Investigation of secondary school students' mathematics course teaching program evaluations and their mathematical relationship self-efficiency

In this study, it was aimed to examine high school students' evaluations of the mathematics curriculum and their mathematical association self-efficacy levels in terms of different variables and to determine the procedural relationships between these variables. A procedural research model was used in the study to determine the causal comparison model and the procedural relationships between the variables in question. The study population of the research consisted of high school students studying in the center of Kütahya in the 2023-2024 academic year, and the sample consisted of 692 high school students selected by stratified sampling method. In the research data, the "Secondary School Mathematics Course Curriculum Evaluation Scale" developed by Bal and Üdüm (2021) and the "Mathematical Association Self-Efficacy Scale" developed by Özgen and Bindak (2018) were used. Descriptive and procedural statistical techniques were used to analyze the data. As a result of the research, it was concluded that high school students' evaluations of the secondary school mathematics course curriculum and their mathematical association self-efficacy levels differ significantly depending on the type of school, the status of receiving mathematics support, the last exam score, the level of liking mathematics, the age range of interest in mathematics and the person who provides the interest. In the study, it was determined that high school students' evaluations of the mathematics curriculum predicted their mathematical association self-efficacy levels in a moderately significant way. Key Words: Mathematics curriculum, Program evaluation, Self-efficacy, Mathematical association self-efficacy, High school students