The Relationship between Mathematics Teachers’ Democratic Behavior and Students’ Mathematics Success

Abstract

Here the correlation between mathematics teachers’ democratic behavior in the learning process and elementary school students’ success in mathematics is investigated. For this purpose, descriptive and relational survey models are used. The study sample comprised 276 female and 246 male, 6th to 8th graders in the city of Diyarbakir, Turkey. The sample was chosen at random from six different elementary schools and undertaken during the second term of the 2011-2012 academic year . Data were collected using a “Democratic Behavior (DB) Scale” developed by the researchers. Data analysis was subject to mean and standard deviation, non-parametric MWU and KWH tests as well as the Spearman and Brown Prediction Formula reliability coefficient. Respectively, a moderate, positive and meaningful correlation was found between math teachers’ democratic conduct in the learning process and students’ success in mathematics.