Variables Associated with Students’ Science Achievement in the Programme for International Student Assessment (PISA 2009)

Yıl 2016, Cilt: 10 Sayı: 2, 1 - 20, 30.06.2016

Cem Oktay Güzeller Fatih Şeker

https://doi.org/10.17522/balikesirnef.273863

Öz

The aim of this study
was to analyse some of the variables that affect Turkish students’ success in
science using data from the PISA 2009 student survey. The universe for the
investigation comprised 15-year-old Turkish students who were completing their
compulsory education. The sample consisted of 4996 students who were selected
through stratified sampling from this universe. Missing data were examined
before analysis commenced and missing data were excluded from the analysis. The
final sample comprised 4388 students. Independent t-tests, analysis of variance
(ANOVA) and multiple comparisons were used in accordance with the purpose of
the study. The results showed that there was a significant difference between
students’ success in science and a number of variables, namely, gender, school
type, region, pre-school education, parents' education level.

Anahtar Kelimeler

Pisa 2009, science education

Uluslararası Öğrenci Değerlendirme Programı'nda (PISA 2009) Öğrencilerin Fen Başarılarının Çeşitli Değişkenler Açısından İncelenmesi

Öz

Bu çalışmanın amacı PISA 2009 çalışmasında
Türkiye’deki öğrencilerin fen başarısını etkileyen bazı değişkenler açısından
incelenmiştir. Bu çalışmada, PISA 2009 öğrenci anket verisi kullanılmıştır.
Araştırmanın evrenini, herhangi bir okula devam eden 15 yaşındaki Türk
öğrenciler oluşturmaktadır.  Örneklemini
ise bu evrenden tabakalı örnekleme yoluyla seçilen 4996 öğrenci
oluşturmaktadır. Analizlere başlanmadan önce kayıp veriler incelenmiş ve kayıp
veriler analizden çıkartılmıştır. Analiz için son örneklem büyüklüğü 4388
öğrencidir. Çalışmanın amacına uygun olarak bağımsız t testi, varyans analizi
(ANOVA) ve çoklu karşılaştırmalar kullanılmıştır. Araştırma sonuçlarına göre
öğrencilerin fen başarısı ile okul türü, bölge, okul öncesi eğitimi alıp almama
durumu, anne ve babanın eğitim seviyesi değişkenlerine göre anlamlı bir farkın
olduğu belirlenmiştir. Fen başarı puanları, anne ve babanın eğitim seviyesi
arttıkça artmaktadır. Okul öncesi eğitimi alan bireylerin almayanlara oranla,
genel liselerde öğrenim görenlerin bireylerin diğer liselerde öğrenim gören
bireylere oranla daha yüksek fen başarı puanlarının olduğu belirlenmiştir.

Anahtar Kelimeler

PISA 2009, fen eğitimi

Kaynakça

• Acar, T. (2012). The Position of Turkey among OECD member and candidate countries according to PISA 2009 results. Educational Sciences: Theory & Practice, 12(4), 2567-2572.
• Acar, T., & Öğretmen, T. (2012). Analysis of 2006 PISA science performance via multilevel statistical methods. Education and Science, 37 (163), 178-189.
• Akyüz, G., & Pala, N.M. (2010). The effect of student and class characteristics on mathematics literacy and problem solving in PISA 2003. Elementary Education Online, 9(2), 668–678.
• Alacacı, C., & Erbaş, A.K. (2010). Unpacking the inequality among Turkish schools: indings from PISA 2006. International Journal of Educational Development, 30(2), 182-192.
• Anagnostopoulou, K., Hatzinikita, V., Christidou, V., & Dimopoulos, K. (2013). Pisa test items and school-based examinations in Greece: Exploring the relationship between global and local assessment discourses. International Journal of Science Education, 35(4), 636–662.
• Anagün, Ş.S. (2011). The impact of teaching-learning process variable to the students’ scientific literacy levels based on PISA 2006 results. Education and Science, 36(132), 84-102.
• Anderson, B. (1994). The effect of preschool education on academic achievement of at risk children. Retrived March 12, 2013, from the ERIC database.
• Anıl, D. (2009). Factors effecting science achievement of science students in programme for international students’ achievement (PISA) in Turkey. Education and Science, 34(152), 87-100.
• Arıcı, Ö., & Altıntaş, Ö. (2014). An investigation of the PISA 2009 reading literacy in terms of socio-economical backgrounds and receiving pre-school education “Turkey Example”. Ankara University, Journal of Faculty of Educational Sciences, 47(1), 423-448.
• Aydın, A., Sarıer, Y., & Uysal, Ş. (2012). The comparative assessment of the results of PISA mathematical literacy in terms of socio-economic and socio-cultural variables. Education and Science, 37(164), 20-30.
• Aydıner, A. (2006). In the process of full membership, European Union education policies and their effects on Turkish education system. Published Master’s Thesis. Gazi University, Institute of Educational Sciences, Ankara.
• Aydoğdu, M., Şensoy, Ö., & Yıldırım, H.İ. (2008). Analysis of the relationship among cognitive growth, science achievement, attitudes towards science and gender of the eighth graders. Kastamonu Education Journal, 16(2), 439-450.
• Atalay Kabasakal, K., & Kelecioğlu, H. (2012). Evaluation of attitude items in PISA 2006 student questionnaire in terms of differential item functioning. Ankara University Journal of Faculty of Educational Sciences, 45(2), 77-96.
• Atar, H.Y., & Atar, B. (2012). Examining the effects of turkish education reform on students’ TIMSS 2007 science achievements. Educational Sciences: Theory & Practice, 12(4), 2632-2636.
• Barnett, W.S. (2008). Preschool education and its lasting effects: Research and policy, implications. Retrieved from http://nieer.org/resources/research/PreschoolLastingEffects.pdf
• Berberoğlu, G., & Kalender, I. (2005). Investigation of student achievement across years, school types and regions: The SSE and PISA analyses. Educational Science and Practice, 4(7), 21-35.
• Berberoğlu, G., Celebi, O., Ozdemir, E., Uysal, E., & Yayan, B. (2003). Factors effecting achievement level of Turkish students in the third international mathematics and science study (TIMSS). Educational Science and Practice, 2(3), 3-14.
• Carnoldi, C., Giofre, D., & Martini, A., (2013). Problems in deriving Italian regional differences in intelligence from 2009. Intelligence, 41(1), 25-33. DOI: 10.1016/j.intell.2012.10.004.
• Casanova, P.F., García-Linares, M.C., Torre, M.J., & Villa Carpio, M. (2005). Influence of family and socio-demographic variables on students with low academic achievement. Educational Psychology, 25(4), 423–435.
• Cheng, S.K. (2012). Fifteen-years-old students of seven East Asian cities in PISA 2009: A secondary analysis. New Horizons in Education, 60(1), 83-91.
• Chen, S.F., Lin, C.Y., Wang, J.R., Lin, S.W., & Kao, H.L. (2012). A cross-grade comparison to examine the context effect on the relationships among family resources, school climate, learning participation, science attitude, and science achievement based on TIMSS 2003 in Taiwan. International Journal of Science Education, 34(14), 2089-2106.
• Choi, A., Calero, J., & Escardibul, J.O. (2012). Private tutoring and academic achievement in Korea: An approach through PISA-2006. Korean Educational Development Institute Journal of Educational Policy, 9(2), 299-322.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). Thousand Oaks, California: SAGE Publications.
• Choi, K., Lee, H., Shin, N., Kim, S.W., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670–697.
• Çobanoğlu, R., & Kasapoğlu, K. (2010). The whys and hows of finnish success at pisa. Haccettepe University Journal of Education, 39, 121-131.
• Demir, İ., Kılıç, S., & Ünal, H. (2010). Effects of students’ and schools’ characteristics on mathematics achievement: Findings from PISA 2006. Procedia Social and Behavioral Sciences, 2, 3099–3103.
• Dobbins, M., & Martens, K. (2012). Towards an education approach à la finlandaise? French education policy after PISA. Journal of Education Policy, 27(1), 23-43.
• Education Research and Development Department [ERDD], (2004). Determine the success of the program students (PISA-2003), National Previous Report.
• Education Research and Development Department [ERDD], (2010). (PISA-2009) National Previous Report. Retrieved 10 June 2011 from http://earged.meb.gov.tr/dosyalar/pisa/pisa2009rapor.pdf
• Erturul, Ö. (2003). Modeling of the factors affecting science achievement of eighth grade Turkish students based on the third international mathematics and science study – repeat TIMSS-R) DATA. Published Masther’s Thesis, The Middle East Technical University, The Department of Secondary Science and Mathematics Education, Anakara.
• Forgasz, H.J., & Hıll, L.C. (2013). Factors implicated in high mathematics achievement. International Journal of Science and Mathematics Education, 11, 481-499.
• Gedikoğlu, T. (2005). Turkish education system in the process of European Community: Problems and solutions. Mersin University Faculty of Education, 1(1), 66-80.
• Gelbal, G. (2008). The effect of socio-economic status of eighth grade students on their achievement in Turkish. Education and Science, 33(150), 1-13.
• Genç Kuptepe, E., Kaya, S., & Kumtepe, A.T. (2009). The effects of kindergarten experiences on children’s elementary science achievement. Elementary Education Online, 8(3), 978-987, 2009.
• Hong, J.C., Lu, C.C., Wang, J.L., Liao, S., Wu, M.R., Hwang, M.Y., & Lin, P.H. (2013). Gender and prior science achievement affect categorization on a procedural learning task. Thinking Skills and Creativity, 8 92–101.
• Karasar, N. (2009). Scientific research method. Ankara: Nobel Distribution.
• Keskin, G., & Sezgin, B. (2009). The determine of factors effect on a groups of adolescents’ academic achievement. Journal of Fırat Health Servic, 4(10), 4-18.
• Koutsoulis, M.K., & Campbell, J.R. (2001). Family processes affect students’ motivation, and science and math achievement in Cypriot High Schools. Structural Equation Modeling, 8(1), 108–127.
• Liu, F. (2006). Boys as only-children and girls as only children parental gendered expectations of the only-child in the nuclear Chinese family in present-day China. Gender and Education, 18, 491–505.
• Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2013). Science literacy in school and home contexts: kindergarteners’ science achievement and motivation. Cognition and Instruction, 31(1), 62–119.
• Ministry of National Education (MONE), (2009). Determine the success of elementary school students: Science and Technology Report. Ankara
• Ministry of National Education (MONE), (2010). Programme for international student assessment national report on PISA 2009. Ankara
• Melhuish, E.C., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M.B., & Malin, A. (2008). Preschool influences on mathematics achievement. Science, 321(5893), 1161-1162.
• Organisation for Economic Co-operation and Development [OECD]. (2010a) PISA 2009 Results: Overcoming Social Background – Equity in Learning Opportunities and Outcomes (Volume II) Retrieved from http://dx.doi.org/10.1787/9789264091504-en
• Organisation for Economic Co-operation and Development [OECD]. (2010b). PISA 2009 Results: What Makes a School Successful? – Resources. Policies and Practices (Volume IV). Retrieved from http://dx.doi.org/10.1787/9789264091559-en
• Poyraz, C., Çağırgan Gülten, D., & Bozkurt, S. (2013). Analysis of the relationship between students’ success in mathematics and overall success. International Journal on New Trends in Education and Their Implications, 4(1), 28-38.
• Rashid, K., Sanaullah, R., Iqbal, M.Z., & Khalid, N. (2013). Pre-school attendees and non-preschool attendees academic achievement and social skills. Interdisciplinary Journal of Contemporary Research in Business. 4(9), 1146-1157.
• Sarıer, Y. (2010). An evaluation of equal opportunities in education in the light of high school entrance exams (OKS-SBS) and PISA Results. Ahi Evran University Journal of Kırşehir Education Faculty, 11(3), 107-129.
• Sezer, R., Güner, N., & Akkuş İspir, O. (2012). Teachers' perspective on whether the mathematics reform will change Turkey's ranking in TIMSS. Education, 133(2), 391-411.
• Sun, L., Bradley K.D., & Akers, K. (2012). A multilevel modelling approach to investigating factors impacting science achievement for secondary school students: PISA Hong Kong sample. International Journal of Science Education, 34(14), 2107-2125.
• Stoet, G., & Geary, D.C. (2013). Sex differences in mathematics and reading achievement are ınversely related: within- and across nation assessment of 10 years of PISA Data. Plos One 8(3). DOI: 10.1371/journal.pone.0057988
• Stylianides, A. J., & Stylianides, G. J. (2011). A type of parental involvement with an isomorphic effect on urban children’s mathematics, reading, science, and social studies achievement at kindergarten entry. Urban Education, 46(3), 408-425.
• Taiwo, A.A., & Tyolo, J.B. (2002). The effect of pre-school education on academic performance in primary school: a case study of grade one pupils in Botswana. International Journal of Educational Development, 22(2), 169–180.
• Türkan, A., Üner, S.S., & Alcı, B. (2015). An analysis of 2012 PISA mathematics test scores in terms of some variables. Ege Journal of Education, 16(2), 358-372.
• Umek, L.M., Grgić, K., & Pfifer, A. (2012). The effect of preschool on the reading literacy of 15-year-olds: A secondary analysis of PISA 2009. Journal of Contemporary Educatıonal Studıes, 63(5), 188-210.
• Uysal, E., & Yenilmez, K. (2011). Eighth-grade students math literacy level. Eskişehir Osmangazi University Journal of Social Sciences, 12(2), 1-15.
• Woodward, R. (2009) The organisation for economic cooperation and development (OECD). London/New York, Routledge
• Yilmaz, H.B., & Aztekin, S. (2012). Turkey affecting students ' math literacy achievements of 15 age group in some of the factors according to the level of the school and the student. X. National Congress on Science and Math, 27-30 June, Niğde
• Yilmaz, H., & Çelik, E.H. (2009). Structural Equation Modeling with LISREL-I-basic concepts, applications, programming, Ankara: Pegem Academy.
• Yip, D.Y., Chiu, M.M., & Ho, E.S. (2004). Hong Kong student achievement in OECD-PISA study: Gender differences in science content, literacy. International Journal of Science and Mathematics Education 2, 91–106.
• Wu, M. (2009). A comparison of PISA and TIMSS 2003 achievement results in mathematics. Quarterly Review of Comparative Education, 39(1), 33-46.
• Ziya, E. (2008). According to programme for international student assessment (PISA 2006), some factors that affect the success of Turkish students in math. Published Masther’s Thesis. Hacettepe University, Institute of Educational Sciences, Ankara.