Akademik Başarının Yordayıcıları: Sosyoekonomik Düzey ve Okul Türü

Abstract

We evaluated the effects of socioeconomic status and school type on academic achievement based on data from two million students over a 10 year period through three national transition systems in Turkey. Each of the three transition systems has its own national examination, and the data includes only students who took these exams. We used covariance analysis to compare the mean scores of public schools and private schools after controlling the effect of students' socioeconomic levels. We found that students in private schools, who were socioeconomically stronger, had significantly higher academic achievement levels in language, mathematics, and science tests, and this finding was valid across all three transition systems. These effects were further exuberated when all the students were tracked by means of a national exam and placed into different high schools. It was found that the negative impact of one's socioeconomic level on students' scores reached its maximum value when all students were placed into high schools by means of a national exam. In all systems, the mean scores of private school students decreased significantly when the socioeconomic level was controlled. Our research has important implications for school tracking policies, specifically indicating that it would be better to omit or at least delay their deployment to post high-school education.

Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country

“…Students with low SES experience greater barriers in accessing resources. In a study with a Turkish sample, students' SES negatively impacted their academic achievementand these consequences persisted in later stages of life (Suna et al, 2020). In another study, Karaağaç Cingöz and Gür (2020) identified that Turkish students' SES affected their performance in national exams required to transfer from lower secondary school to upper secondary school at a greater degree than indicated in PISA surveys.…”

“…Schools may help to compensate for the inequalities experienced by students from low socioeconomic backgrounds; however, they face an uphill battle in doing so. One study that followed two million students in Turkey over a 10-year period revealed that students with high SES attending private schools had higher academic achievement in mathematics, science and language, and that this difference persisted even when they were transferred to different types of high schools (Suna et al, 2020). This suggests that schools not only fail in making up for such inequalitiesthey also exacerbate them.…”

“…Moreover, policy makers should make every effort to lessen the educational inequalities caused by students' SES. Based on the finding that Turkish students' SES greatly affected their transition to higher levels of education, Suna et al (2020) suggested reducing or at least delaying students' tracking into different high schools. On the other hand, WB was found to have little predictive power for academic achievement.…”

The Contribution of the Strengthened Capacity of Vocational Education and Training System in Turkey to the Fight against Covid-19

“…In particular, the intervention known as 'coefficient regulation', which restricts access of VET graduates to higher education, has lowered the perceived value of VET and accelerated its transformation into a type of education that high performing students no longer prefer. On the other hand, placement of students in all schools based on examination performance increased the clustering of low performing students in VET institutions (Suna, Tanberkan, Gür, Perc, & Ozer, 2020).…”

Pengaruh Self-Concept Terhadap Prestasi Akademik Mahasiswa Dimoderasi oleh Self-Efficacy

“…Penelitian terkait prestasi akademik telah banyak dilakukan di berbagai negara dengan segi pengaturan yang beragam seperti Cina (Liu et al, 2019), Turkey (Suna et al, 2020), dan Meksiko (Ibáñez et al, 2019). Kajian ilmiah terkait prestasi akademik di Indonesia pun telah dilakukan, seperti menganalisis hubungan student engagement dengan prestasi akademik, M-Score, orientasi motivasi berprestasi pada kesiapan akademik, serta kegiatan non-akademik berkaitan dengan prestasi akademik (Ocvitasari, 2020), dan motivasi berprestasi memiliki peranan sebagai moderator terhadap prestasi akademik mahasiswa sekaligus kecerdasan emosi (Marvianto et al, 2020).…”