Factors affecting mathematics literacy of students based on PISA 2012 : a cross-cultural examination

Simple item page
buir.advisorKalender, İlker
dc.contributor.authorSezgin, Gamze
dc.date.accessioned2017-06-07T08:08:19Z
dc.date.available2017-06-07T08:08:19Z
dc.date.copyright2017-05
dc.date.issued2017-05
dc.date.submitted2017-06-06
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2017.en_US
dc.descriptionIncludes bibliographical references (leaves 91-100).en_US
dc.description.abstractThe 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.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Gamze Sezgin.en_US
dc.embargo.release2017-07-03
dc.format.extentxv, 100 leaves : charts (some color) ; 30 cmen_US
dc.identifier.itemidB155692
dc.identifier.urihttp://hdl.handle.net/11693/33192
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMathematics literacyen_US
dc.subjectFactors associated with achievementen_US
dc.subjectPISA 2012en_US
dc.subjectCross countries comparisonen_US
dc.titleFactors affecting mathematics literacy of students based on PISA 2012 : a cross-cultural examinationen_US
dc.title.alternativeÖğrencilerin matematik okuryazarlığını etkileyen faktörlerin PISA 2012 verilerine göre kültürler arası incelenmesien_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
10149759.pdf
Size:
1.18 MB
Format:
Adobe Portable Document Format
Description:
Full printable version
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

M.A. in Curriculum and Instruction - Master's degree