The multilevel effects of student and classroom factors on the science achievement of eighth graders in Turkey

Bu çalışma, Türkiye’deki 8. sınıf öğrencilerinin fen başarısını öğrenci ve sınıf düzeyindeki değişkenlerle ilişkisi bakımından incelemekte; bu değişkenler arasındaki ilişkiyi modellemektedir. Bu amaçla TIMSS 2011 uygulamasından elde edilen veriler HLM (hierarchical linear model) kullanılarak analiz edilmiştir. Yapılan analizler sonucunda sekizinci sınıflar arasında fen başarı varyansının %32 olup istatistiksel olarak anlamlı olduğu ortaya çıkmıştır. Çalışmada ayrıca, fene ilişkin tutum ve ebeveynlerin eğitim durumunun fen başarısı ile pozitif yönde bir ilişkisi olduğu; ancak öğrencilerin derse katılımı ile fen başarıları arasında anlamlı bir ilişkinin olmadığı bulgusuna ulaşılmıştır. Yapılan analizler sonucunda, öğretmen işbirliğinin ve araştırmaya dayalı etkinliklerin fen başarısı üzerinde istatistiksel olarak anlamlı bir etkisi bulunmazken; öğrencilerin derse katılımına ilişkin sınıf ortalamasının ve öğrenmeye hazır bulunuşluğun fen başarısı üzerinde anlamlı bir etkisi olduğu ortaya çıkmıştır.

Türkiye'de sekizinci sınıf öğrencilerinin fen başarısına öğrenci ve sınıf faktörlerinin çok düzeyli etkileri

This study investigated the science achievement of eighth graders in Turkey in terms of the relationship of science achievement with the selected student- and classroom-level variables, and modeled the relationship among these variables. The TIMSS 2011 data were used for this purpose. A hierarchical linear model was used to analyze the data. The results of the analysis revealed that the variance in science achievement among eighth- grade classrooms is statistically significant. The variance is about 32%. The result also showed that while attitudes towards science and parents’ level of education are positively related to science achievement, student engagement has no relation with science achievement. Furthermore, the analysis showed that while teacher collaboration and inquiry-related activities do not have a statistically significant effect; class average-engagement and readiness to learn have a significant effect on science achievement.

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