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Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample

Year 2022, Volume 13, Issue 2, 145 - 163, 30.06.2022
https://doi.org/10.21031/epod.798106

Abstract

The purpose of this study was to examine the variables that explain science literacy with the answers given by Turkish students to the Program for International Student Assessment (PISA) 2015 student questionnaire. The Turkish sample of the research, which was conducted in a relational scanning model, is composed of 5895 students selected through a stratified sampling design. The sample of the study consists of 3052 people who remained after the data containing missing values were removed. In this study, Chi-squared Automatic Interaction Detection (CHAID) method, which is one of the data mining decision tree algorithms, was used for data analysis. As a result of the analysis, it was concluded that the variable that best explains the science literacy of Turkish students is “the number of books in the home”. Other variables explaining the science literacy of Turkish students were also investigated in detail. In the research, gain values were examined to determine the most effective node in separating successful and unsuccessful students. As a result, it was seen that the most effective node consisted of students with science self-efficacy among students who had more than 200 books at home, and those who had more than 40 course hours in a week at school.

References

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Year 2022, Volume 13, Issue 2, 145 - 163, 30.06.2022
https://doi.org/10.21031/epod.798106

Abstract

References

  • Acar, T., & Öğretmen, T. (2012). Çok düzeyli istatistiksel yöntemler ile 2006 PISA fen bilimleri performanslarının incelenmesi [Analysis of 2006 PISA Science Performance via Multilevel Statistical Methods]. Eğitim ve Bilim, 37(163), 178-189. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1040/346
  • Acısu, S. (2002). Koruma altında olan lise ve meslek lisesi öğrencilerinin mesleki olgunluk düzeylerinin bazı değişkenlere göre incelenmesi [Vocational maturity level of high school and vocational high school students who are under the protection of SHÇEK] (Thesis No. 113167) [Unpublished master’s thesis, Gazi University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Akpullukçu, S. (2011). Fen ve teknoloji dersinde araştırmaya dayalı öğrenme ortamının öğrencilerin akademik başarı, hatırda tutma düzeyi ve tutumlarına etkisi [The effect of inquiry based learning environment in science and technology course on the students? academic achivements, attitudes and retention level] (Thesis No. 286479) [Master’s thesis, Dokuz Eylül University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Aksu, G., & Karaman, H. (2016). CHAID Analizi (Otomatik Ki-Kare Etkileşim Belirleme Analizi) [CHAID Analysis (Automatic Chi-Square Interaction Determination Analysis)]. C. O. Güzeller (Ed.), Herkes için çok değişkenli istatistik [Multivariate statistics for everyone] (s. 245-266). Maya Akademi.
  • Anagün, Ş. S. (2008). İlköğretim beşinci sınıf öğrencilerinde yapılandırmacı öğrenme yoluyla fen okuryazarlığının geliştirilmesi: Bir eylem araştırması [Improving scientific literacy levels of the fifth grade students by constructivist learning: An action research] (Thesis No. 229235) [Doctoral dissertation, Anadolu University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Anagün, Ş. S. (2011). PISA 2006 sonuçlarına göre öğrenme-öğretme süreci değişkenlerinin öğrencilerin fen okuryazarlığına etkisi [The impact of teaching-learning process variables to the students’ scientific literacy levels based on PISA 2006 results]. Eğitim ve Bilim, 36(162), 84-102. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/503
  • Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14(2), 233-259. https://doi.org/10.1007/s11218-010-9144-9
  • Aslanoğlu, A. E., (2007). PIRLS 2001 Türkiye verilerine göre 4. Sınıf öğrencilerinin okuduğunu anlama becerileriyle ilişkili faktörler [Factors related to the reading comprehension skills of 4th grade students according to data of PIRLS 2001 Turkey] (Thesis No. 234226) [Doctoral dissertation, Ankara University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Atun, T. (2016). Sorgulamaya dayalı fen öğretiminin 5. Sınıf öğrencilerinde öğrenmeye yönelik öz düzenleme becerileri gelişimine etkisi [Effect of inquiry based science teaching on self-regulated learning skills development in 5th grade students] (Thesis No. 435232) [Master’s thesis, Hacettepe University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Bacanlı, F., & Sürücü, M. (2011). İlköğretim öğrencilerinin kariyer gelişimleri ile ebeveyne bağlanmaları arasındaki ilişkilerin incelenmesi [An examination of the relationships between attachment to parent and career development of elementary school students]. Türk Eğitim Bilimleri Dergisi, 9(4), 679-700. https://dergipark.org.tr/tr/pub/tebd/issue/26098/274983
  • Bal, P. N. (1998). Ergenlik döneminde mesleki karar verme olgunluğunun incelenmesi ve mesleki karar verme eğitim programının etkisinin araştırılması [Investigation of professional decision making maturity in adolescence and investigation of the effect of vocational decision making education program] (Thesis No. 81253) [Unpublished doctoral dissertation, Marmara University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Berg, C. A. R., Bergendahl, C. V. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education, 25(3), 351–372. https://doi.org/10.1080/09500690210145738
  • Brown, G., & Micklewright, J. (2004). Using international surveys of achievement and literacy: A wiev from the outside. Montreal, Rome: UNESCO Institute for Statistics.
  • Can, A., & Taylı, A. (2014). Ortaokul öğrencilerinin kariyer gelişimlerinin incelenmesi [An examinatıon of the career developments of primary school students in the second stage]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 321-346. https://dergipark.org.tr/tr/download/article-file/16810
  • Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75(2), 203-221. https://doi.org/10.1348/000709904X22683
  • Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175–218. https://doi.org/10.1002/sce.10001
  • Chiu, M. M. (2007). Families, economies, cultures, and science achievement in 41 countries: Country-school and student-level analyses. Journal of Family Psychology, 21(3), 510–519. https://doi.org/10.1037/0893-3200.21.3.510
  • Çalışkan, M. (2008). The impact of school and student related factors on scientific literacy skills in the programme for international student assessment-PISA 2006 (Thesis No. 176784) [Unpublished doctoral dissertation, Middle East Technical University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Çeçen, Y. (2015). Sosyokültürel ve sosyoekonomik değişkenlerin PISA fen okuryazarlığını yordama gücünün yıllara göre incelenmesi [Examination of the predictive powers of socio-cultural and socio-economic variables for PISA science literacy by years] (Thesis No. 426119) [Unpublished master’s thesis, İstanbul Aydın University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Çelebi, Ö. (2010). A cross-cultural comparison of the effect of human and physical resources on students’scientific literacy skills in the Programme for International Student Assessment (PISA) 2006 (Thesis No. 285726) [Unpublished doctoral dissertation, Middle East Technical University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
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Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Şerife ZEYBEKOĞLU> (Primary Author)
ANKARA UNIVERSITY
0000-0002-0378-263X
Türkiye


Hakan KOĞAR>
AKDENIZ UNIVERSITY
0000-0001-5749-9824
Türkiye

Publication Date June 30, 2022
Published in Issue Year 2022, Volume 13, Issue 2

Cite

Bibtex @research article { epod798106, journal = {Journal of Measurement and Evaluation in Education and Psychology}, issn = {1309-6575}, eissn = {1309-6575}, address = {}, publisher = {Eğitimde ve Psikolojide Ölçme ve Değerlendirme Derneği}, year = {2022}, volume = {13}, number = {2}, pages = {145 - 163}, doi = {10.21031/epod.798106}, title = {Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample}, key = {cite}, author = {Zeybekoğlu, Şerife and Koğar, Hakan} }
APA Zeybekoğlu, Ş. & Koğar, H. (2022). Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample . Journal of Measurement and Evaluation in Education and Psychology , 13 (2) , 145-163 . DOI: 10.21031/epod.798106
MLA Zeybekoğlu, Ş. , Koğar, H. "Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample" . Journal of Measurement and Evaluation in Education and Psychology 13 (2022 ): 145-163 <https://dergipark.org.tr/en/pub/epod/issue/71014/798106>
Chicago Zeybekoğlu, Ş. , Koğar, H. "Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample". Journal of Measurement and Evaluation in Education and Psychology 13 (2022 ): 145-163
RIS TY - JOUR T1 - Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample AU - ŞerifeZeybekoğlu, HakanKoğar Y1 - 2022 PY - 2022 N1 - doi: 10.21031/epod.798106 DO - 10.21031/epod.798106 T2 - Journal of Measurement and Evaluation in Education and Psychology JF - Journal JO - JOR SP - 145 EP - 163 VL - 13 IS - 2 SN - 1309-6575-1309-6575 M3 - doi: 10.21031/epod.798106 UR - https://doi.org/10.21031/epod.798106 Y2 - 2022 ER -
EndNote %0 Journal of Measurement and Evaluation in Education and Psychology Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample %A Şerife Zeybekoğlu , Hakan Koğar %T Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample %D 2022 %J Journal of Measurement and Evaluation in Education and Psychology %P 1309-6575-1309-6575 %V 13 %N 2 %R doi: 10.21031/epod.798106 %U 10.21031/epod.798106
ISNAD Zeybekoğlu, Şerife , Koğar, Hakan . "Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample". Journal of Measurement and Evaluation in Education and Psychology 13 / 2 (June 2022): 145-163 . https://doi.org/10.21031/epod.798106
AMA Zeybekoğlu Ş. , Koğar H. Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample. JMEEP. 2022; 13(2): 145-163.
Vancouver Zeybekoğlu Ş. , Koğar H. Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample. Journal of Measurement and Evaluation in Education and Psychology. 2022; 13(2): 145-163.
IEEE Ş. Zeybekoğlu and H. Koğar , "Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample", Journal of Measurement and Evaluation in Education and Psychology, vol. 13, no. 2, pp. 145-163, Jun. 2022, doi:10.21031/epod.798106