Determinants of Student Successes in Transition from Basic Education to Secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables

Aslan, Gülay

doi:10.15390/eb.2017.6371

Cited by 10 publications

(13 citation statements)

References 46 publications

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“…It has been supported in various studies that socioeconomic status is an important factor in access to educational opportunities in Turkey. These studies also reveal that poverty is a factor leading to multiple disadvantages in education (Aslan, 2017;Acemoğlu & Pischke, 2000;ERG, 2016;Oral & Mcgivney, 2014;Polat, 2007;Sirin, 2005;Gelbal, 2008). However, the education systems that have the highest performance are those that maintain high success for all socioeconomic income levels.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 98%

“…Only one of the participants stated that academic help was given. However, research shows that the education level of parents of students with low socioeconomic level is also low (Aslan, 2014(Aslan, , 2017. This means that the child cannot get help for lessons at home.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…This means that the child cannot get help for lessons at home. In fact, there are many studies showing that the academic success of the child is getting higher as the educational level of the parents increases (Aslan, 2017;Akyol, Sungur, & Tekkaya, 2010;DeGarmo, Forgatch, & Martinez, 1999;Hall, Davis, Bolen, & Chia, 1999;Hortaçsu, 1994;Kuyper, Van der Werf, & Lubbers, 2000;Öksüzler & Sürekçi, 2010;Yılmaz, 2000). Explained using the concepts such as "cultural capital" by Bourdieu and "human capital" by Coleman, it is widely accepted that the educational level of parents is an important determiner of children's academic achievement.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…The elimination of equal dismissal in education will be possible by strengthening socioeconomic and academic infrastructures (Aslan, 2015;ERG, 2009). Although there are reports and studies on inequality in education and financial problems of schools in literature (Aslan, 2015(Aslan, , 2017ERG, 2009ERG, , 2015ERG, , 2016Ercan, 1998;Gök, 2013;OECD, 2007;Tan, 1987;Tourch, 2005;Ünal et al, 2010;WB, 2013;Yolcu, 2007), no study on what kind of practices are undertaken for poor students with low socioeconomic level in Turkey has not been found. This research is expected to fill this gap.…”

Section: Introductionmentioning

confidence: 99%

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Sosyoekonomik Düzeyi Düşük Yoksul Öğrencilere Yönelik Okullarda İzlenen Yardım Politikaları: Sosyal Adaleti Yeniden Düşünmek

Aslan¹

2019

Kastamonu Eğitim Dergisi

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ÖzSosyoekonomik düzeyi düşük yoksul öğrencilere yönelik okullarda izlenen yardım politikalarını değerlendirmeyi amaçlayan bu araştırma, betimsel niteliktedir. Nitel araştırma deseninin kullanıldığı araştırmada, amaçlı örnekleme tekniği tercih edilmiştir. Çalışma grubu, 2016-2017 öğretim yılında Tokat ilinde farklı kademlerde görev yapan 55 okul yöneticisi ve 19 öğretmenden oluşmuştur. Araştırmada veriler yarı-yapılandırılmış açık-uçlu sorular yoluyla elde edilmiştir. Yarı yapılandırılmış formda, okullarda yapılan yardım türleri, ne sıklıkta yapıldığı, yardımlara kaynağın nasıl bulunduğu ve bu konuda neler yapılması gerektiğine ilişkin sorulara yer verilmiştir. Veriler, içerik analizi ile çözümlenmiştir. Veri toplama, işleme ve analiz süreçlerinde geçerlik ve güvenirliği artırıcı önlemler alınmıştır. Sonuç olarak, okullarda, sosyo ekonomik düzeyi düşük yoksul öğrencilere yönelik olarak izlenen sistematik ortak politikaların olmadığı, politikaların okul aile birliklerinin bütçelerine ve okulun çeşitli yollarla yarattığı bütçe dışı özel gelir kaynaklarına bağlı kaldığı tespit edilmiştir. Okulların çabaları anlamlı olmakla birlikte, makro düzeyde düzenleyici ve bütünsel politikalara gereksinim olduğu görülmektedir. Okullara bütçe ayrılırken, başta sosyoekonomik düzeyi düşük çocukların bulunduğu dezavantajı okullar olmak üzere, okullar arası adaletsizlikleri giderici çeşitli ölçütlerin geliştirilmesi ve okullara bütçelerin bu ölçütlere göre tahsis edilmesi gerekmektedir.Anahtar Kelimeler: yardım politikaları,yoksul öğrenciler,sosyal adalet, eğitim hakkı, Türkiye. AbstractThe purpose of this descriptive study was to evaluate the aid policies regarding the poor students with low socioeconomic levels implemented at schools. In this qualitative study, purposive sampling technique was used. The participants involved 55 school administrators and 19 teachers working at different school stages in Tokat during 2016-2017 academic year. The data of the study were collected semi-structured open-ended questions. The semi-structured form involved questions regarding the types of aids carried out at schools, their frequency, the funding of aids, and the things to be done about them. The data were analyzed using content analysis technique. The necessary measures were taken to increase validity and reliability during data collection and analysis. As a result, it was found that the schools lacked systematic common policies regarding poor students with low socioeconomic levels and the policies mostly depended on parent-teacher associations' budgets and private income created by schools in various ways. Although the efforts of schools are significant, it can be seen that regulatory and holistic policies are required at a macro level. When the schools are allocated budgets, some criteria should be set to eliminate the injustice among schools; especially those involving poor students with low socioeconomic levels, and the budgets should be allocated based on these criteria.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 98%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Sosyoekonomik Düzeyi Düşük Yoksul Öğrencilere Yönelik Okullarda İzlenen Yardım Politikaları: Sosyal Adaleti Yeniden Düşünmek

Aslan¹

2019

Kastamonu Eğitim Dergisi

Self Cite

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“…Similar study was conducted by Yavuz et al (2016), who found that achievement was different by socioeconomic differences among the schools. Aslan (2017) conducted a study to find out determinants of student success in TEOG and found that educational levels of parents, house income, and annual education expenditure for child predicted TEOG score of the student. Metin (2013) examined factors affecting SBS and detected effects of grade level of students, education level of parents, and home income on SBS performance.…”

Section: System Of Transition To Highmentioning

confidence: 99%

Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

Ertem

2021

PEC

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Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

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The role of psychological and academic variables in predicting transition from primary to secondary education exam achievement in Turkey

Çakir

Gazioğlu

2021

Psychology in the Schools

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The purpose of this study was to understand the role of academic (achievement goal orientation, academic self‐efficacy) and psychological (resilience, test anxiety) variables in predicting transition from primary to secondary education (TEOG) test achievement. Participants were eighth grade students (N = 334) in Istanbul. The data was gathered via 2 × 2 achievement goal questionnaire‐revised, academic self‐efficacy scale, resilience scale for early adolescents, state‐trait anxiety inventory and information form. Results showed that the mastery‐approach, performance‐approach, performance‐avoidance, academic self‐efficacy, psychological resilience, and trait anxiety were significant predictors of TEOG scores of the students. This study showed that the success of the national‐level transition to high school exam in Turkey was strongly associated with academic variables, and also weakly associated with psychological variables.

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Determinants of Student Successes in Transition from Basic Education to Secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables

Cited by 10 publications

References 46 publications

Sosyoekonomik Düzeyi Düşük Yoksul Öğrencilere Yönelik Okullarda İzlenen Yardım Politikaları: Sosyal Adaleti Yeniden Düşünmek

Sosyoekonomik Düzeyi Düşük Yoksul Öğrencilere Yönelik Okullarda İzlenen Yardım Politikaları: Sosyal Adaleti Yeniden Düşünmek

Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

The role of psychological and academic variables in predicting transition from primary to secondary education exam achievement in Turkey

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