Browsing by Subject "Mathematics literacy"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
Item Open Access Cross country comparison of math-related factors affecting student mathematics literacy levels based on PISA 2012 results(Bilkent University, 2020-01) Barut, BetülThe purpose of the current study is to investigate the relationship between mathematics related affective factors and mathematics literacy levels across Brazil, Norway, Singapore and Turkey. The countries selected according to their rankings on PISA 2012 cycle. Singapore was a high-performer country, Norway was an average-performer country, Turkey was a below-average-performer country and Brazil was a low-performer country in PISA 2012. Multiple linear regression analysis was used separately for each selected country. Mathematics literacy score was used as a dependent variable, seven selected mathematics related affective factors (mathematics self-beliefs: mathematics self-efficacy, mathematics self-concept and mathematics anxiety; disposition and participation in mathematics related activities: mathematics intentions and mathematics behavior; motivational factors: instrumental motivation for mathematics and mathematics interest) were used as independent variables. The results indicated that all factors have significant effect on students’ mathematics literacy achievement for all selected countries. In general, mathematics self efficacy, mathematics self-concept, mathematics anxiety and mathematics behavior found that there is a same relationship for all four countries. Instrumental motivation for mathematics, mathematics intentions, and mathematics interest showed differences among countries.Item Open Access Factors affecting mathematics literacy of students based on PISA 2012 : a cross-cultural examination(Bilkent University, 2017-05) Sezgin, GamzeThe main purpose of this study is to determine factors affecting mathematics literacy level of participating countries based on the framework of Programme for International Student Assessment (PISA) 2012. In this study, the dependent variable was the mathematics literacy scores whereas the independent variables were index scores of factors i.e. mathematics self-efficacy, mathematics self-concept, teacher-student relations, index of economic, social and cultural status, mathematics teacher’s classroom management, mathematics anxiety, attitude towards school: learning outcomes, attitude towards school: learning activities, sense of belonging to school, and mathematics interest. The data were first analysed using multiple linear regression for three different achievement strata of countries (high-, normal- and low-achieving). Then using the standardized regression coefficients, three separate cluster analyses were conducted to group the countries within each group. At the end of the study, a general framework of the relationship between factors of index scores and mathematics literacy scores were obtained. The results of this framework showed that mathematics self-efficacy, index of economic, social and cultural status, mathematics interest and mathematics anxiety did not indicate distinguishing properties among countries‟ groups. In general, variable of sense of belonging to school had negative relationship with mathematic achievement in high-achieving countries as teacher-students relations indicate negative relationship with mathematics achievement in low-achieving countries‟ groups.Item Open Access Investigation of Turkish students’ performance in mathematics, reading and science literacy in the pisa 2012 data(Bilkent University, 2015-05) Özbay, CerenEvery student needs to be provided a certain minimum level of acquisition in the education system. Hence, this study investigated differences in students’ performance in mathematics, reading and science literacy among the school types and geographical regions in Turkey by using PISA 2012 data. In this research, MANOVA was employed using Multivariate Linear Model procedure of SPSS. The aims of the research were to examine if there are any differences among Turkish students’ performance that live in different geographical regions in Turkey in terms of mathematics, reading and science literacy and also to examine whether there are any differences among Turkish students’ performance in mathematics, reading and science with respect to the school types or not. Analyses of the current study based on PISA 2012 data showed that Turkish students’ performance in mathematics, reading and science differed significantly across the geographical regions and school types. The major difference was observed among school types.Item Open Access Relationship between students’ SES and literacy levels under the effect of different levels of school SES: a secondary analysis of Estonia, Belarus, and Azerbaijan on PISA 2018(Bilkent University, 2021-07) Musayev, FaridThe purpose of the current study is to investigate the relationship between individual and school socioeconomic status when school SES is considered, and literacy levels in Estonia, Belarus, and Azerbaijan based on PISA 2018 cycle. The countries were selected according to proficiency levels of their performances. Estonia was as a level 3 performing country for mathematics, reading, and science domains, while Belarus was performing at level 2 for all domains, and Azerbaijan was selected as level 1 performing country at each domain. Descriptive analyses were used separately for each selected country. Student and school SES scores were divided into 4 quartiles, creating 16 total comparison group for each domain and country. The quartiles were compared according to the average literacy scores of students for each domain. The results indicated that both individual and school SES had a strong relation to the performance scores of students in each country for all domains. However, the strength of the relationship was slightly different for each country, which had the largest impact on Belarus compared to Azerbaijan and Estonia samples. Results also indicated that low SES-students may have higher achievement levels if they are in high-SES schools.