Browsing by Subject "Reading literacy"
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Item Open Access An Analysis of the Resilient Students' Profile based on PISA 2012(Eğitimde ve Psikolojide Ölçme ve Değerlendirme Derneği, 2015) Kalender, İlkerThe 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.Item Open Access Differences between school types in reading related factors based on 2009 cycle of PISA(Bilkent University, 2016-09) Kır, GülhanThis study aims to find out whether there is any difference between school types in terms of reading enjoyment time, reading attitude and learning strategies based on Programme for International Student Assessment (PISA) 2009 cycle. The target population of this study consists of 15 years old students at the time of the assessment from different groups of school in Turkey. Four thousand nine hundred ninety-six randomly chosen students from 170 schools participated in PISA from Turkey. The reading-related data collected through a student questionnaire. The results of this study reveals that reading enjoyment time differs between vocational high school and Anatolian, general high schools. Also, reading attitude differs between school types; while Anatolian high school students got higher mean scores, vocational high school students got lower mean scores in terms of reading attitude. Additonally, learning strategies differs across all school types to some extent and while maximum difference was found between Anatolian high school and vocational high school, minimum difference was found between Anatolian high school and science high school.Item Open Access Effects of the quality of educational environments on student literacy results based on PISA 2012(Bilkent University, 2015) Sümer, DenizThis 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.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.