Cross country comparison of math-related factors affecting student mathematics literacy levels based on PISA 2012 results

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buir.advisorKalender, İlker
dc.contributor.authorBarut, Betül
dc.date.accessioned2020-01-20T06:22:04Z
dc.date.available2020-01-20T06:22:04Z
dc.date.copyright2020-01
dc.date.issued2020-01
dc.date.submitted2020-01-16
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, 2020.en_US
dc.descriptionIncludes bibliographical references (leaves 71-81).en_US
dc.description.abstractThe 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.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2020-01-20T06:22:04Z No. of bitstreams: 1 10319721.pdf: 660331 bytes, checksum: 247e1bd8b7844ec9fe0cd45a7e42687f (MD5)en
dc.description.provenanceMade available in DSpace on 2020-01-20T06:22:04Z (GMT). No. of bitstreams: 1 10319721.pdf: 660331 bytes, checksum: 247e1bd8b7844ec9fe0cd45a7e42687f (MD5) Previous issue date: 2020-01en
dc.description.statementofresponsibilityby Betül Baruten_US
dc.format.extentx, 90 leaves : charts ; 30 cm.en_US
dc.identifier.itemidB119454
dc.identifier.urihttp://hdl.handle.net/11693/52783
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCross-cultural comparisonen_US
dc.subjectFactors associated with achievementen_US
dc.subjectMathematics literacyen_US
dc.subjectThe Programme for International Student Assessmenten_US
dc.subjectPISA 2012en_US
dc.titleCross country comparison of math-related factors affecting student mathematics literacy levels based on PISA 2012 resultsen_US
dc.title.alternativePISA 2012 sonuçlarına göre matematik okuryazarlık düzeyini etkileyen matematik ile ilişkili değişkenlerin ülkelerarası karşılaştırılmasıen_US
dc.typeThesisen_US
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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