Eighth grade students' learning needs, their learning strategies and general teaching principles as predictors of mathematics academic achievement

There are various independent variables that affect the academic success of students in mathematics course theoretically and in some studies as applied and statistical results. These variables include students' learning needs, the use of general teaching principles and learning strategies variables. However, no study has been found that presents both the level of influence and explanation rates of these variables and the level of impact and explanation of the students' mathematical course academic success within the relational model as a whole in the context of data (concrete, statistical) and theoretical basis. The general purpose of this study is to examine the predictive level of the variables of learning needs, strategies and general teaching principles on the academic achievement of the eighth grade students with a structural equation model and to evaluate these variables descriptively. The "general scanning model" was used to carry out this research. The study group of the research consists of 301 students studying at the eighth grade level of secondary school affiliated to the Erzurum Palandöken and Tortum District National Education Directorate in the second term of the 2020-2021 academic year. The data of the study were obtained from the Learning Needs Scale, the Learning Strategies Scale and the General Teaching Principles Scale and the academic achievement test. The data obtained between 01.04.2021-17.05.2021 were analyzed using SPSS 24 and AMOS 24 package programs. Data related to the sub-objectives of the study with frequency, percentage, arithmetic mean, standard deviation techniques; the data related to the hypotheses of the research were analyzed with AFA, DFA and structural equality model. Regarding the sub-objectives of the research, the following conclusions were reached: It was concluded that the students were aware of their learning needs regarding the mathematics course for the first sub-objective. The result of the second sub-objective was that students used their learning strategies above the average. It was revealed that mathematics teachers for the third sub-purpose frequently use the principles of general education in their courses. It was seen that the academic success of the mathematics course of the students related to the fourth sub-purpose was low. Regarding the hypotheses of the study, it was revealed that learning needs, the use of general teaching principles and the use of learning strategies together meaningfully affected and explained the academic success of mathematics courses. In other words, learning needs, the use of general teaching principles and the use of learning strategies was found to be important predictors of eighth grade students ' mathematical course academic success. Various suggestions were presented in line with the results of the research.