The investigation of the relationship between the students' perceptions about the classroom assessment environment and their achievement-goal orientations: Gender perspective

Abstract

Within the scope of the study, the achievement-goal orientations of the 7th and 8th grade elementary students and their perceptions about the classroom assessment environment were determined within the context of Science and Technology Course. Moreover, the relationship between these variables were determined and it was investigated whether the gender cause a significant difference between the students' achievement-goal orientations and their perceptions about the classroom assessment environment. This study was designed in accordance with the correlational research design and the sample of this study was composed of 369 students who were 7th and 8th graders in 3 different state elementary schools. In order to investigate whether the students' achievement-goal orientations and their perceptions about the classroom assessment environment differ in terms of gender, MANOVA (multivariate ANOVA) was used. In conclusion, in this study, the following aspects were determined; there was a strong relationship between the students' perceptions about the classroom assessment environment and their achievement-goal orientations; the gender variable didn't cause a significant difference in students' achievement-goal orientations but it caused a significant difference in their perceptions about the classroom assessment environment.