Who are the Most Disadvantaged? Factors Associated with the Achievement of Students with Low SocioEconomic Backgrounds

Bellibaş, Mehmet Şükrü

doi:10.12738/estp.2016.2.0257

Cited by 18 publications

(11 citation statements)

References 41 publications

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“…Meta-analysis researchers revealed a modest to moderate association between SES and achievement (Harwell, Maeda, Bishop, & Xie, 2017;Sirin, 2005;White, 1982), with a stronger association when the data were aggregated to the school-level (Sirin, 2005;White, 1982). The role of SES has been examined in the Turkish educational system framework within an educational equity context, revealing a significant positive association between SES and mathematics achievement (Akyüz, 2014;Bellibaş, 2016;Kalaycıoğlu, 2015;Özdemir, 2016;Tomul & Savaşçı, 2012;.…”

Section: Socioeconomic Statusmentioning

confidence: 99%

Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

Ersan

Rodriguez

2020

Large-scale Assess Educ

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Socioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students’ learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools’ mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES.

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Section: Socioeconomic Statusmentioning

confidence: 99%

Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

Ersan

Rodriguez

2020

Large-scale Assess Educ

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“…Reading comprehension is "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language" (Snow, 2002, p. 11). In the development of students' reading skills, many factors are involved (Bellibaş, 2016;Cheung et al, 2017;OECD, 2016a;Snow, 2002). This research has focused on student's critical individual, family, and teacher factors which are related to their reading comprehension.…”

Section: Correlates Of Reading Comprehensionmentioning

confidence: 99%

Factors Associated with Reading Comprehension of Secondary School Students

Lin

Valcke

Keer

2019

EDUC SCI-THEOR PRACT

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Student’s individual, family, and teacher factors play a significant role in children’s reading development. However, the mechanisms by which these critical factors jointly contribute to children’s reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical correlates, involving these factors, of reading comprehension of Chinese secondary school students. A random sample of 1,322 students, nested in 27 classes, was taken from five secondary schools. The student-level variables included student’s gender, autonomous reading motivation, controlled reading motivation, metacognitive awareness of reading strategies (MARS), and household income. Class-level variables included teacher’s qualification and experience. The results indicated student’s MARS and autonomous reading motivation were the two most powerful correlates of reading comprehension among the significant variables. Furthermore, teacher’s qualification and experience moderated the strength of the relationship between MARS and reading comprehension. Implications for future research, policy making, and improvement of reading instruction are discussed.

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“…Engin‐Demir () also found that student characteristics such as well‐being at school, scholastic activities and support explained more variance in the achievement in LAS than that of other variables related to SES, such as the education level of parents and household possessions. Similarly, Bellibaş () demonstrated that school educational resources are one of the most important variables in predicting the science achievement in LAS and HAS, more so than SES‐related factors such as home educational resources and the education level of mothers. However, our results regarding the greater importance of SES in predicting achievement in HAS compared to LAS may indicate more variance of SES in HAS than in LAS.…”

Section: Discussionmentioning

confidence: 99%

“…On the contrary, students in LAS are more exposed to student-centered classroom activities, use less educational technology, and report higher self-esteem in science. Finally, Bellibaş (2016) compared factors that contribute to science achievement of students in LAS and HAS. It was observed that home educational resources, small class size, and information and communication technology availability at home affected the science achievement of students in LAS more as compared to those students in HAS.…”

Section: Problem Statementmentioning

confidence: 99%

“…It was observed that home educational resources, small class size, and information and communication technology availability at home affected the science achievement of students in LAS more as compared to those students in HAS. Although Bellibaş (2016) examined school-level and family level factors that contribute to student science achievement in LAS and HAS separately, student-level factors, such as epistemological beliefs, metacognition, and attitudes toward science, that are also important predictors of science achievement are not taken into account in the achievement models.…”

Section: Problem Statementmentioning

confidence: 99%

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Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey

Acar

2018

J Res Sci Teach

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A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student‐level variables that were under investigation for multiple regression analyses include attitudes toward science, epistemological beliefs, metacognition, views on science teaching, and socioeconomic status (SES). The science achievement scores of students on a nationwide exam were used to measure science achievement. Both for LAS and HAS, two schools were selected. Results were reported for 241 and 320 students in LAS and HAS, respectively. According to the results, self‐concept in science, knowledge of cognition, SES, importance of science, gradual learning, and views on lab work significantly contributed to the science achievement model in LAS. On the other hand, self‐concept in science, SES, gradual learning, studying, and learning science in school significantly contributed to the science achievement model in HAS. Results also revealed that girls outperformed boys on knowledge of cognition and importance of science in LAS. Moreover, girls scored higher than boys on gradual learning and studying in HAS. According to these findings, implications for science education were discussed.

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Who are the Most Disadvantaged? Factors Associated with the Achievement of Students with Low SocioEconomic Backgrounds

Cited by 18 publications

References 41 publications

Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

Factors Associated with Reading Comprehension of Secondary School Students

Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey

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