Examining the achievements of secondary school seventh grade students in the learning domain of equilibrium and equations in terms of various variables

The aim of this study is to examine the achievement of seventh grade students in terms of equality and equation in terms of various variables. Relational research model, one of the quantitative research methods, was used in the research. The sample of the study consisted of 314 seventh grade students studying in schools located in the provinces, districts and villages of a city in the Central Black Sea Region in the 2022-2023 academic year. In the study, "equality and equation achievement test" and "algebra learning area attitude scale" were applied as data collection tools. The data collected in the study were analyzed with the SPSS 28.0 package program. The results of the achievement test were compared in terms of the type of placement of the school where the students studied, the gender of the students, the daily reading time of the students, the daily mathematics study time of the students and the attitudes of the students towards algebra. When the findings of the research were examined, the success of the students in the field of equality and equation sub-learning was at a medium level. As a result of the research, when the change in the success of the students according to the type of school placement was examined, it was seen that the students in the city center had the highest success, while the students studying in the village received the lowest scores. As a result of gender comparisons, no relationship was found between success and gender. While there was no significant relationship between the students' daily book reading times and their achievements in the field of equality and equation sub-learning, a positive significant relationship was found between daily mathematics study times and success. When the results of the scales applied to measure the attitudes of the students towards the algebra learning area, including the equality and equation sub-learning area, were analyzed, it was seen that the students generally had a positive attitude. As a result of the correlation analyses conducted to determine the relationship between students' achievements and attitudes, a positive significant relationship was found between the scores obtained from the achievement test and the scores obtained from the attitude scale.