Türkiye'de Matematik Performansının Yordayıcılarının Belirlenmesi: PISA 2022'nin Düşük ve Yüksek Performans Gösteren Öğrenciler İçin Etkileri

Abstract

Bu çalışmanın amacı, PISA 2022 Türkiye örneklemindeki öğrenciler arasında düşük ve yüksek matematik performansını öngören değişkenleri belirlemek ve bu değişkenlerin her grup içinde nasıl işlediğini araştırmaktır. Korelasyonel bir yöntem kullanılarak yapılan çalışmada, öğrencilerin okul, sosyal ve duygusal beceriler, akademik ortam ve duygular ile aile ve sosyoekonomik statü algılarının regresyon analizine dayanarak, düşük ve yüksek matematik performans gösterenler arasında başarı seviyelerini öngören değişkenlerin farklılık gösterdiği bulunmuştur. Dersin disiplin ortamı, merak ve kendini güvende hissetme gibi faktörler yüksek performans gösteren öğrencilerin başarısını önemli ölçüde öngörürken, merak, empati, sabır ve sosyoekonomik statü gibi özellikler de düşük performans gösteren öğrencilerin başarısını önemli ölçüde öngörmüştür. Ayrıca, Chow Testi düşük ve yüksek başarı gruplarına yönelik regresyon analizlerinin önemli olduğunu ve grupların ayrı ayrı değerlendirilmesi gerektiğini gösterdi. Çalışma sonuçları, çok sayıda değişkenin öğrencilerin matematik performansını etkilediğini, düşük ve yüksek başarı gösterenler için yordayıcıların farklı olduğunu ve öğrencilerin başarı seviyelerini analiz ederken bunun dikkate alınması gerektiğini göstermektedir.

Keywords

• PISA 2022
• Matematik Performansı
• Başarı Farkları

Determining the Predictors of Mathematics Performance in Türkiye: Implications for Low and High Performing Learners from PISA 2022

Abstract

The purpose of this study is to identify the variables that predict low and high mathematics performance among learners in the PISA 2022 Türkiye sample and to investigate how these variables operate within each group. Using a correlational method, the study found that, based on regression analysis of learners' perceptions of school, social and emotional skills, academic environment, and emotions, as well as family and socioeconomic status, the variables predicting achievement levels differ between low and high math performers. While factors such as the disciplinary environment of the course, curiosity, and feeling secure significantly predicted the achievement of high-performing learners, traits like curiosity, empathy, patience, and socioeconomic status were also significant predictors of low-performing learners. Furthermore, the Chow Test indicated that the regression analyses for the low- and high-achievement groups were substantial, suggesting that the groups should be evaluated separately. The study results show that numerous variables influence learners' math performance, the predictors for low and high achievers differ, and this should be considered when analysing learners' achievement levels.

Keywords

• PISA 2022
• Mathematics Performance
• Achievement Gaps.

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