The Impact of student and school characteristics and their Interaction on Turkish students’ mathematical literacy skills in the programme for international student assessment (PISA) 2003
PISA, katılımcı ülkelerin eğitim politikalarının gözden geçirilmesi kapsamında geribildirim sağlayan en etkili uluslararası değerlendirme programlarından birisidir. Bu çalışmada, Türkiye verileri kullanılarak HLM analiz yöntemi ile PISA’da tanımlanan öğrenci ve okul faktörlerinin ve birbirleriyle olan etkileşimlerinin matematik okuryazarlığına etkilerinin incelenmesi amaçlanmıştır. Öğrenci faktörlerine ilişkin sonuçlara bakıldığında; evlerinde daha fazla eğitim kaynağı bulunan, öğretmenleriyle etkileşimleri daha az olan, okula yönelik olumlu tutumları bulunan, matematikte kendini yeterli görme yeterlikleri yüksek olan, matematikte kaygı ve sıkıntı düzeyleri düşük olan, matematikte özgüven düzeyleri yüksek olan, kontrol stratejilerini daha çok kullanan, diğer yandan ezberleme ve tekrar stratejilerini daha az tercih eden ve matematik derslerinde pozitif bir sınıf ortamı bulunan öğrencilerin matematik okuryazarlığında başarılı oldukları görülmektedir. Benzer şekilde matematik okuryazarlığında daha başarılı olan okulların öğrencilerinin matematikte kendini yeterli görme yeterliklerinin yüksek olduğu, okul mevcudunun ve bunun yanı sıra kız öğrenci oranlarının yüksek olduğu, öğrenci-öğretmen oranının ve özellikle de matematik öğrenci-öğretmen oranının düşük olduğu, okula öğrenci kabulünde akademik seçimin yüksek olduğu, fiziksel şartların daha iyi durumda olduğu, okul ortamını etkileyen öğrenci bazlı etkenlerin daha olumluyken öğretmen bazlı etkenlerin daha az pozitif olduğu okullar olduğu ortaya çıkmaktadır. Ayrıca, öğrenci ve okul faktörlerinin birbirleriyle etkileşimi kapsamında, okul mevcudunun yüksek olduğu ancak matematik öğrenci-öğretmen oranının düşük olduğu okullardaki matematik derslerindeki sınıf ortamının matematik okuryazarlığına etkisinin daha fazla olduğu elde edilmektedir. Tüm bu araştırma sonuçları Türk eğitim sistemindeki eğitim politikalarına etkileri açısından tartışılmaktadır.
Uluslararası öğrenci değerlendirme programı’nda (PISA 2003) Türk öğrencilerin öğrenci ve okula ilişkin etkenlerin ve etkileşimlerinin matematik okur yazarlığına etkisi
PISA is one of the most influential international assessment program for providing feedback to education policy makers in the participating countries. In the present study, HLM analysis was carried out for the Turkish database for deriving findings related to student and school related factors as PISA described. For the student related factors, it was found that more educational resources at home, lower student teacher relations, positive feelings about school, higher levels of mathematics self-efficacy, lower levels of mathematics anxiety, more positive self-concept, more preferences for control strategies, less preferences for elaboration and memorization strategies and more positive disciplinary climate in mathematics lessons reveal higher mathematical literacy measures. Similarly, for the school related factors, it was found that higher performing schools have higher self-efficacy of the students, larger school size, higher proportion of females enrolled, lower total student-teacher ratio and mathematics student-teacher ratio, higher academic selectivity, higher quality of physical infrastructure, more positive evaluations of student-related factors and the less positive evaluations of teacher-related factors affecting school climate. Moreover, the disciplinary climate in mathematics lessons has more of an influence on mathematical literacy in schools with larger school size and with larger mathematics student-teacher ratio. The results were discussed in terms of education policy impact in the Turkish educational system.
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- ISSN: 1309-0682
- Yayın Aralığı: 4
- Başlangıç: 2008
- Yayıncı: Tayfun Taşbilek
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