Using PISA 2003, examining the factors affecting students' mathematics achievement

Bu çalışmanın amacı, öğrenme stratejilerinin matematik başarısı üzerine etkilerini incelemektir. Örneklem Türkiye’deki Uluslararası Öğrenci Değerlendirme Programına (PISA) katılan öğrencilerden oluşmaktadır. Bu veri 158 okulda 15 yaşındaki 4493 Türk öğrenciden oluşmaktadır. Analiz genelleştirilmiş hiyerarşik lineer modellerin özel bir durumu olan iki aşamalı bernoulli modeli ile yapılmıştır. Okullar ve okullar içindeki öğrencilerden meydana gelen kümelenmiş veri seti iki aşamalı hiyerarşik bir yapıda incelenmiştir. Çok aşamalı regresyon analizi kullanılarak katsayılar tahmin edilmiş ve okullar karşısında farklılıklar modellenmiştir. Bu çalışmanın sonucunda matematik başarısı için lokasyon, cinsiyet ve matematiğe olan ilgi değişkenlerinin pozitif ve detaylı öğrenme stratejisi değişkeninin de güçlü negatif etkiye sahip olduğu gösterilmiştir.

Öğrencilerin matematik başarısına etkileyen faktörlerin PPISA 2003 kullanılarak incelenmesi

The purpose of this study is to examine the effects of learning strategies on mathematics achievement. The sample was compiled from students who participated in Programme for International Student Assessment (PISA) in Turkey. The data consisted of 4493 15 years old Turkish students in 158 schools, and analyzed by two levels Bernoulli model as a special case of hierarchical generalized linear models. These clustered data set with a two level hierarchical structure examined students nested within different schools. Two levels Bernoulli model was used to estimate coefficients and modeled differences across schools. Results from this study indicate that school location, gender and interest in and enjoyment of mathematics variables had positive effects, and elaboration learning strategies variable had strong negative effects on mathematics achievement.

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