Türkiye ve Avrupa Birliği Ülkelerinde Öğretmen ve Sınıf Niteliklerinin Matematik Başarısına Etkisinin İncelenmesi

Bu çalışmanın amacı, Türkiye ve Avrupa Birliği'ne üye ülkelerdeki, matematik öğretmeni özelliklerinin öğrenci matematik başarısına etkisini, Üçüncü Uluslararası Matematik ve Fen Çalışmaları (TIMSS-R) öğretmen, öğrenci anketleri ve öğrenci başarı testi vergileri kullanarak incelemektir. Öğrencilerin ev eğitim kaynakları kontrol değişkeni olarak alınıp hiyerarşik lineer modelleme (HLM) açıklayıcı modeller oluşturulmuştur. Tüm ülkelerde matematik başarısını pozitif yönde anlamlı etkilediği bulunan ev eğitim kaynakları sınıfında haricinde, ülkeler arası matematik başarısını anlamlı etkileyen faktörler arasında farklılıklar gözlenmiştir. Türkiye modelinde erkek öğretmenlerin sınıfları daha başarılı olunmuş, mesleki deneyim, test ve küçük sınavlara ayrılan zaman, ders kitabı kullanma, disiplinli sınıf ortamı ve ev eğitim kaynakları ortalamasının matematik başarısını pozitif yönde anlamlı etkilediği bulunmuştur. Öğrenci başarıyla önemli etkileşimde bulunmak belirlenen değişkenlerin deneysel çalışmalarla incelenmesi ve öğretmenlere, sürekli olarak hizmet-içi eğitimler düzenlenerek, kendilerini geliştirme fırsatı verilmesi gerektiği düşünülmektedir.

Anahtar Kelimeler:

Öğretmen etkisi, matematik eğitimi, TIMSS, Hiyerarşik lineer modelleme

Investigation of The Effect of Teacher and Class Characteristics on Mathematics Achievement in Turkey and European Union Countries

The purpose of this study is to investigate the effects of mathematics teacher characteristics on students’ mathematics achievement across Turkey, European Union countries by analysing the data collected from student and teacher background questionnaires and mathematics achievement test in the Third International Mathematics and Science Study (TIMSS-R). After home educational resources (HER) of students was taken as a control variable, explanatory models were built by using Hierarchical Linear Modeling (HLM). It was found that there were some differences in the factors affecting mathematics achievement significantly among the countries except mean of home educational resources which had positive significant effect on mathematics achievement in all the countries. In Turkish model, the classes of male teachers were more successful and teacher experience, time spent on tests and quizzes, use of textbooks, disciplined class climate and class mean of home educational resources were found to have positive significant effect on student achievement. It is recommended that the factors that were found to have significant effects on student learning should be explored in experimental settings and in-service teacher training courses should be organized which enables teachers to improve themselves.

Keywords:

Teacher effect, mathematics achievement, TIMSS, Hierarchical linear modeling,

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Bu çalı ma, ODTÜ Fen Bilimleri Enstitüsü Ortaö retim Fen ve Matematik Alanları E itimi
Bölümü’nde, Prof. Dr. Giray Berbero lu danı manlı ında tamamlanmı doktora tezinden
hazırlanmı tır. Kendisine yardımlarından dolayı te ekkür ederim.