Browsing by Subject "PISA 2012"

Now showing 1 - 7 of 7

Open Access
An Analysis of the Resilient Students' Profile based on PISA 2012
(Eğitimde ve Psikolojide Ölçme ve Değerlendirme Derneği, 2015) Kalender, İlker
The present study sought to define resilient students' profile in comparison with low achieving/low SES students. To this end, several school- and teacher-related variables, taken from PISA 2012 student questionnaire, that were considered to be influential on students' reading literacy were examined. A total number of 28 items from 5 dimensions were selected. They are: Student-Teacher Relations (5 items), Sense of Belonging (9 items), Attitude towards Learning at School (4 items), Attitude toward School (4 items), and Perceived Control (6 items). Using binary logistic regression, significant variables were defined explaining literacy differences between two groups of students. Then, profile of resilient students was defined. Results indicated that resilient students had more positive attitudes towards school and teachers compared with low achievers. The findings of the present may provide significant information as to increase rate of resilient students.
Open Access
Cross country comparison of math-related factors affecting student mathematics literacy levels based on PISA 2012 results
(2020-01) Barut, Betül
The 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.
Open Access
Effects of the quality of educational environments on student literacy results based on PISA 2012
(2015) Sümer, Deniz
This study aims to explore the effect of school environments on student literacy achievement levels in reading among 15-year-old students participating in PISA 2012. The purpose of this study is to determine the variables that significantly affect the quality of education using school principals’ evaluations given in the PISA 2012 questionnaires. The target population of this study consists of 15-year-old students at the time of the assessment from various categories of Turkish schools. The sample of PISA 2012 for Turkey consists of 4,848 students who were randomly chosen from 170 schools across all regions in the country. The results of this study shed light on the effect of: shortages in a schools’ capacity to provide instruction; factors which hinder learning; the extent of parental involvement; teacher morale; and school management. The findings suggest that a number of constituents of these factors have a significant relationship with student literacy achievement of 15 year olds in Turkey.
Open Access
Factors affecting mathematics literacy of students based on PISA 2012 : a cross-cultural examination
(2017-05) Sezgin, Gamze
The 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.
Open Access
Investigation of Turkish students’ performance in mathematics, reading and science literacy in the pisa 2012 data
(2015-05) Özbay, Ceren
Every 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.
Open Access
Predicting problem-solving skills of students from different socio-economic background using math- and self-related variables
(2019-10) Seyrek, Merve
The purpose of this study is to examine relationships between math- and self- related variables and problem-solving skills of students on PISA 2012 Turkish sample. Students’ socio-economic status was used as a control variable. Turkish sample was divided into 4 groups using PISA’s ESCS index to create socio-economically different subgroups. The data were analyzed with hierarchical multiple linear regression in three blocks. The finding illustrated, firstly, socio-economic status gives positive association with problem-solving in each block. One of the mathematics factors is that self-efficacy has highly positive relationship with problem-solving. The other factors give different results for different social groups.
Open Access
The relationship between student and teacher related factors and students‟ problem solving skill throughout Turkey and across school types : PISA 2012 analysis
(2016-09) Sertkaya, Vildan
Problem solving, which is one of the 21st century skills, is a targeted skill to gain by students in schools. However, problem solving is not taught as a separate lesson. Teachers should integrate this skill into their lessons and encourage their students to improve this skill. Therefore, teachers and students themselves have a major role in developing students‟ problem solving competency. In this study, the relationship between teacher and student related factors and students‟ problem solving skill as perceived by students were analysed both throughout Turkey and across school types. While conducting the study, PISA 2012 data was used and the analysis was done with the multiple linear regression method. According to the results of the study, there are statistically significant relationships between student and teacher related factors and problem solving skill. It was observed that the related factors are differed across the school types.