Öğrencilerin Matematik Ders Başarıları ile Ders Çalışma Alışkanlıkları Arasındaki İlişkinin İncelenmesi

Abstract

This study aims to examine the relationship between mathematics achievement and study habits of middle school students. The research was conducted with 36 students studying in three public middle schools in Tekirdağ province during the 2024-2025 academic year. A relational survey model was used in the study, and personal information form, study habits scale, and mathematics achievement test were applied as data collection tools.  According to the research findings, it was determined that the study habits scale exhibited a single-factor structure, and especially time management, repetition strategies, and self-regulation dimensions had strong factor loadings. Correlation analysis results revealed significant and positive relationships between the sub-dimensions of study habits. ANOVA analysis conducted in terms of gender variable showed that there was no statistically significant difference between male (M = 1.88) and female (M = 2.05) students in terms of study habits (p > .05). The research results reveal that effective study habits play an important role in mathematics achievement and that these habits can be systematically developed.

Key Words: Mathematics achievement, study habits, middle school students, self-regulation, academic performance.