The Relationship between Educational Resources of School and Academic Achievement

Abstract

The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This study aims to determine the relationship between the academic achievement level of 7th grade students and the educational resources of schools. The population of the study was the elementary schools in the province of Burdur in 2007-2008 academic years. Two-stage cluster sampling was conducted in conformity with the aim of the study. First, settlements were chosen with geographical cluster sampling. As settlement, city centers, town centers, small towns and villages were considered in the study.Considering the relationship between the educational resources of the schools and the academic achievement as a whole, there are negative and significant relationships between the SBS scores of the students, and the average service length of the teachers, the lack of qualified science teachers, the lack of qualified Turkish teachers, the lack of the teachers in other courses and the lack of the laboratory technicians. It can be said that there is a relationship between the educational resources and academic achievement. However, this relationship is fairly limited. It is still not possible to say that the educational resources do not have the strength to diminish the effect of the socioeconomic features.

A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement

“…Students in town centers scored highest compared to city centers and villages in Turkey; however, the results were based on mean comparisons (Savasci & Tomul, 2013). Reasons for positive student performance in urban area are unknown.…”

Empirically supporting school STEM culture—The creation and validation of the STEM Culture Assessment Tool (STEM‐CAT)

“…Resources in STEM fields become an important aspect in providing students with quality instruction. Improving the quality of resources can lead to increased student achievement (Savasci & Tomul, ). Resources in STEM fields can be divided into three categories: financial resources, community resources, and material resources.…”

“…This could include any resource which can be used within the school building for STEM education. Research indicates that the quantity, quality, and variety of available resources is important for students’ achievement (Savasci & Tomul, ).…”

“…A school with sufficient financial resources has the ability to hire the necessary number of teachers to maintain an acceptable class size. Smaller class size has a positive effect on achievement in STEM fields (Jimenez‐Castellanos, ; Savasci & Tomul, ), though research does not connect the quality of teachers to financial resources, the quality of teachers will likely have a major impact on STEM Culture. In order for a school to have a strong STEM program, it is also important that they develop a relationship with community business partners (Haberman, ).…”

Using the 2006 PISA Questionaire to Evaluate the Measure of Educational Resources: A Rasch Measurement Approach

“…specific teacher characteristics, administrative inputs, and facilities). School educational resource plays a critical role in attaining educational objectives and create equal opportunities for students (Savasci & Tomul, 2013). With the Every Student Succeeds Act (ESSA), the federal government has become more deeply involved in seeking to improve student achievement.…”