Examination of Factors Affecting PISA 2012 Mathematical Literacy through Mediation Model

Koğar, Hakan

doi:10.15390/eb.2015.4445

Cited by 19 publications

(22 citation statements)

References 9 publications

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“…After controlling remaining variables, one-unit increase in mathematic anxiety decrease mathematics achievement, respectively. Findings are consistent with prior researches (Güzel & Berberoǧlu, 2010;Koğar, 2015;Uysal, 2015). Uysal (2015) also has found that mathematics anxiety had negative and medium effect on mathematics achievement.…”

Section: Discussion and Resultssupporting

confidence: 92%

“…The researcher found that size of the place in which the school is located, pre-school education, mothers occupation, socio-cultural index and domestic educational resources were meaningful variables for Turkey. Koğar (2015) studied direct and indirect factors effecting PISA 2012 mathematical literacy performance through mediation model. The researcher found that gender, economic, social and cultural status index and time allocated for learning mathematics have a significant influence on mathematical literacy.…”

Section: Pisa Mathematics Performance Of Turkish Studentsmentioning

confidence: 99%

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Investigating the Factors Affecting Turkish Students PISA 2012 Mathematics Achievement Using Hierarchical Linear Modeling

Kabasakal¹,

Öztürk²,

Özberk³

2017

HUJE

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When Turkey's mathematical literacy performance in PISA 2003 and 2012 is examined, it is seen that it has an increase of approximately 25 points between the two assessments. Despite this increase, the fact that the mathematics performance is below the OECD average leads to the need to determine what factors affect the mathematics performance of Turkish students. This study is aimed to investigate the factors affecting mathematics performance of Turkish students at school and school level. Initially Turkish sample consisted a total of 4848 students from 170 schools. As a result of examining the assumptions of the two-level hierarchical linear model; the data of 4236 students from 128 schools were included in the analysis. The results indicate that 64 % of the variability in mathematics achievement was found between schools. Variables associated with attitudes towards mathematics have significant effects on mathematics achievement. Mathematics self-efficacy has the most significant impacts on mathematics achievement after controlling remaining variables. For the school-level variables, proportion of mathematics teachers was found to be a strong predictor of a school's average mathematics achievement. However, it's been found that student-teacher ratio was the only negative predictor of mathematics achievement at school-level. School-level variables explained 44.1% of the variance in the between school difference in mean mathematics achievement.

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Section: Discussion and Resultssupporting

confidence: 92%

Section: Pisa Mathematics Performance Of Turkish Studentsmentioning

confidence: 99%

Investigating the Factors Affecting Turkish Students PISA 2012 Mathematics Achievement Using Hierarchical Linear Modeling

Kabasakal¹,

Öztürk²,

Özberk³

2017

HUJE

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“…Türkiye'de PISA ile ilişkili ulusal çalışmalar incelendiğinde; PISA sonuçlarını genel değerlendiren sivil toplum kuruluşları ve bakanlık raporları (ERG, 2011(ERG, , 2014MEB, 2005MEB, , 2007MEB, , 2010MEB, , 2013MEB, , 2015Tedmem, 2014), öğrencilerin fen bilimleri, matematik ve okuma becerileri alanlarındaki başarılarının anketlerden (genellikle öğrenci anketinden) elde edilen değişkenlere göre incelendiği araştırmalar (Anıl, 2008(Anıl, , 2009Akyüz ve Pala, 2010;Ziya, Doğan ve Kelecioğlu, 2010;Özer ve Anıl, 2011;Gürsakal, 2012;Koğar, 2015) ile lisansüstü tez çalışmaları (Erbaş, 2005;Çifçi, 2006;Güzel, 2006;Şaşmazel, 2006;Albayrak, 2009;Özer, 2009;Usta, 2009;Yıldırım, 2009;Boztunç, 2010) ve okul türü ile bölgesel farklılıkların incelendiği çalışmalar (Berberoğlu ve Kalender, 2005;Alacacı ve Erbaş, 2010;Demir ve Depren, 2010;Yalçın ve Tavşancıl, 2014) dikkat çekmektedir. Bu çalışmalarda öğrencilerin fen bilimleri, matematik ve okuma becerileri okuryazarlığını etkileyen faktörler genellikle öğrenci anketinden elde edilen değişkenlerden belirlenmeye çalışılmıştır.…”

Section: Introductionunclassified

Examining the Effective Variables on Classification of School's Success through PISA 2012 Turkey Data

Özkan¹

2016

IOJES

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“…Long, Bansilal and Debba (2014) analyzed mathematical literacy with Rasch model. Besides, it was determined in the related literature that the studies about mathematical literacy had been carried out within the scope of PISA [Programme for International Student Assessment] (Akyüz & Pala, 2010;Çetin & Gök, 2017;Koğar, 2015;Stacey, 2011). Şengül, Katrancı, and Gülbağcı (2012) analyzed the self-efficiency perceptions of sixth, seventh, and eighth-grade students towards mathematical literacy.…”

Section: Introductionmentioning

confidence: 99%

“…Bunun yanı sıra, Long, Bansilal ve Debba (2014) Rasch modeli ile matematik okuryazarlığı değerlendirmesini incelemişlerdir. Diğer yandan ilgili literatürde matematik okuryazarlığı ile ilgili çalışmaların genellikle PISA (Uluslararası Öğrenci Değerlendirme Programı) kapsamında(Akyüz & Pala, 2010;Çetin & Gök, 2017;Koğar, 2015;Stacey, 2011) yapıldığı belirlenmiştir.…”

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The relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school students

Katrancı

Şengül

2019

Pegegog

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In this study, the levels of mathematical literacy and visual math literacy self-efficacy perceptions of middle school students and the relationship between them were investigated. For this aim, the study was desgined as a correlational research model. The study group was determined according to convenience sampling. 328 middle school students (5th, 6th, 7th, and 8th graders) participated in this study with this sampling. In order to collect data, first, “Mathematical Literacy Scale” was developed. It was seen that the scale has just one dimension according to the exploratory factor analysis. It was found that the ratio χ2/df of the scale was found as 2.16 according to confirmatory factor analysis. This value showed that the scale indicates perfect fit. Besides, “A Visual Math Literacy Self-Efficacy Perception Scale” was used in order to measure the visual math literacy self-efficacy perceptions of middle school students. As a result, it was determined that middle school students’ mathematical literacy levels and their visual math literacy self-efficacy perceptions’ level are high. It was found that there is a high positive significant relationship between middle school students’ mathematical literacy and their visual math literacy self-efficacy perceptions.

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Examination of Factors Affecting PISA 2012 Mathematical Literacy through Mediation Model

Cited by 19 publications

References 9 publications

Investigating the Factors Affecting Turkish Students PISA 2012 Mathematics Achievement Using Hierarchical Linear Modeling

Investigating the Factors Affecting Turkish Students PISA 2012 Mathematics Achievement Using Hierarchical Linear Modeling

Examining the Effective Variables on Classification of School's Success through PISA 2012 Turkey Data

The relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school students

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