Unpacking the inequality among Turkish schools: Findings from PISA 2006

Alacaci, Cengiz; Erbaş, Ayhan Kürşat

doi:10.1016/j.ijedudev.2009.03.006

Cited by 74 publications

(76 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Males outperformed females with respect to mathematics scores. The fact that males are superior in mathematics supports the findings of previous studies (Alacaci & Erbas, 2010;Clewell & Campbell, 2002;Robinson & Lubienski, 2011;Soleymani and Rekabdar, 2016;Tasdemir, 2009). This difference might stem from the sociocultural practices and stereotype effect.…”

Section: Discussionsupporting

confidence: 89%

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

View full text Add to dashboard Cite

Título: Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela. Resumen: El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y gé-nero y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento. Palabras clave: Autoeficacia; ansiedad; rendimiento académico; género. Abstract:The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.

show abstract

Section: Discussionsupporting

confidence: 89%

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

View full text Add to dashboard Cite

show abstract

“…Previous studies generally showed a positive relationship between ESCS and problem-solving or mathematics performance (Akyüz & Pala, 2010;Alacacı & Erbaş, 2010;Bae & Wickrama, 2015;Perkins & Shiel, 2014). In PISA 2012 mathematics assessment, socio-economically advantaged students scored on average 78 points higher than disadvantaged students (OECD, 2013d).…”

Section: Walberg's Environmental Variablementioning

confidence: 89%

“…Economic, social and cultural status (ESCS) is an occupational, educational, wealth, and cultural indicator of a family. Many studies showed that there was a positive relationship between ESCS and problem-solving or mathematics performance (Akyüz & Pala, 2010;Alacacı & Erbaş, 2010;Bae & Wickrama, 2015;Perkins & Shiel, 2014). Experience with pure and applied mathematics tasks at school are opportunityto-learn indicators that showed a significant relationship with performance in PISA (Schmidt, Zoido, & Cogan, 2014).…”

Section: Factors Predicting the Problem-solving Performance Differencesmentioning

confidence: 99%

Factors Predicting Creative Problem-Solving Competence in PISA 2012: Evidence from Six Countries/Čimbenici predviđanja kompetencije kreativnog rješavanja problema – PISA 2012: Dokazi iz šest zemalja

Arıkan

2018

Croatian Journal of Education

View full text Add to dashboard Cite

show abstract

“…Empirical studies that use student performance data from both international assessments (such as TIMMS and PISA) and/or national tests (such as the secondary school selection and university entrance exams) have consistently revealed that students in the least-developed eastern and southeastern regions have scored significantly lower than their counterparts in other regions (Alacacı and Erbaş, 2010;Berberoğlu and Kalender, 2005;Gümüş and Atalmis, 2012). Not surprisingly, scholarly attempts to explain and policy efforts to narrow the existent regional gaps in student performance have often directed their attention to regional discrepancies in the distribution of educational resources.…”

Section: Introductionmentioning

confidence: 99%

Teacher Allocation Policies and the Unbalanced Distribution of Novice and Senior Teachers across Regions in Turkey

Özoğlu

2015

AJTE

View full text Add to dashboard Cite

Unpacking the inequality among Turkish schools: Findings from PISA 2006

Cited by 74 publications

References 22 publications

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

Factors Predicting Creative Problem-Solving Competence in PISA 2012: Evidence from Six Countries/Čimbenici predviđanja kompetencije kreativnog rješavanja problema – PISA 2012: Dokazi iz šest zemalja

Teacher Allocation Policies and the Unbalanced Distribution of Novice and Senior Teachers across Regions in Turkey

Contact Info

Product

Resources

About