Deniz GÜLLEROĞLU H., Safiye BİLİCAN DEMİR, Nükhet DEMİRTAŞLI

Türk öğrencilerinin PISA 2003-2006-2009 dönemlerindeki okuma becerilerini yordayan sosyoekonomik ve kültürel değişkenlerin araştırılması

Okuma okuryazarlığı becerileri eğitim ortamlarında ve günlük yaşantıda sıklıkla kullanılan becerilerden biridir. Ailenin ekonomik, kültürel ve sosyal yapısı çocuğun akademik başarısını (öğrenme kapasitesini) etkiler. Bu araştırmanın amacı, 2003-2006 ve 2009 PISA uygulamaları için öğrencilerin okuma becerilerini en iyi yordayan sosyoekonomik ve kültürel düzey değişkenlerini belirlemektir. Bu amaçla Türk öğrencilere ait PISA verilerine (2003- 2006- 2009 uygulamaları) OECD’nin web sitesinden ulaşılmıştır. Yordayıcı değişkenler (anne ve babanın eğitim durumu, ailenin sosyoekonomik düzeyi, kültürel olanaklar ve evdeki eğitim kaynakları) indeks değerleri ile analize dahil edilmiştir. Verilerin analizinde adımsal çoklu regresyon analizi tekniği kullanılmıştır. Araştırmanın bulguları her üç PISA uygulaması için en iyi yordayıcı değişkenlerin sırasıyla evdeki eğitim kaynakları, anne ve babanın eğitim durumu ve kültürel olanaklar olduğunu göstermiştir. Araştırmanın bulguları ilgili literatürle desteklenerek tartışılmıştır.

Anahtar Kelimeler:

PISA okuma okur-yazarlığı, evdeki eğitim kaynakları, anne ve babanım eğitim durumu

The Prediction of Turkish Students’ Reading Literacy Skills by SES Related Variables for PISA 2003-2006-2009

Reading literacy is a crucial skill in educational settings and daily life. The economic, cultural and social status of the family does influence the children’s learning in various ways. Literature shows a particular strong relationship between family background and reading performance. The purpose of this study is to determine the best predictors of reading literacy by the variables of parental education, family wealth possessions, cultural possessions, home educational resources for PISA 2003, 2006, 2009. For this purpose, Turkey’s PISA data (2003, 2006, and 2009) on Reading Literacy is retrieved from OECD’s official website. In these data, the predictive variables (parental education, family wealth possessions, cultural possessions, home educational resources) are indicated as index values. The stepwise procedure of multiple regression analysis was carried out to the data. According to the results of the analyses, the best predictors for each term are respectively, home educational resources, parental education and cultural possessions. The findings are discussed with the related literature.

Keywords:

PISA reading literacy, home educational resources, parental education,

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