The variables affecting the success of students

Abstract

The aim of this study is to determine the variables affecting the success of students. This research, which was conducted through the relational screening model, has a sampling of students who were selected from a middle city in Turkey. The schools are classified into three as low, medium and high. A total of 3491 students are selected by using the random stratified sampling model. The data were gathered by a survey which included 20 items developed by researchers. In this study, as a result of separate analysis on grade 7 and 8 students, similar conclusions are made. According to the findings of the research, the success of students who received preschool education is higher than those who did not. Also, students who went to private establishments longer are more successful than the students who went for a short time. Attending extra school courses has similar results as to going to the private school establishments. When shelter conditions are considered, it is found that students who live with their parents are more successful than those students who are boarding or living in dormitories. It is understood that the variables that affect 7 th and 8 th grade students' success most are "average amount of daily problem solved" and "the time spent in private establishments or school courses".

Institutional factors as predictors of students academic achievement in colleges of education in South western Nigeria

“…The researchers reported little or no effect of modified school calendar on students' academic achievement. Savas and Gurel (2014) reported in a study of the variables affecting the success of students in Turkey. The researchers found that students who attended private institutions for a longer time are more successful than the ones who studied for a short time.…”

Examination of Primary School Students' Exam Success in terms of Controllable Variables by Logistic Regression Analysis

“…In addition, Yenilmez and Duman (2008) found that students with a good working environment at home are more successful than students who do not. According to Savaş and Gürel (2014), the students who have a study room at home and watch TV with limited time are essential variables that determine success, and they also can achieve more successful results.…”

Classroom Management and Student Achievement: A Study on Five Elementary Classrooms

“…However, it is emphasized in the literature that one of the factors that predict student achievement is the time allocated for learning (Özer and Anıl, 2011;Savaş and Gürel, 2014).…”

“…Expectations and pursuit of different groups such as students, families and educators in terms of achievement have resulted in various studies by researchers focusing on the factors that explain student achievement. Several studies that focus on student achievement address topics such as the effects of teacher or familial expectations on student achievement (Phillipson and Phillipson, 2012;Segedin, 2012), relationship between achievement and the period allocated to learning (Özer and Anıl, 2011;Savaş and Gürel, 2014) and effects of feelings such as belonging to school and being accepted at school on achievement (Lemberger and Clemens, 2012;Kosir and Tement, 2013). However, when it comes to student achievement, the emphasis is on teachers since teacher qualification is a more important factor compared to other school factors in increasing student achievement (Akiba, Le Tendre and Scribner, 2007) and since the proof has been presented about the strong relationship between teacher generated classroom climate and teaching methods, which may be classified as classroom methods, and student achievement by various researchers (Wang, Haertel and Walberg, 1994;Wright, Horn and Sanders, 1997).…”