The effect of quality of educational resources on mathematics achievement: Turkish Case from PISA-2006

Demir, İbrahim; Unal, Hasan; Kılıç, Serpil

doi:10.1016/j.sbspro.2010.03.998

Cited by 9 publications

(4 citation statements)

References 5 publications

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“…school buildings, lighting systems, and classrooms) may improve students' test scores. These findings are consistent with studies by Demir et al (2010) and Zhao and Glewwe (2010) among others. Both IT related resources, IT staff resources (a little), which refers to technologically competent staff, and computers per student also show positive and statistically significant effects on student attainment.…”

Section: Resultssupporting

confidence: 94%

Who Gains from Class Size Reduction? Another Look at Malaysia’s “Lost Boys Phenomenon” in Student Achievement

2022

JEM

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In Malaysia, while the achievement gap between rural and urban schools is flattening over time, the gender achievement gap is widening. This study therefore re-examines the phenomenon of "Lost Boys" using data from the Trends in International Mathematics and Science Study (TIMSS). Gender differences in disruptive behaviour and disciplinary challenges may widen boy-girl academic performance difference and, if so, differential exposure to crowded classrooms can play a role. Alongside other hypothesis, therefore, we specifically explore the gender differentiated effects of class sizes on student achievement. Methodologically, we employ the two-step least squares and quantile regression methods. Findings show that decrease in class size statistically does not have a positive effect on student scores in mathematics and science regardless of gender. If anything, there is evidence that only high-achieving female students particularly from urban schools and advantaged socioeconomic backgrounds may benefit from reduction in class size incentive. While improving the quality of current teachers and certain school infrastructure such as school buildings, lightning systems, and classrooms as well as granting teacher incentives appears to improve boys' achievement scores, on the balance, it is unlikely that the boy-girl difference in maths and science test scores in Malaysia can be primarily explained by school level factors. We conclude by discussing alternative explanations related to our findings on class size as well as other cost-effective policy responses and non-school factors to tackling the "Lost Boys" phenomenon.

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Section: Resultssupporting

confidence: 94%

Who Gains from Class Size Reduction? Another Look at Malaysia’s “Lost Boys Phenomenon” in Student Achievement

2022

JEM

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“…In a study done by Demir, Ünal, and Kılıç (2010) to examine the impact of the quality of educational resources on the success of students in mathematics based on PISA 2006 Turkey data, they concluded that both technological and non-technological educational resources are important in the mathematics success of students. Exline (1989) mentions that teachers, parents and students consider course books as an important element of science education and indicates the necessity of developing course books into more effective tools by establishing open communication between publishers and users.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Quality of Educational Resources: A Comparative Evaluation of Schools That Joined PISA 2015 from Turkey and Singapore

Özkan¹,

Balci²,

Kayan³

et al. 2018

IES

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The objective of the study was to make a comparison among the two countries according to the level of sufficiency of educational resources and to determine the accuracy level at which variables related to educational resources can classify the schools on the basis of countries. Relational survey model was used. The sample group of the study was comprised of 186 schools from Turkey and 174 schools from Singapore for a total of 360 schools. Descriptive analyses and chi-square statistics were used to put forth whether there are differences with regard to the items. Logistic regression analysis was used to make an accurate classification of the schools according to their countries. Statistically significant differences between Turkish and Singapore schools were attained as a result of the chi-square analyses in all variables including lack of educational material, inadequate or poor quality educational material, lack of physical infrastructure and inadequate or poor quality physical infrastructure variables. A total of four variables included in the study explain about 60 % of the variance of Turkish and Singapore schools in having adequate educational resources. The equation obtained from analysis shows that lack of educational material is more important than lack of physical infrastructure. This alone puts forth that school success is related more to the quality of educational material than to physical inadequacies. As a result of the logistic regression with these variables, it was determined that the equation classifies 82% of the total number of 360 schools accurately. As a general conclusion of the study, it was observed with regard to its contributions to the model acquired via logistic regression.

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“…Thus, having these resources is crucial for mathematics achievement. In general, İş Güzel (2014), Demir, Kılıç andÜnal (2010), andZiya, Doğan andKelecioğlu (2010) stated that home resources are positively related to mathematics literacy. Also Mullis, Martin, Foy and Arora (2012) claimed that home resources have high relationship with mathematics achievement on TIMSS.…”

Section: Discussionmentioning

confidence: 99%

“…As reported by Atar and Atar (2012) the availability of home resources affects students' achievement in TIMSS. According to Demir, Kılıç, and Ünal (2010), shortage or inadequacy of computers negatively affects students' mathematics achievement and a lack of qualified mathematics teacher has negative impacts on students' mathematics scores. Ziya, Doğan and Kelecioğlu (2010) stated that having a computer and using it for educational purposes affect mathematics achievement.…”

Section: Introductionmentioning

confidence: 99%

Uluslararası Öğrenci Değerlendirme Programında Öğrencilerin Matematik Okuryazarlıkları ile Ev ve Okul Eğitim Olanakları Arasındaki İlişkinin Belirlenmesi - (PISA-2012)

Güvendir¹

2017

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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The purpose of the study is to examine how home (desk, private study room, a quiet place to study, computer, internet connectivity, textbook, and DVD player) and school educational resources (public or private, school location, class size, shortage of mathematics teachers, instructional materials, Internet connection, library materials, buildings and grounds, heating, cooling and lighting) are related to students' mathematical literacy in PISA 2012. The students in Turkey who attended PISA 2012 form the sample of this study. The sample of the study involves 4308 students and 157 schools. (Turkish sample of PISA 2012 consists of 4848 students from 170 schools, but in this study, missing values in 13 schools were removed from the analysis before hierarchical linear modeling was done). Hierarchical linear model (HLM) was used for data analysis. The variables at student level (Level 1) which are related to mathematical literacy are having a study desk, computer, textbook, and DVD player. According to the results when the students have a study desk, computer, textbook, and DVD player, their mathematical literacy increases. The variable at school level (Level 2), which is related to mathematical literacy is having Internet connection at school.

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The effect of quality of educational resources on mathematics achievement: Turkish Case from PISA-2006

Cited by 9 publications

References 5 publications

Who Gains from Class Size Reduction? Another Look at Malaysia’s “Lost Boys Phenomenon” in Student Achievement

Who Gains from Class Size Reduction? Another Look at Malaysia’s “Lost Boys Phenomenon” in Student Achievement

Quality of Educational Resources: A Comparative Evaluation of Schools That Joined PISA 2015 from Turkey and Singapore

Uluslararası Öğrenci Değerlendirme Programında Öğrencilerin Matematik Okuryazarlıkları ile Ev ve Okul Eğitim Olanakları Arasındaki İlişkinin Belirlenmesi - (PISA-2012)

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