacher and student; teachers and students use computers, phones, tablets in this process and benefit from technological content and platforms; It has been found that teachers show measurement and evaluation, technological infrastructure, active participation as a necessity, and students show technological infrastructure. Teachers and students consider distance education and the inefficiency of distance education as the cause of mathematics learning loss; the subjects of geometry as the subjects that teachers and students lack in learning; It was observed by the teachers' view that active participation of the learners in lessons should be ensured in order to eliminate the learning deficiency. Mean while students said that they study individually and benefit from digital content and platforms. Factors such as non-participation of the students, the intensity of the program, and the inconsistency of the content for distance education were mentioned regarding the reasons for not completing the program.