TY  - JOUR
T1  - Öğrenci, Öğretmen ve Öğretimsel Nitelikler Açısından                TIMSS-2015’e Dayalı Olarak Öğrencilerin Sınıflandırılması
TT  - Classification of Students In Terms of Student’s, Teacher’s and Instructional Qualifications Based on TIMSS-2015
AU  - Önen, Emine
PY  - 2018
DA  - March
Y2  - 2018
DO  - 10.21031/epod.364319
JF  - Journal of Measurement and Evaluation in Education and Psychology
JO  - JMEEP
PB  - Association for Measurement and Evaluation in Education and Psychology
WT  - DergiPark
SN  - 1309-6575
SP  - 64
EP  - 84
VL  - 9
IS  - 1
LA  - tr
AB  - Bu araştırmanın amacı, TIMSS-2015uygulamasına dayalı olarak, matematik başarısını etkileyebileceğini düşünülenöğrenci ve öğretmen nitelikleri ile öğretimsel nitelikler açısından dördüncü vesekizinci sınıf öğrencilerini sınıflandırarak öğrenci profilleri oluşturmaktır.Yapılan kümeleme analizi sonucunda dördüncü sınıf düzeyinde üç kümenin ortayaçıktığı, 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 beyanınadayalı belirlenen öğretimsel niteliklerin sınıflama işleminde çok az önemliolduğu bulunmuştur. Sekizinci sınıf düzeyi için ise öğrenci niteliklerinin busınıflamada en etkili faktörler olduğu ancak matematik başarısının ve öğretmennitelikleri ile öğretimsel niteliklerin, öğrencilerin sınıflanmasında düşük düzeydeönemli olduğu görülmüştür. Tanımlanan öğrenci profilleri, öğrenci nitelikleriaçısından her iki sınıf düzeyinde de benzerlik gösterirken; öğretmennitelikleri ve öğretimsel nitelikler açısından dördüncü ve sekizinci sınıfdüzeyi için farklılaşmaktadır. Her iki sınıf düzeyinde de matematikte enbaşarılı öğrencilerin matematikte kendine güven düzeyi çok düşük, matematiköğrenmeyi seven, matematik dersindeki öğretimin ilgi çekici olduğunu düşünen,okula aidiyet hissi yüksek ve akran baskısına çok az maruz kalan öğrencilerolduğu gözlenmiştir. Matematikte başarı düzeyi düşük öğrencilerin isematematikte kendine çok güvenen, matematik öğrenmeyi sevmeyen, matematikdersindeki öğretimi ilgi çekici olmadığını düşünen, okula aidiyet hissi düşükve akran baskısına maruz kalan öğrenciler olduğu görülmektedir.
KW  - Geniş ölçekli testler
KW  - Öğrenci çıktıları
KW  - Matematik başarısı
KW  - Öğretmen kalitesi
N2  - The aim of this study is creating students’profiles by clustering them based on the student and teacher attributions andinstructioanal qualifiactions that could affect their mathematics achievement. Asa result of cluster analysis, it has been observed that, three classes at theforth-grade level have emerged and two classes atthe eight-grade level have emerged. It has been found that the instructionalqualifications determined based on the teachers’ reports have little importanceat this classification. For the eight grade level,it is seen that student attributions as the most important factors at thisclassification but mathematics achievement, teacher attributions andinstructional qualifications are seen as having little effects on thisclassification at the both grade levels, it has been observed that the mostsuccessful students in mathhematics arethe ones; whose confidence level are too low in math, who like learningmath, who think in math lessons engaging teaching is put into practice, whosesense of school belonging are high and who slightly are exposed to peerpressure. On the other hand, it is seen that students with low-level mathachievement are the ones; who have confidence in math so much, who do not likelearning math, who think instruction is not interesting in math lessons, whosesense of school belonging are so low and who are highly exposed to peerpressure.
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UR  - https://doi.org/10.21031/epod.364319
L1  - https://dergipark.org.tr/en/download/article-file/448201
ER  -