Analysis of Maths Literacy Performances of Students with Hierarchical Linear Modeling (HLM): The Case of PISA 2012 Turkey

Aksu, Gökhan; Güzeller, Cem Oktay; Eser, Mehmet Taha

doi:10.15390/eb.2017.6956

Cited by 14 publications

(8 citation statements)

References 38 publications

(45 reference statements)

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“…The authors found that school climate factors including teacher behaviours hindering learning has a negative relationships with mathematics literacy. Most of the studies found non-significant relationship between literacy scores and teacher behaviour hindering learning (Aksu, Güzeller, & Eser, 2017;Berberoğlu, Çalışkan, & Karslı, 2019;Liu, Van Damme, Gielen, & Van Den Noortgate, 2015;Özer-Özkan, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…The authors revealed that father education, resources owned, and developmental level of city where the school is placed predicted students' math achievement significantly. 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: 99%

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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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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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“…Thus, equality of opportunities among schools or something else is not a concern for the context of the study. On the other hand, literature has studies showing large school differences (Aksu et al, 2017;Çelen et al, 2011Çelen et al, , Mercik, 2015. However, the common characteristics of these research studies was studying samples from many kinds of schools.…”

Section: Discussionmentioning

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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“…In these studies, variables such as region and school type, time to learn mathematics, gender, socio-economic level, attitudes and class-school characteristics showed significant relationships with mathematical literacy (e.g. Aksu, Güzeller, & Eser, 2017;Akyüz & Pala, 2010;Berberoğlu & Kalender, 2005;İlgün-Dibek, 2015;Usta, 2014). As can be seen, the variables that may influence the mathematical literacy of students in PISA are addressed in a very broad context.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Teaching quality and teaching practices on PISA 2012 Mathematics Achievement of Turkish Students

Demir

2018

International Journal of Assessment Tools in Education

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The purpose of this research is to explore the relationship mathematics teaching qualification and teaching activities with mathematics scores of 8th grade Turkish students who participated in PISA (Program for International Student Assessment) 2012 using Hierarchical Linear Modeling. PISA 2012 mathematics literacy test and student questionnaire were used to collect data and these were obtained from the official website of PISA. In this study, random effects one-way ANOVA and random coefficient regression model were developed to analyze the data. The results of the research show that there are significant differences in terms of mathematics literacy between schools. It also indicates that while the increase in the student-centered instructions within the context of classroom activities decreased students' mathematics literacy scores, teachers' frequency of activating cognitive processes and a good disciplined environment increased students' mathematics literacy skill. The impacts of significant variables were discussed and implications for further research were provided.

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Analysis of Maths Literacy Performances of Students with Hierarchical Linear Modeling (HLM): The Case of PISA 2012 Turkey

Cited by 14 publications

References 38 publications

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

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

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

The Effect of Teaching quality and teaching practices on PISA 2012 Mathematics Achievement of Turkish Students

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