Leyla YILMAZ FINDIK, Eren Halil ÖZBERK, Elif Bengi ÜNSAL ÖZBERK

Dezavantajlı Yüksek Başarılı Öğrencilerin Okul ve Öğrenci Düzeyinde Matematik Başarılarını Etkileyen Değişkenlerin İncelenmesi

Araştırmanın temel amacı, düşük sosyo-ekonomik statüye sahip olmalarına rağmen yüksek başarı gösteren Türk öğrencilerinöğrenme fırsatları, okul iklimi ve okul kaynakları değişkenleri birlikte ele alındığında matematik başarılarını nasıl etkilediğinihiyerarşik lineer model (HLM) kullanarak incelemektir. Son zamanlarda yapılan çalışmalar sosyo-ekonomik açıdan dezavantajlı geçmişe sahip olan öğrencilerin dezavantajlı sosyoekonomik koşullara sahip akranlarına göre daha üst düzeyde başarı gösterdiğini belirtmektedir. Bu bakımdan düşük sosyoekonomik statüye sahip öğrencilerin başarılarını yordayan değişkenlerin belirlenmesi önem kazanmaktadır. Araştırmada düşük sosyo-ekonomik statüye sahip olmalarına rağmen yüksek başarı gösteren öğrencilerin temel özellikleri alan yazındaki çalışmalar ile ortaya çıkarılmış; hem okul hem öğrenci düzeyinde genel olarak başarı düzeylerine etki eden faktörler üzerinden teorik bir model kurulmuştur. Araştırmanın çalışma grubunu PISA 2012 Türkiye örneklemindeki 317 dezavantajlı yüksek başarılı öğrenci olarak tanımlanan öğrenciler oluşturmaktadır. Araştırma sonuçlarına göre öğrenci düzeyinde Okuldaki Uygulamalı Matematik Görevlerinde Tecrübe ve Matematik Sınıfındaki Öğretmen Desteği değişkenlerinin; okul düzeyinde ise Okulun Eğitsel Kaynaklarının Kalitesi ve Öğrenciyle İlişkili Okul İklimini Etkileyen Faktörler değişkenlerinin düşük sosyo-ekonomik statüye sahip başarılı öğrencilerin ortalama matematik puanlarına katkılarının anlamlı olduğu belirlenmiştir. Kurulan modeller incelendiğinde hem okul hem de öğrenci düzeyinde değişkenleri içeren modeldeki Okuldaki Uygulamalı Matematik Görevlerinde Tecrübe, Okulun Eğitsel Kaynaklarının Kalitesi ve Öğrenciyle İlişkili Okul İklimini Etkileyen Faktörler değişkenlerinin okullar arasındaki varyansın %44’ünü açıkladığı belirlenmiştir. Araştırmada ayrıca öğrenci düzeyindeki değişkenlerin kısmen anlamlı etkilerinin olduğu görülmüştür.

Investigation of the Variables Affecting the Math Achievement of Resilient Students at School and Student Level

The main aim of the study is to investigate how the opportunity to learn, school climate, and school resources, when they are considered as variables together, affect the Math achievement of resilient Turkish students by using a Hierarchical Linear Model (HLM). Recent studies state that resilient students are achieving higher than their peers who have low socio-economic status. Therefore, it is important to find out the variables which affect the achievement of students who have a low socio-economic status. In the study, the main characteristics of resilient students are revealed through a literature review in this field; and a model is formed through the factors which affect achievement levels generally at both school and student levels. The study group includes 317 students who are defined as resilient in the PISA 2012 Turkish sample. According to the results of the study, at student level, the variables of Experience with Applied Mathematical Tasks and Mathematics Teaching; and at school level, the variables of Quality of School Educational Resources and Student-related Factors Affecting School Climate are found to be effective in the mean math achievement of resilient students. When the models are examined, in the one including both school and student level variables together, it is determined that the variables of Experience with Applied Mathematical Tasks, Quality of School Educational Resources and Student-related Factors Affecting School Climate explain 44% of the variability between schools. Besides, it can be seen in the study that the variables at student level have partially meaningful effects.

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