A Study on Variables that Affect Class Scores of Primary Education Students in Placement Test

Abstract

This study aims to determine the variables that predict class scores which are obtained by adding 70 % of the Placement Test (PT) scores of the primary education sixth and seventh grade students who took it for the first time in the 2007-2008 academic year within the framework of the system of passing to secondary education reorganized by the MNE, 25 % of their end-of-the-year passing grades. The study is of general survey model. The study group consists of students who took the PT in the 2008-2008 educational year. The study group of the study includes 329 primary education sixth graders and 319 seventh graders who were selected among different socio-economic status in Konya. As a result of the study, it was observed that the variables of “attending private teaching center (private teaching center that prepare students for examination) and duration of daily study” are predictors of the class scores of both primary school sixth and seventh graders. Another result of the study, the fact that the variables attending private teaching center and duration of daily study have similar significance for primary education sixth graders and seventh graders indicates that private teaching centers are effective on both class levels

Keywords

• Selection and placement test, private teaching center, mother, father education, parent income, duration of work

İlköğretim Öğrencilerinin Seviye Belirleme Sınavında Aldıkları Sınıf Puanlarına Etki Eden Değişkenlerin İncelenmesi

Abstract

Araştırmada; MEB tarafından yeniden düzenlenen ortaöğretime geçiş sistemi çerçevesinde, ilköğretim altı ve yedinci sınıf öğrencilerinin ilk defa 2007–2008 eğitim-öğretim yılında girdikleri, öğrencilerin SBS puanlarının yüzde 70’i, yılsonu başarı puanlarının yüzde 25’i toplanarak elde edilen sınıf puanlarını yordayan değişkenleri belirlemek amaçlanmaktadır. Araştırma genel tarama modelindedir. Araştırmanın çalışma grubunu; 2007–2008 eğitim-öğretim yılında Konya ilinde SBS’ ye giren farklı sosyo- ekonomik özelliklere sahip öğrenciler arasından seçilen 329 ilköğretim altıncı sınıf ve 319 ilköğretim yedinci sınıf öğrencisi oluşturmaktadır. Đlköğretim altıncı sınıf öğrencilerinden elde edilen puanlar üzerinde yapılan çoklu regresyon analizi sonuçlarından; yordayıcı değişkenlerin birlikte (anne öğrenim durumu, baba öğrenim durumu, dershaneye gitme süresi, günlük çalışma süresi, ailenin aylık geliri) öğrencinin sınıf puanı ile anlamlı bir ilişkisi olduğu görülmektedir. Ayrıca, ilköğretim yedinci sınıf öğrencilerinden elde edilen puanlar üzerinde yapılan çoklu regresyon analizi sonuçlarından; yordayıcı değişkenlerin birlikte, öğrencinin sınıf puanı ile anlamlı bir ilişkisi olduğu tespit edilmiştir

Keywords

• Selection and placement test,private teaching center,mother,father education,parent income,duration of work

References

1. Attaway, N.M., & Bry, B.H. (2004). Parenting style and black adolescents’ academic achievement. Journal of Black Psycholog, 30, 229-247.
2. Bain, H.C., Boersma, F. J.,& Chapman, J. W. (1983). Academic achievement and locus of control in father-absent elementary school children. School Psychology International, 4(2), 69–78.
3. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of selfefficacy beliefs on academic functioning. Child Development, 67, 1206–1222.
4. Bilgin, M. (1990). Ankara Merkez Đlçelerindeki Ortaokullarda Okul ve Ailenin Đşbirliği ve Sorunları[Problems and Collaboration of the School and Parents in county town of Ankara]. A.Ü. Sosyal Bilimler Enstitüsü, Yayınlanmamış Doktora Tezi.
5. Cabrera, N. J., Shannon, J. D. & -LeMonda, C. T. (2007). Fathers' influence on their children's cognitive and emotional development: From toddlers to pre-k. Applied Developmental Science, 11(4), 208 – 213.
6. Campbell, J.R., & Uto, Y. (2002). Educated fathers and mothers have differential effects on overseas Japanese boys' and girls' math achievement. International Journal of Educational Research, 21(7), 697–704.
7. Carneiro, P. (2008). Equality of opportunity and educational achievement in Portugal. Portuguese Economic Journal, 7(1), 17–41.
8. Carpenter, P. (1985). Type of school and academic achievement. Journal of Sociology, 21(2), 219– 236.

9. Cooper, H., Valentine, J. C., & Nye, B. (1999). Relationships between five after-school activities and academic achievement. Journal of Educational Psychology, 91, 369–378.
10. Davis-Kean, P. E. (2005). The influence of parent education and family ıncome on child achievement: the indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294–304.
11. Farrow, S., Tymms, P. & Henderson, B. (1999). Homework and attainment in primary schools. British Educational Research Journal, 25(3), 323–341.
12. Fidan, N., & Erden, M. (1998). Eğitime giriş[Introduction to Education]. Đstanbul: Alkım Kitabevi. Gentilucci, J. L. (2007). Principals' Influence on Academic Achievement: The Student Perspective. NASSP Bulletin, 91(3), 219–236.
13. Gerber, S.B., & Fin, J. D. (2001). Teacher aides and students’ academic achievement. Educational Evaluation and Policy Analysis, 23(2), 123–143.
14. Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36(5), 683–702.
15. Gross, S.J., Mettelman, B. B., Dye, T. D. & Slagle, T.A. (2002). Impact of family structure and stability on academic outcome in preterm children at 10 years of age. The Journal of Pediatrics, 138(2), 169–175.
16. Holmes, M. & Croll, P. (1989). Time spent on homework and academic achievement. Educational Research, 31(1), 36–45.
17. Karaer, H. (2007). Đlköğretim ikinci kademe 8. sınıf öğrencilerinin fen bilgisi dersine yönelik tutumlarının bazı değişkenler açısından incelenmesi[The Study of some variables related to the attitude of 8th grade students of Primary Schools]. Erzincan Eğitim Fakültesi Dergisi, 9– 1.
18. Kelecioğlu, H. (2002). Ortaögretim ögrencilerinin üniversiteve giriş sınavları ve sınavın ögrenimlerine etkisi hakkındaki görüşleri[Interviewing with high school students about the effect of University Entrance Exam and the exam on their education]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 135–144.
19. Kelly, K. (1993). The relation of gender and academic achievement to career self-efficacy and interests. Gifted Child Quarterly, 37(2), 59–64.
20. Kember, D. (1995). Leaming approaches, study time and academic performance. Higher Education, 9(3), 329–343.
21. Kotaman, H. (2008). Türk ana babalarının çocuklarının eğitim öğretimlerine katılım düzeyleri [The degree of cooperation in education for the Turkish parents]. Eğitim Fakültesi Dergisi, 21 (1), 135–149.
22. Ministry of National Education. (2007). Ortaöğretim kurumları seçme sınavı sayısal bilgiler[Statistical information on secondary institutions examination]. Retrieved March 3 2008 from http://oks2007.meb.gov.tr
23. Ministry of National Education. (2008).OKS puanının hesaplanması [Computing the Secondary Education Institutional Exam points]. August 12 2008 Retrieved okulweb.meb.gov.tr/06/21/823666/Documents/OKS.ppt
24. Ministry of National Education. (2008). Ortaöğretime geçiş sistemi, seviye belirleme sınavı ve 6 ve 7’nci sınıflar devlet parasız yatılılık ve bursluluk sınavı e-kılavuzu.[Secondary education transition system, exam of determine the level and 6 and 7 grades examination of boarding and free state scholarship e-guide]. Retrieved February 25 2009 from http://oges.meb.gov.tr/sbs/sbs_kilavuz.htm#210, 25.02.2009.
25. Ministry of National Education. (2009). 2008 SBS (6. ve 7. sınıflar ) istatistiki bilgileri [( 6 and 7. grades) statistical information]. Retrieved March 25 2009 from http://oges.meb.gov.tr/sbs/docs.
26. Smith, E. P., Atkins, J., & Connell, C.M. ( 2003). Family, school, and community factors and relationships to racial–ethnic attitudes and academic achievement. American Journal of Community Psychology, 32,(1/2), 158–173.
27. Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S., & Dornbusch, S.M. (1994).Over-time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 63, 754–770.
28. Stipek, D. J. (1981). Perceived Personal Control and Academic Achievement. Review of Educational Research, 51(1), 101–137.
29. Tezcan, M. (1997). Eğitim sosyolojisi (11. Baskı). [Educational Sociology (11. Edition)] Ankara.
30. Turan, Đ., & Alaz, A. (2007). Özel private teaching centerlerde coğrafya öğretiminin öğrenci görüşleri çerçevesinde değerlendirilmesi [Evaluating geography teaching in private establishments within the terms of student thoughts]. Kastamonu Eğitim Dergisi, 15(1), 279–292.
31. Ünal, A., Önal, M., & Cemaloğlu, N. (2008). The reasons of parents’ directing their children to private courses and effects of changes done in transition to secondary education on student’ attending private courses. Poster session presented at the meeting of the 11. International Conference Further Education in the Balkan Countries, Konya, Turkey.
32. Wagner, P., Schober, B., & Spiel, C. (2008). Time students spend working at home for school. Learning & Instruction, 18(4), 309-320.
33. Yazıcı, Z. (2002). Okul öncesi eğitiminin okul olgunluğu üzerine etkisinin incelenmesi [The study of pre-school education effect on the maturity of school]. Milli Eğitim Dergisi, 155–156.
34. Yenilmez, K., & Duman, A. (2008). Đlköğretimde matematik başarısını etkileyen faktörlere ilişkin öğrenci görüşleri[Interviewing with students about the factors that affect the achievement of mathematic in Primary School]. Sosyal Bilimler Dergisi, 19, 251–268.