Ekonomik ve kültürel bağlam okuma başarısında önemli mi? Okuma başarısı ile ilişkili öğrenci, okul ve ülke düzeyi değişkenlerin incelenmesi

Abstract

Bu araştırmada, dördüncü sınıf öğrencilerinin okuma başarısını etkileyen öğrenci, okul ve ülke faktörlerinin incelenmesi amaçlanmıştır. Bu doğrultuda PIRLS 2021’de yer alan veriler arasından öğrenci ve okul düzeyindeki değişkenler belirlenmiş ve bu değişkenlerle ilgili veriler analize dahil edilmiştir. Ayrıca, ülkelerin gelirlerinin bireylere dağılımları ile ilgili GINI, gayri safi milli hasılanın eğitime ayrılan yüzdesi (EDGDP) ve Hofstede’nin kültürel boyut teorisinden hareketle eğitimle ilişkili olan alt boyutlar da ülke düzeyinde değişkenler olarak ele alınmıştır. Ülke, okul ve öğrenci düzeyi ile ilgili çeşitli değişkenlerin okuma başarısıyla ilişkisini incelemek amaçlandığından araştırmada yöntem olarak ilişkisel tarama modeli benimsenmiş ve veriler hiyerarşik bir yapıda olduğu için istatistiksel analizlerde hiyerarşik lineer modelleme tekniği kullanılmıştır. Analizler sonucunda öğrenci düzeyi boyutunda öğrenci zorbalığı, okumayı sevme, kendinden emin okuma, öğrenme için ev kaynakları ve evdeki dijital araçlar değişkenlerinin okuma başarısını yordadığı bulgulanmıştır. Bu değişkenlere ilaveten okul düzeyinde değişkenlerin eklenmesi ile yapılan analizler sonucunda ise akademik başarı üzerine okulun etkisi ve okul disiplini değişkenlerinin okuma başarısını yordadığı tespit edilmiştir. Öğrenci ve okul düzeyi ile ilgili değişkenler eklenerek ülke düzeyinde ele alınan değişkenlerden de ülkelerin uzun dönem-kısa dönem ve belirsizlikten kaçınma düzeyleri okuma başarısını yordadığı belirlenmiştir.

Keywords

• Okuma başarısı
• Ekonomik faktörler
• Kültür

Is economic and cultural context important in reading success? Examining the variables of student, school and country levels related to reading achievement

Abstract

In this study, it was aimed to examine the student, school and country factors affecting the reading achievement of fourth grade students. In this direction, student and school level variables were determined from the data in PIRLS 2021 and the data related to these variables were included in the analysis. In addition, GINI, which is related to the distribution of income of countries to individuals, the percentage of gross national product allocated to education (GNPDP) and the sub-dimensions related to education based on Hofstede's cultural dimension theory are also considered as country-level variables. As a result of the analyses, it was found that student bullying, liking to read, confident reading, home resources for learning and digital tools at home predicted reading achievement at the student level. In addition to these variables, as a result of the analysis conducted with the addition of school level variables, it was determined that the effect of school on academic achievement and school discipline variables predicted reading achievement. Among the variables considered at the country level by adding variables related to student and school level, it was determined that the long-term-short-term and uncertainty avoidance levels of countries predicted reading achievement.

Keywords

• Reading achievement
• Economic factors
• Culture

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