Examining the Factors Affecting the School Engagement of At-risk Students Attending Disadvantaged Schools

Köse, Esra Karabağ

doi:10.15390/eb.2019.7893

Cited by 2 publications

(2 citation statements)

References 37 publications

(40 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Atilola, Abiri, and Ola (2022), behavioral disorders have a negative impact on young people's participation in school and incorporate a potential barrier to the conduct of educational activities. Disadvantaged students can also be evaluated from this perspective, because according to Köse (2019), the quality of life of the school for disadvantaged students and teachers is a central predictor of SE.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

Şevgin,

Eranıl

2023

IJPES

View full text Add to dashboard Cite

In this study, in line with TIMSS 2019 data, 8th grade students' school engagement in the Turkish education system and various variables in the field of science and mathematics, which are thought to be related to school engagement, were examined with the Random Forest method, a method amongst data mining methods. This research focuses on student bullying, which includes psychological factors at school, such as whether students like or dislike their lessons, their confidence in science, their self-confidence, absenteeism, and the effects of teachers' teaching methods on SE. The sample of the study consisted of 3872 students in the science data set and 3802 students in the mathematics data set, which remained as a result of the lost data deletion and assignment processes from 4077 students who originally participated in the application. The open-source Python infrastructure was used in the analysis of the data. Orange 3.32 data mining program was employed for model setup. The model performance criteria MSE, RMSE, MAE and R2 values obtained as a result of the analysis. In both areas, the variables that contribute to the prediction of students' school engagement were ranked according to their importance levels, starting from the most important, also interpreted and discussed. It was observed that the performance criteria of the established model have values close to zero in the field of science (MSE: 2.775 RMSE: 1.666 MAE: 1.267) and mathematics (MSE: 2.240 RMSE: 1.497 MAE: 1.131). Variables explain school engagement at the rate of 69.6% in science and 75.7% in mathematics. The order of importance of the variables in both areas showed a great similarity. Student bullying was obtained as the most important variable. Prospective studies can also be planned towards collecting more in-depth data deploying qualitative data collection methods under a qualitative research model that also includes the opinions of self, peers, teachers and parents. For the education policies that the TES should produce toward increasing SE, it is weighty to reduce and prevent student bullying in schools with sustainable practices. Exclusively school administrations should focus on student bullying with the help of counselors, diagnose the problems and take measures in and out of school according to the types of bullying.

show abstract

Section: Conclusion and Discussionmentioning

confidence: 99%

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

Şevgin,

Eranıl

2023

IJPES

View full text Add to dashboard Cite

show abstract

“…Cognitive and affective support provided by teachers to socio-economically disadvantaged students is reported to have positive effects on their academic achievement (Özberk, Fındık & Özberk, 2018). Teachers working in these schools could make adaptations using effective learning and instruction strategies to cope with various difficulties, to increase students' achievement and basic academic skills, and to support the learning of students with academic resilience (Fındık & Kavak, 2013;Karabağ-Köse, 2019;OECD, 2012;. The participants seem to acquire this knowledge and skills more effectively in postgraduate education.…”

Section: Discussionmentioning

confidence: 99%

An investigation of curriculum adaptation efforts of teachers working in disadvantaged secondary schools

2022

pegegog

View full text Add to dashboard Cite

There is a consensus that the national curriculum cannot be implemented in its original form in local context. Adaptations are made in curriculum due to factors such as school and classroom context, student characteristics and needs, teacher's professional competence and characteristics. This study aims to investigate the curriculum adaptation efforts of teachers working in socioeconomically disadvantaged secondary schools. This study used a phenomenological inquiry. The participants, who were selected using criterion sampling method, included the voluntary eight female teachers who worked in socio-economically disadvantaged secondary schools. Data were collected through standardized open-ended interviews and were analyzed using the inductive content analysis method. This study indicated four main findings: a) Students' family structure is the main factor determining disadvantageousness in socio-economically disadvantaged secondary schools. b) Student and family characteristics, curriculum and curriculum materials are the factors that frequently prevent fidelity to curriculum. c) Teachers made adaptations, such as reorganizing, supplementing, omitting/delaying, completing and reducing/simplification. d) In the adaptation process, teachers were found to experience difficulties associated with planning the instruction process and organizing and presenting the content. They were found to cope with these difficulties by benefitting from their postgraduate education experiences, collaboration with colleagues, and internet sources. Based on the findings from this study, families' awareness could be improved by preparing family education programs. Instructions could be prepared about how and in what situations adaptations need to be made while developing curriculum; curriculum materials could be developed, and professional development opportunities could be increased.

show abstract

Examining the Factors Affecting the School Engagement of At-risk Students Attending Disadvantaged Schools

Cited by 2 publications

References 37 publications

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

Investigation of Turkish Students' School Engagement through Random Forest Methods Applied to TIMSS 2019: A Problem of School Psychology

An investigation of curriculum adaptation efforts of teachers working in disadvantaged secondary schools

Contact Info

Product

Resources

About