“…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).…”