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Üniversite giriş sınavı başarısıyla ilişkili faktörler: Türkiye 'den bir durum çalışması

Bu çalışma sosyoekonomik statü, ilgi ve başarı algısı ve öğretimyöntemleri faktörleriyle, Üniversite Giriş Sınavı başarısıarasındaki ilişkiyi araştırmaktadır. Türkçe - sosyal bilimler hampuanı ve matematik- fen bilimleri ham puanı ile yukarıdabelirtilen faktörler arasındaki ilişkiyi ortaya çıkarmak amacıyla,2008 yılı Üniversite Giriş Sınav puanları ve 10.000 öğrencininÖğrenci Anketine verdiği cevaplar çoklu regresyon analizindekullanılmıştır. A naliz sonuçları, belirlenen faktörlerin Türkçe -sosyal bilimler ham puanındaki değişkenliğin %17sini,matematik-fen bilimleri ham puanındaki değişkenliğin ise%57sini açıkladığını göstermektedir. Ayrıca, Türkçe -sosyalbilimler ilgi ve başarı algısı ile Türkçe -sosyal bilimler ham puanı,matematik-fen ilgi ve başar ı algısı ile de matematik- fen bilimleriham puanı pozitif ilişkilidir. Diğer taraftan, öğrencilerinmatematik-fen ilgi ve başarı algısı ile Türkçe - sosyal bilimler hampuanı arasındaki negatif ilişkiye ek olarak; öğrencilerin Türkçe -sosyal bilimler ilgi ve başarı algılarıyla matematik- fen bilimleriham puanları arasında da negatif ilişki gözlenmiştir. Öğretmen-merkezli öğretim yöntemleri sadece Türkçe - sosyal bilimler hampuanıyla pozitif yönde anlamlı ilişkiye sahipken, ö ğrenci-merkezli öğretim yöntemleri he r iki ham puan türüyle negatifilişkilidir. Sosyoekonomik statü ise her iki puan türüyle de pozitifyönde ilişkilidir.

Factors related to University entrance examination achievement: A case study from Turkey

This study explores the relationship between University EntranceExamination achievement and the factors that are socioeconomicstatus, interest and perception of success, and instructionalactivities. 2008 University Entrance Examination scores and aStudent Questionnaire responded by 10,000 students are used toperform a multiple regression analysis to reveal the relationshipbetween the mentioned factors and the raw scores of Turkish-social sciences and mathematics- science. The results indicate that17% of the variability in Turkish-social s ciences raw scores and57% of the variability in mathematics- science raw scores werepredicted by the determined factors. Besides, interest andperception of success in Turkish- social sciences and inmathematics- science are positively related to Turkish-socialscience raw scores and mathematics -science raw scores,respectively. Conversely, in addition to the negative relationshipbetween Turkish-social raw scores and the interest and perceptionof success in mathematics -science, there is also a negativerelationship between the mathematics -science raw scores and theinterest and perception of success in Turkish- social science.Teacher -centered activities have a significant positive relationshipwith only Turkish-social sciences raw scores, though, student -ce ntered activities have a negative relationship with both rawscores. Socioeconomic status also has a positive relationship withboth raw scores.

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