Eren Halil ÖZBERK, Kübra ATALAY KABASAKAL, Nagihan BOZTUNÇ ÖZTÜRK

PISA 2012 Matematik Başarısını Etkileyen Faktörlerin Hiyerarşik Doğrusal Model Kullanılarak İncelenmesi

Türkiye’nin PISA 2003 ve 2012 uygulamalarındaki matematik okuryazarlığı performansı incelendiğinde; iki uygulama arasında yaklaşık 25 puanlık bir artışa sahip olduğu görülmektedir. Bu artışa rağmen matematik performansının OECD ortalamasının altında yer alması, Türk öğrencilerinin matematik performansını etkileyen faktörlerin neler olduğunun belirlenmesi ihtiyacını doğurmaktadır. Bu çalışmada da; Türk öğrencilerin matematik performansını etkileyen öğrenci ve okul düzeyindeki faktörlerin incelenmesi amaçlanmıştır. PISA 2012 Türkiye örneklemini 170 okuldan 4848 öğrenci oluşturmuştur. İki düzeyli hiyerarşik lineer modelin varsayımların incelenmesi sonucunda; çalışmaya 128 okuldan 4236 öğrencinin verileri analize dâhil edilmiştir. Çalışmanın sonuçlarına göre; matematik başarısındaki değişiminin %64’ü okullar arasındaki farklılıklardan oluşmaktadır. Matematiğe yönelik tutumlar ile ilişkili olan değişkenlerin matematik başarısı üzerine önemli etkileri olduğu bulunmuştur. Analizde ele alınan değişkenler kontrol edildikten sonra, matematik öz yeterliliğinin matematik başarısı üzerinde en çok etkiye sahip olan değişken olmuştur. Okul düzeyinde değişkenlere bakıldığında; matematik öğretmenlerinin oranın, bir okula ait ortalama matematik başarısının güçlü bir yordayıcısı olduğu görülmektedir. Öğrenci-öğretmen oranı ise okul düzeyindeki matematik başarısının tek negatif yordayıcısı olmuştur. Okul düzeyi değişkenleri, ortalama matematik başarısındaki okullar arasındaki farklılığın %44,1’ini açıklamıştır.

Investigating the Factors Affecting Turkish Students’ PISA 2012 Mathematics Achievement Using Hierarchical Linear Modeling

When Turkey's mathematical literacy performance in PISA 2003 and 2012 is examined, it is seen that it has an increase of approximately 25 points between the two assessments. Despite this increase, the fact that the mathematics performance is below the OECD average leads to the need to determine what factors affect the mathematics performance of Turkish students. This study is aimed to investigate the factors affecting mathematics performance of Turkish students at school and school level. Initially Turkish sample consisted a total of 4848 students from 170 schools. As a result of examining the assumptions of the two-level hierarchical linear model; the data of 4236 students from 128 schools were included in the analysis. The results indicate that 64 % of the variability in mathematics achievement was found between schools. Variables associated with attitudes towards mathematics have significant effects on mathematics achievement. Mathematics self-efficacy has the most significant impacts on mathematics achievement after controlling remaining variables. For the school-level variables, proportion of mathematics teachers was found to be a strong predictor of a school’s average mathematics achievement. However, it’s been found that student-teacher ratio was the only negative predictor of mathematics achievement at school-level. School-level variables explained 44.1% of the variance in the between school difference in mean mathematics achievement.

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