Kırsal-Kent Başarı Farkını Açıklayan Öğrenci ve Okul Özellikleri: TIMSS 2019 Analizi

Year 2022, , 335 - 356, 31.12.2022

Safiye Bilican Demir , Özen Yıldırım

https://doi.org/10.52597/buje.1016606

Abstract

Bu araştırmanın amacı kırsaldaki ve kentteki okullarda öğrenci performansını açıklayan öğrenci ve okul özelliklerinin belirlenmesidir. Bu amaçla TIMSS 2019 Türkiye örnekleminde yer alan 4028 öğrenci ve 180 okula ait veriler analiz edilmiştir. Verilerin analizi için örnekleme yapısına uygun olarak aşamalı doğrusal modeller kurulmuş; veriler HLM 7 programı kullanılarak analiz edilmiştir. Elde edilen bulgular, kırsal bölgedeki okulların başarısının kentlere göre düşük olduğunu; sosyoekonomik düzeyin etkisi kontrol edildiğinde bölgeler arası başarı farklarının devam ettiğini göstermiştir. Benzer şekilde okul düzeyi değişkenler modele eklendiğinde okulun bulunduğu bölgenin öğrenci performansı üzerindeki etkisi bir miktar azalmış; öğrencinin fen ve matematikte kendine güven duyması bölgesel başarı farklarını ortadan kaldırma konusunda etkili olmamıştır. Araştırmanın bulguları ilgili literatür bağlamında tartışılmış ve öneriler sunulmuştur.

Keywords

fırsat eşitliği, kırsal-kent okul, başarı farkı

Student and School Characteristics Explaining the Rural- Urban Achievement Gap: TIMSS 2019 Analysis

Abstract

The purpose of the study was to determine student and school characteristics that explain student performance in rural and urban schools. For this purpose, data of 4028 students and 180 schools in the TIMSS 2019 Turkey sample were analyzed. The hierarchical linear models were established in accordance with the sampling structure; The data were analyzed using the HLM 7 program. The findings showed that the success of schools in rural areas is lower than in urbans. When the effect of socio-economic level is controlled, it has been shown that the differences in achievement between regions continue. Similarly, when school level variables were added into the model, the effect of the school region on student performance decreased slightly. However, the student's self-confidence in science and mathematics was not effective in eliminating regional achievement differences. The findings were discussed based on the relevant literature.and recommendations were given.

Keywords

equal opportunity, rural-urban schools, achievement gap, TIMSS 2019

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