Türkiye deki Öğrencilerin Fen Okuryazarlığını Etkileyen Faktörler Nelerdir  PISA 2015 Verisine Dayalı Bir Hiyerarşik Doğrusal Modelleme Çalışması

Üstün, Ulaş; Özdemir, Ertuğrul; Cansız, Mustafa; Cansız, Nurcan

doi:10.16986/huje.2019050786

Cited by 6 publications

(9 citation statements)

References 2 publications

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“…As expected, the presence of a negative relationship between one of the Level-1 predictors, i.e., the shortage of educational materials, and students' achievement is also supported by other studies in the literature (Berberoğlu et al, 2019;Üstün, Özdemir, Cansız, & Cansız, 2020). Considering this relationship, it is necessary to increase the improvements in educational materials and the compensatory measures for the deficiencies.…”

Section: Discussion Conclusion and Implicationssupporting

confidence: 77%

An Investigation of Variables Predicting the Reading Literacy in Pisa 2018

2023

PERR

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Reading Literacy PISA 2018 Hierarchical Linear Modelling Parents' Emotional Support AttitudeThis study aims to determine variables predicting students' reading literacy in the PISA application. Turkey's PISA 2018 sample data that consisted of 186 schools and 6890, representing 12 regions from Turkey were analyzed by conducting a two-level hierarchical linear modeling to examine students' reading literacy at the student and school levels. The results indicated that, according to the student-level predictors, female students had higher reading literacy and the reading literacy was positively influenced by an increase in predictors of father's education level, predictors showing metacognition levels, socioeconomic levels, parents' emotional support to the students, reading pleasure levels, and reading attitudes. Considering the school-level predictors, deficiencies in educational materials and student behaviors hindering learning reduced achievement, whereas teacher behaviors hindering learning had a positive effect on achievement. Offering extracurricular creative activities in the school environment reduced the negative impact of the educational status of the mother to a certain extent. The sub-dimension of the metacognitive level assessment had an increased impact on reading literacy, but student behaviors hindering learning had a negative effect on it. Considering the findings, the reasons for the low level of reading literacy of students and how it can be increased were discussed.

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Section: Discussion Conclusion and Implicationssupporting

confidence: 77%

An Investigation of Variables Predicting the Reading Literacy in Pisa 2018

2023

PERR

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“…This finding constituted a reflection of the literature. The studies focusing on PISA results showed that school-level variables were more dominant than student-level variables in terms of variance in outcome variable (Alacacı & Erbaş, 2010;Astrom & Karlsson, 2007;Özberk, Atalay-Kabasakal, & Boztunç-Öztürk, 2017;Üstün, Özdemir, Cansız, & Cansız, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, student behaviours hindering learning decreased reading literacy; teacher behaviours hindering learning increased reading literacy. Findings related to negative relationship between student behaviours hindering learning were parallel to the literature (Özer- Özkan, 2016;Üstün, Özdemir, Cansız, & Cansız, 2019). On the other hand, findings related to positive relationship between teacher behaviour hindering learning served blur in the literature since the literature has studies showing positive relation, negative relation, and no relation.…”

Section: Discussionmentioning

confidence: 99%

“…In another study, Aksu, Güzeller, and Eser (2017) found out that student-level factors like gender, motivation, and self-efficacy and schoollevel factors like school income, number of math teachers, and number of students in school predicted math literacy in PISA 2012. Considering PISA 2015, Üstün, Özdemir, Cansız, andCansız (2019) investigated factors influencing science literacy via HLM and manifested weekly science learning time as the strongest student-level factor and science specific resources as the strongest school-level factor.…”

Section: Introductionmentioning

confidence: 95%

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Examination of Turkey’s PISA 2018 reading literacy scores within student-level and school-level variables

Ertem

2021

Participatory Educational Research

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The purpose of the current study was to investigate both student-level and school-level factors influencing reading literacy of students in Turkey by using PISA 2018 data. The study focused on reading literacy since the main subject of PISA 2018 was selected as reading literacy. The design of the study is a correlational research examining the relationship between student and school variables and reading literacy. The stratified random sample consisted of 6890 15-year students from 186 different schools. Data coming from PISA 2018 dataset were analysed by Hierarchical Linear Modelling (HLM) at student and school levels. Student-level variables of disciplinary climate in test language lessons, enjoyment of reading, information and community technologies (ICT) competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy, while reading literacy was also predicted by school-level variables of proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. Fifty-seven percent of variance between reading literacy scores of the students were caused by differences between schools. Student-level variables which are disciplinary climate in test language lessons, enjoyment of reading, ICT competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy. On the other hand, school-level variables predicting reading literacy significantly were proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. By considering results of the current study, collaboration between school stakeholders is recommended to increase performance of the students.

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“…Bu bağlamda bilimin ışığında yeni nesilleri fen okuryazarı bireyler olarak yetiştirmek önem arz etmektedir (Kılınç, 2018). Fen okuryazarı bireylerin bilim üretilirken geçilen aşamaları bilmesi (Jurecki & Wander, 2012) okulda karşılaşılan anahtar fen kavramlarını ve teorik bilgiyi günlük yaşama aktarabilmesi beklenmektedir (Suryanti, İbrahim & Lede, 2018;Üstün, Özdemir, Cansız & Cansız, 2019). Guthrie'ye (1952) göre bilgi, işin bilişsel boyutunu, beceri ise belirli bir sonuca ulaşma boyutunu kapsamaktadır (Akt: Turan 2014).…”

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A Test Development Study for Identifying and Controlling Variables Skill: A Mixed Method Research

ÇAM

YALMAN

2021

Bayburt Eğitim Fakültesi Dergisi

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This study aimed to develop a test to measure 8 th graders' ability to identify and control variables from scientific process skills. In the study explanatory sequential design was used that it one of the mixed research designs. Implementation was carried out in three phases as preliminary, pilot and actual implementation. The total implementation of the test was conducted with 1006 (21 in preliminary, 437 in pilot and 548 in actual implementation) 8 th graders in Mersin. During the implementation, 54 students were interviewed about test after actual implementation. The average difficulty of the test which consisted of 24 items was calculated to be 0.50 and the KR-20 reliability coefficient was 0.86. In this context, based on item analysis results, it can be argued that the test is a viable test that can serve its purpose. While identifying variables, some problems (carelessness, not understanding the question, etc.) were encountered by the students.

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Türkiye deki Öğrencilerin Fen Okuryazarlığını Etkileyen Faktörler Nelerdir PISA 2015 Verisine Dayalı Bir Hiyerarşik Doğrusal Modelleme Çalışması

Cited by 6 publications

References 2 publications

An Investigation of Variables Predicting the Reading Literacy in Pisa 2018

An Investigation of Variables Predicting the Reading Literacy in Pisa 2018

Examination of Turkey’s PISA 2018 reading literacy scores within student-level and school-level variables

A Test Development Study for Identifying and Controlling Variables Skill: A Mixed Method Research

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