The Effect of Teaching quality and teaching practices on PISA 2012 Mathematics Achievement of Turkish Students

Year 2018, Volume: 5 Issue: 4, 645 - 658, 16.12.2018

Safiye Bilican Demir

https://doi.org/10.21449/ijate.463409

Cited By: 4

Abstract

The purpose of this research is to explore the relationship mathematics teaching qualification and teaching activities with mathematics scores of 8th grade Turkish students who participated in PISA (Program for International Student Assessment) 2012 using Hierarchical Linear Modeling. PISA 2012 mathematics literacy test and student questionnaire were used to collect data and these were obtained from the official website of PISA. In this study, random effects one-way ANOVA and random coefficient regression model were developed to analyze the data. The results of the research show that there are significant differences in terms of mathematics literacy between schools. It also indicates that while the increase in the student-centered instructions within the context of classroom activities decreased students’ mathematics literacy scores, teachers’ frequency of activating cognitive processes and a good disciplined environment increased students’ mathematics literacy skill. The impacts of significant variables were discussed and implications for further research were provided.

Keywords

PISA, Mathematical literacy, Teaching quality, Teaching practices, Hierarchical Linear Modeling

The Effect of Teaching quality and teaching practices on PISA 2012 Mathematics Achievement of Turkish Students

Abstract

The purpose of this research is to explore the relationship
mathematics teaching qualification and teaching activities with mathematics scores
of 8th grade Turkish students who participated in PISA (Program for International
Student Assessment) 2012 using Hierarchical Linear Modeling. PISA 2012 mathematics
literacy test and student questionnaire were used to collect data and these were
obtained from the official website of PISA. In this study, random effects one-way ANOVA and random coefficient
regression model were developed to analyze the data. The results of the research
show that there are significant differences
in terms of mathematics literacy between schools. It also indicates that while the
increase in the student-centered instructions within the context of classroom activities
decreased students’ mathematics literacy scores, teachers’ frequency of activating
cognitive processes and a good disciplined environment increased students’ mathematics
literacy skill. The impacts of significant variables were discussed and implications
for further research were provided.

Keywords

PISA, Mathematical literacy, Teaching quality, Teaching practices, Hierarchical Linear Modeling

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