2017

Uluslararası Öğrenci Değerlendirme Programı'nda (PISA 2009) Öğrencilerin Fen Başarılarının Çeşitli Değişkenler Açısından İncelenmesi

Bu çalışmanın amacı PISA 2009 çalışmasında Türkiye’deki öğrencilerin fen başarısını etkileyen bazı değişkenler açısından incelenmiştir. Bu çalışmada, PISA 2009 öğrenci anket verisi kullanılmıştır. Araştırmanın evrenini, herhangi bir okula devam eden 15 yaşındaki Türk öğrenciler oluşturmaktadır. Örneklemini ise bu evrenden tabakalı örnekleme yoluyla seçilen 4996 öğrenci oluşturmaktadır. Analizlere başlanmadan önce kayıp veriler incelenmiş ve kayıp veriler analizden çıkartılmıştır. Analiz için son örneklem büyüklüğü 4388 öğrencidir. Çalışmanın amacına uygun olarak bağımsız t testi, varyans analizi (ANOVA) ve çoklu karşılaştırmalar kullanılmıştır. Araştırma sonuçlarına göre öğrencilerin fen başarısı ile okul türü, bölge, okul öncesi eğitimi alıp almama durumu, anne ve babanın eğitim seviyesi değişkenlerine göre anlamlı bir farkın olduğu belirlenmiştir. Fen başarı puanları, anne ve babanın eğitim seviyesi arttıkça artmaktadır. Okul öncesi eğitimi alan bireylerin almayanlara oranla, genel liselerde öğrenim görenlerin bireylerin diğer liselerde öğrenim gören bireylere oranla daha yüksek fen başarı puanlarının olduğu belirlenmiştir.

Anahtar Kelimeler:

PISA 2009, fen eğitimi

Variables Associated with Students’ Science Achievement in the Programme for International Student Assessment (PISA 2009)

The aim of this study was to analyse some of the variables that affect Turkish students’ success in science using data from the PISA 2009 student survey. The universe for the investigation comprised 15-year-old Turkish students who were completing their compulsory education. The sample consisted of 4996 students who were selected through stratified sampling from this universe. Missing data were examined before analysis commenced and missing data were excluded from the analysis. The final sample comprised 4388 students. Independent t-tests, analysis of variance (ANOVA) and multiple comparisons were used in accordance with the purpose of the study. The results showed that there was a significant difference between students’ success in science and a number of variables, namely, gender, school type, region, pre-school education, parents' education level.

Keywords:

Pisa 2009, science education,

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