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Classification of Students In Terms of Student’s, Teacher’s and Instructional Qualifications Based on TIMSS-2015

Yıl 2018, Cilt: 9 Sayı: 1, 64 - 84, 31.03.2018
https://doi.org/10.21031/epod.364319

Öz

The aim of this study is creating students’
profiles by clustering them based on the student and teacher attributions and
instructioanal qualifiactions that could affect their mathematics achievement. As
a result of cluster analysis, it has been observed that, three classes at the
forth-grade level have emerged and two classes at
the eight-grade level have emerged. It has been found that the instructional
qualifications determined based on the teachers’ reports have little
importance
at this classification. For the eight grade level,
it is seen that student attributions as the most important factors at this
classification but mathematics achievement, teacher attributions and
instructional qualifications are seen as having little effects on this
classification at the both grade levels, it has been observed that the most
successful students in mathhematics  are
the ones; whose
confidence level are too low in math, who like learning
math, who think in math lessons engaging teaching is put into practice, whose
sense of school belonging are high and who slightly are exposed to peer
pressure. On the other hand, it is seen that students with low-level math
achievement are the ones; who have confidence in math so much, who do not like
learning math, who think instruction is not interesting in math lessons, whose
sense of school belonging are so low and who are highly exposed to peer
pressure.

Kaynakça

  • KAYNAKÇA Akyüz, G. (2006). Investigation of the effect of teacher and class characteristics on mathematics achievement in Turkey and EuropeanUnion Countries. Elementary Education Online, 5(2), 75-86.
  • Berberoğlu, G., Çelebi, Ö., Özdemir, E., Uysal, E., & Yayan, B. (2003). Üçüncü Uluslararası Matematik ve Fen çalışmasında Türk öğrencilerinin başarı düzeylerini etkileyen etmenler. Eğitim Bilimleri ve Uygulama, 2(3),3-14.
  • Blömeke, S., Olsen, R.V. and Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilsen, J.E. Gustafsson (Ed), Teacher quality, ınstructional quality and studentt outcomes, (Volume 2, 21-50). Switzerland: Springer International Publishing.
  • Bos, K., & Kuiper, W. (1999). Modeling TIMSS data in a European comparative perspective: exploring ınfluencing factors on achievement in mathematics ingrade 8. Educational Research and Evaluation, 5 (2), 57-179.
  • Buluç, B. (2014). TIMSS 2011 sonuçları çerçevesinde okul iklimi değişkenine göre öğrencilerin matematik başarı puanlarının analizi. Gazi Üniversitesi EndüstriyelSanatlar Eğitim Fakültesi Dergisi, 33, 105-121.
  • Butakor, P. K. (2016). Hierarchical linear modeling of the relationship between attitudinal and instructional variables and mathematics achievement. International Journal of Research in Education Methodology, 7 (5), 1328-1336.
  • Büyüköztürk, Ş. (2012). Veri analizi el kitabı. Ankara: Pegem.
  • Creemers, B. and Kyriakides, L. (2009). Situational effects of the school factors included in the dynamic model of educational effectiveness . South African Journal of Education, (29), 293-315. Eklöf, H. (2007). Self concept and valuing of mathematics in TIMSS 2003: Scale structure and relation to performance in a swedish setting. Scandinavian Journal of Educational Research, 51(3), 297–313.
  • Ercikan, K., Simon, M. And Oliveri, M.E. (2013). Score compability of multiple language versions of assessments within jurisdictions. In M. Simon, K.Ercikan and
  • M.Rousseau (Ed), Improving large-scale assessment in education, (1st ed., 110-124). New York: Taylor&Francis.
  • Erikson, H. E. (1968). Identity: Youth and crisis. New York: W. W. Norton.
  • Garson, G. D. (2015). Missing value analysis and data ımputation. Ashebora: Statistical.
  • Gustafsson, J.E. and Nilsen, T.( 2016). The impact of school climate and teacher quality on mathematics achievement: A difference-in-difference approach. In T. Nilsen, J.E. Gustafsson (Ed), Teacher Quality, Instructional Quality and Student Outcomes, (Volume 2, 81-95). Switzerland: Springer International Publishing.
  • Hong, H.K. (2012). Trends in Mathematics and Science Performance in 18 Countries: Multiple regression analysis of the cohort effects of TIMSS 1995-2007. EducationPolicy Analysis Archives, 20(33).
  • House J. D. & Telese, J. A. (2008). Relationships between student and ınstructional factors and algebra achievement of students in the United States and Japan: An analysis of TIMSS 2003 data, educational research and evaluation. An International Journal on Theory and Practice, 14(1), 101-112.
  • Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, andmath anxiety across 41 PISA 2003 participating countries. Learning and Individual Differences, 19, 355–365.
  • Little, J. W. (1981).The power of organisational setting, school success and staff development, Washington DC: National Instıtude of Education.
  • Martin, M. O., Mullis, I. V. S. and Hooper, M. (2016). Methods and procedures in TIMSS 2015. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Martin, M.O, Mullis, I.V.S., Foy, P. ve Hooper, M. (2016). TIMSS 2015 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Nilsen, T., Gustafsson, J.E., Blömeke, S. (2016). Conceptual framework and methodology of this report. In T. Nilsen, J.E. Gustafsson (Ed), Teacher quality, ınstructional quality and studentt outcomes, (Volume 2, 1-19). Switzerland: Springer International Publishing.
  • Nortvedt, G.A., Gustafsson, J.E. and Lehre, W. (2016). The importance of instructional quality for the relation between achievement in reading and mathematics. In T. Nilsen, J.E. Gustafsson (Ed), Teacher quality, ınstructional quality and studentt outcomes, (Volume 2, 97-113). Switzerland: Springer International Publishing.
  • Özdamar, K. (2004). Paket programlar ile istatistiksel veri analizi 2. Eskişehir: Kaan Kitabevi.
  • Rousseeuw, P. J. (1987). Silhouettes: A graphical aid to the interpretation and validation of cluster analysis. Journal of Computational and Applied Mathematics, 20, 53-65.
  • Rutkowski, L. and Rutkowski, D. (2016). The relation between studets’ perceptions of instructional quality and bullying victimization. In T. Nilsen, J.E. Gustafsson (Ed), Teacher quality, ınstructional quality and studentt outcomes, (Volume 2, 115-133). Switzerland: Springer International Publishing.
  • Sharkey, J. D., You, S. ve Schnoebelen, K.(2008). Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning. Psychology in the Schools,45(5), 402-418.
  • Shih, M-Y., Jheng, J-W & Lai, L-F. (2010). A two-step method for clustering mixed categroicaland numeric data.Tamkang Journal of Science and Engineering, 13(1), 11-19.
  • Skinner, E., Furrer, C., Marchand, G. ve Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology,100(4), 765-781.
  • Stemler, E. S. (2001). Examining school effectiveness at the fourth grade: A hierarchical analysis of the Third International Mathematics and ScienceStudy (TIMSS). Boston College The Graduate School of Education.
  • Tobin, M., Lietz, P., Nugroho, D., Vivekanandan, R., & Nyamkhuu, T. (September 2015). Using large-scale assessments of students’ learning to inform education policy: Insights from the Asia-Pacific region. Melbourne: ACER and Bangkok: UNESCO.
  • Yalçın, S., Demirtaşlı, R.N., Dibek, M.I. ve Yavuz, H.Ç. (2017). The effect of teacher and student characteristics on tımss 2011 mathematics achievement of fourth-and eighth-grade students in Turkey International Journal of Progressive Education, 13(3), 79-94.
  • Yayan, B. (2003). A cross-cultural comparison of mathematics achievement in theThird International Mathematics and Science Study-Repeat (TIMSS-R) (Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi Orta Öğretim Fen ve Matematik Alanları Eğitimi Bölümü, Ankara). http://tez.yok.gov.tr/ adresinden edinilmiştir.
  • Yıldırım, A., Özgürlük, B., Parlak, B., Gönen, E. ve Polat, M. (2016). TIMSS 2015 ulusal matematik ve fen ön raporu. http://timss.meb.gov.tr/wp-content/uploads/TIMSS_2015_Ulusal_Rapor.pdf adresinden edinilmiştir.
  • Yoshino, A. (2012). The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students. Int Rev Educ, 58, 199-219.

Öğrenci, Öğretmen ve Öğretimsel Nitelikler Açısından TIMSS-2015’e Dayalı Olarak Öğrencilerin Sınıflandırılması

Yıl 2018, Cilt: 9 Sayı: 1, 64 - 84, 31.03.2018
https://doi.org/10.21031/epod.364319

Öz

Bu araştırmanın amacı, TIMSS-2015
uygulamasına dayalı olarak, matematik başarısını etkileyebileceğini düşünülen
öğrenci ve öğretmen nitelikleri ile öğretimsel nitelikler açısından dördüncü ve
sekizinci sınıf öğrencilerini sınıflandırarak öğrenci profilleri oluşturmaktır.
Yapılan kümeleme analizi sonucunda dördüncü sınıf düzeyinde üç kümenin ortaya
çıktığı, sekizinci sınıf düzeyinde ise iki kümenin ortaya çıktığı gözlenmiştir.
Dördüncü sınıf düzeyi için bu kümelerin oluşmasında en etkili olan özellikler,
matematik başarısı, öğrenci ve öğretmen nitelikleridir. Öğretmen beyanına
dayalı belirlenen öğretimsel niteliklerin sınıflama işleminde çok az önemli
olduğu bulunmuştur. Sekizinci sınıf düzeyi için ise öğrenci niteliklerinin bu
sınıflamada en etkili faktörler olduğu ancak matematik başarısının ve öğretmen
nitelikleri ile öğretimsel niteliklerin, öğrencilerin sınıflanmasında düşük düzeyde
önemli olduğu görülmüştür. Tanımlanan öğrenci profilleri, öğrenci nitelikleri
açısından her iki sınıf düzeyinde de benzerlik gösterirken; öğretmen
nitelikleri ve öğretimsel nitelikler açısından dördüncü ve sekizinci sınıf
düzeyi için farklılaşmaktadır. Her iki sınıf düzeyinde de matematikte en
başarılı öğrencilerin matematikte kendine güven düzeyi çok düşük, matematik
öğrenmeyi seven, matematik dersindeki öğretimin ilgi çekici olduğunu düşünen,
okula aidiyet hissi yüksek ve akran baskısına çok az maruz kalan öğrenciler
olduğu gözlenmiştir. Matematikte başarı düzeyi düşük öğrencilerin ise
matematikte kendine çok güvenen, matematik öğrenmeyi sevmeyen, matematik
dersindeki öğretimi ilgi çekici olmadığını düşünen, okula aidiyet hissi düşük
ve akran baskısına maruz kalan öğrenciler olduğu görülmektedir.

Kaynakça

  • KAYNAKÇA Akyüz, G. (2006). Investigation of the effect of teacher and class characteristics on mathematics achievement in Turkey and EuropeanUnion Countries. Elementary Education Online, 5(2), 75-86.
  • Berberoğlu, G., Çelebi, Ö., Özdemir, E., Uysal, E., & Yayan, B. (2003). Üçüncü Uluslararası Matematik ve Fen çalışmasında Türk öğrencilerinin başarı düzeylerini etkileyen etmenler. Eğitim Bilimleri ve Uygulama, 2(3),3-14.
  • Blömeke, S., Olsen, R.V. and Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilsen, J.E. Gustafsson (Ed), Teacher quality, ınstructional quality and studentt outcomes, (Volume 2, 21-50). Switzerland: Springer International Publishing.
  • Bos, K., & Kuiper, W. (1999). Modeling TIMSS data in a European comparative perspective: exploring ınfluencing factors on achievement in mathematics ingrade 8. Educational Research and Evaluation, 5 (2), 57-179.
  • Buluç, B. (2014). TIMSS 2011 sonuçları çerçevesinde okul iklimi değişkenine göre öğrencilerin matematik başarı puanlarının analizi. Gazi Üniversitesi EndüstriyelSanatlar Eğitim Fakültesi Dergisi, 33, 105-121.
  • Butakor, P. K. (2016). Hierarchical linear modeling of the relationship between attitudinal and instructional variables and mathematics achievement. International Journal of Research in Education Methodology, 7 (5), 1328-1336.
  • Büyüköztürk, Ş. (2012). Veri analizi el kitabı. Ankara: Pegem.
  • Creemers, B. and Kyriakides, L. (2009). Situational effects of the school factors included in the dynamic model of educational effectiveness . South African Journal of Education, (29), 293-315. Eklöf, H. (2007). Self concept and valuing of mathematics in TIMSS 2003: Scale structure and relation to performance in a swedish setting. Scandinavian Journal of Educational Research, 51(3), 297–313.
  • Ercikan, K., Simon, M. And Oliveri, M.E. (2013). Score compability of multiple language versions of assessments within jurisdictions. In M. Simon, K.Ercikan and
  • M.Rousseau (Ed), Improving large-scale assessment in education, (1st ed., 110-124). New York: Taylor&Francis.
  • Erikson, H. E. (1968). Identity: Youth and crisis. New York: W. W. Norton.
  • Garson, G. D. (2015). Missing value analysis and data ımputation. Ashebora: Statistical.
  • Gustafsson, J.E. and Nilsen, T.( 2016). The impact of school climate and teacher quality on mathematics achievement: A difference-in-difference approach. In T. Nilsen, J.E. Gustafsson (Ed), Teacher Quality, Instructional Quality and Student Outcomes, (Volume 2, 81-95). Switzerland: Springer International Publishing.
  • Hong, H.K. (2012). Trends in Mathematics and Science Performance in 18 Countries: Multiple regression analysis of the cohort effects of TIMSS 1995-2007. EducationPolicy Analysis Archives, 20(33).
  • House J. D. & Telese, J. A. (2008). Relationships between student and ınstructional factors and algebra achievement of students in the United States and Japan: An analysis of TIMSS 2003 data, educational research and evaluation. An International Journal on Theory and Practice, 14(1), 101-112.
  • Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, andmath anxiety across 41 PISA 2003 participating countries. Learning and Individual Differences, 19, 355–365.
  • Little, J. W. (1981).The power of organisational setting, school success and staff development, Washington DC: National Instıtude of Education.
  • Martin, M. O., Mullis, I. V. S. and Hooper, M. (2016). Methods and procedures in TIMSS 2015. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Martin, M.O, Mullis, I.V.S., Foy, P. ve Hooper, M. (2016). TIMSS 2015 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Nilsen, T., Gustafsson, J.E., Blömeke, S. (2016). Conceptual framework and methodology of this report. In T. Nilsen, J.E. Gustafsson (Ed), Teacher quality, ınstructional quality and studentt outcomes, (Volume 2, 1-19). Switzerland: Springer International Publishing.
  • Nortvedt, G.A., Gustafsson, J.E. and Lehre, W. (2016). The importance of instructional quality for the relation between achievement in reading and mathematics. In T. Nilsen, J.E. Gustafsson (Ed), Teacher quality, ınstructional quality and studentt outcomes, (Volume 2, 97-113). Switzerland: Springer International Publishing.
  • Özdamar, K. (2004). Paket programlar ile istatistiksel veri analizi 2. Eskişehir: Kaan Kitabevi.
  • Rousseeuw, P. J. (1987). Silhouettes: A graphical aid to the interpretation and validation of cluster analysis. Journal of Computational and Applied Mathematics, 20, 53-65.
  • Rutkowski, L. and Rutkowski, D. (2016). The relation between studets’ perceptions of instructional quality and bullying victimization. In T. Nilsen, J.E. Gustafsson (Ed), Teacher quality, ınstructional quality and studentt outcomes, (Volume 2, 115-133). Switzerland: Springer International Publishing.
  • Sharkey, J. D., You, S. ve Schnoebelen, K.(2008). Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning. Psychology in the Schools,45(5), 402-418.
  • Shih, M-Y., Jheng, J-W & Lai, L-F. (2010). A two-step method for clustering mixed categroicaland numeric data.Tamkang Journal of Science and Engineering, 13(1), 11-19.
  • Skinner, E., Furrer, C., Marchand, G. ve Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology,100(4), 765-781.
  • Stemler, E. S. (2001). Examining school effectiveness at the fourth grade: A hierarchical analysis of the Third International Mathematics and ScienceStudy (TIMSS). Boston College The Graduate School of Education.
  • Tobin, M., Lietz, P., Nugroho, D., Vivekanandan, R., & Nyamkhuu, T. (September 2015). Using large-scale assessments of students’ learning to inform education policy: Insights from the Asia-Pacific region. Melbourne: ACER and Bangkok: UNESCO.
  • Yalçın, S., Demirtaşlı, R.N., Dibek, M.I. ve Yavuz, H.Ç. (2017). The effect of teacher and student characteristics on tımss 2011 mathematics achievement of fourth-and eighth-grade students in Turkey International Journal of Progressive Education, 13(3), 79-94.
  • Yayan, B. (2003). A cross-cultural comparison of mathematics achievement in theThird International Mathematics and Science Study-Repeat (TIMSS-R) (Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi Orta Öğretim Fen ve Matematik Alanları Eğitimi Bölümü, Ankara). http://tez.yok.gov.tr/ adresinden edinilmiştir.
  • Yıldırım, A., Özgürlük, B., Parlak, B., Gönen, E. ve Polat, M. (2016). TIMSS 2015 ulusal matematik ve fen ön raporu. http://timss.meb.gov.tr/wp-content/uploads/TIMSS_2015_Ulusal_Rapor.pdf adresinden edinilmiştir.
  • Yoshino, A. (2012). The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students. Int Rev Educ, 58, 199-219.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Emine Önen 0000-0002-0398-3191

Yayımlanma Tarihi 31 Mart 2018
Kabul Tarihi 15 Şubat 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 9 Sayı: 1

Kaynak Göster

APA Önen, E. (2018). Öğrenci, Öğretmen ve Öğretimsel Nitelikler Açısından TIMSS-2015’e Dayalı Olarak Öğrencilerin Sınıflandırılması. Journal of Measurement and Evaluation in Education and Psychology, 9(1), 64-84. https://doi.org/10.21031/epod.364319