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An Investigation of the Differences between Students in Low and High Achieving Schools and between Female and Male Students based on Motivational and Cognitive Variables in Turkey

Year 2017, Volume: 6 Issue: 1, 500 - 518, 30.03.2017

Abstract

Students
in low achieving and students in high achieving schools were compared based on
attitudes towards science, epistemological beliefs, metacognition, views on
science teaching, and socio-economic status in the present study. Besides girls
and boys were compared both in high and low achieving schools based on these
variables. Results of this study showed that students in high achieving schools
outperformed their peers in low achieving schools on all of these measures. In
addition     girls stated more positive
epistemological beliefs and views on science teaching and had higher science
achievement than boys in high achieving schools. On the other hand, it was
found that girls had more positive metacognitive skills than boys in low
achieving schools. Implications regarding science education were discussed
according to these findings.   


References

  • Alacacı, C., Erbaş, A. K. (2010). Unpacking the inequality among Turkish schools: Findings from PISA 2006. International Journal of Educational Development, 30(2), 182–192.
  • Atalmis, E. H., Avgin, S. S., Demir, P., & Yildirim, B. (2016). Examination of science achievement in the 8th grade level in Turkey in terms of national and international exams depending upon various variables. Journal of Education and Practice, 7(10), 2016.
  • Atar, H. Y. (2014). Multilevel effects of teacher characteristics on TIMSS 2011 science achievement. Education and Science, 39(172), 121-137.
  • Author (2016). [Details were removed for peer review].
  • Author et al. (2015a). [Details were removed for peer review].
  • Author et al. (2015b). [Details were removed for peer review].
  • Aypay, A., Erdoğan, M., & Sözer, M. A. (2007). Variation among schools on classroom practices in science based on TIMSS-1999 in Turkey. Journal of Research in Science Teaching, 44(10), 1417-1435.
  • Berberoğlu, G., Çelebi, Ö., Özdemir, E., Uysal, E., & Yayan, B. (2003). Factors effecting achievement level of Turkish students in the third international mathematics and science study (TIMSS). Educational Sciences and Practice, 2(3), 3-14.
  • Bulunuz, N., Bulunuz, M., Karagoz, F. & Tavsanli, Ö.F. (2016). Achievement levels of middle school students in the standardized science and technology exam and formative assessment probes: A comparative study. Journal of Education in Science, Environment and Health (JESEH), 2(1), 33-50.
  • Bursal, M. (2013). Longitudinal investigation of elementary students’ science academic achievement in 4-8th grades: Grade level and gender differences. Educational Sciences: Theory & Practice, 13(2), 1151-1156.
  • Ceylan, E., & Berberoglu, G. (2007). Factors related with students’ science achievement: A modeling study. Education and Science, 32(144), 36-48.
  • Dincer, M. A., & Uysal, G. (2010). The determinants of student achievement in Turkey. International Journal of Educational Development, 30(6), 592-598.
  • Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı. (2009). ÖBBS 2008: İlköğretim öğrencilerinin başarılarının belirlenmesi: Fen ve teknoloji raporu. Ankara: Earged.
  • Engin-Demir, C. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development, 29, 17-29.
  • Gevrek, Z. E., & Seiberlich, R. R. (2014). Semiparametric decomposition of the gender achievement gap: An application for Turkey. Labour Economics, 31, 27-44.
  • Jocz, J. A., Zhai, J., & Tan, A. L. (2014). Inquiry learning in the Singaporean context: Factors affecting student interest in school science. International Journal of Science Education, 36(15), 2596-2618.
  • Kalender, I., & Berberoglu, G. (2009). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, 31(10), 1379-1394.
  • Kind, P. M., & Barmby, P. (2010). Defending the attitude scales. In I. M. Saleh & M. S. Khine (Eds.), Attitude Research in Science Education: Classic and Contemporary Measurements. Charlotte, NC: Information Age Publishing.
  • Kind, P., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871-893.
  • Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students’ epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-256.
  • Milli Eğitim Bakanlığı. (2006). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. sınıflar) Öğretim Programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2016). Uluslararası öğrenci değerlendirme programı: PISA 2015 ulusal raporu. Millî Eğitim Bakanlığı, Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü, Ankara.
  • Ozel, M., Caglak, S., & Erdogan, M. (2013). Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006. Learning and Individual Differences, 24, 73-82.
  • Önal, S. İ. (2015). TIMSS 2011 cross country comparisons: Relationship between student- and teacher-level factors and 8th grade students’ science achievement and attitude toward science. Unpublished doctoral thesis, Middle East Technical University, Ankara.
  • Özdemir, E. (2003). Modeling of the factors affecting science achievement of eighth grade Turkish students based on the third international mathematics and science study-repeat (TIMMS-R) data. Unpublished master dissertation, The Middle East Technical University, Ankara.
  • Özmusul, M. (2012). Upper primary school students’ views towards scientific knowledge: An analysis for information literacy. Elementary Education Online, 11(3), 629-645.
  • Sandoval, W. A., & Morrison, K. (2003). High school students’ ideas about theories and theory change after a biology inquiry unit. Journal of Research in Science Teaching, 40(4), 369-392.
  • Schommer-Aikins, M., & Duell, O. K. (2013). Domain specific and general epistemological beliefs their effects on mathematics. Revista de Investigación Educativa, 31(2), 317-330.
  • Schommer-Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105(3), 289-304.
  • Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children's knowledge and regulation of cognition. Contemporary educational psychology, 27(1), 51-79.
  • Stark, R., & Gray, D. (1999). Gender preferences in learning science. International Journal of Science Education, 21(6), 633-643.
  • The Organisation for Economic Co-operation and Development. (2006). OECD programme for international student assessment 2006: Student questionnaire. Retrieved on 17-October 2013, at URL: http://pisa2006.acer.edu.au/downloads.php.
  • The Organisation for Economic Co-operation and Development. (2014). PISA 2012 results: What students know and can do – Student performance in mathematics, reading and science (Volume I, Revised edition, February 2014). OECD Publishing.
  • The Organisation for Economic Co-operation and Development. (2016). PISA 2015 results (Volume I): Excellence and equity in education. OECD Publishing.
  • Topcu, M. S., & Yilmaz-Tuzun, O. (2007). Relationships among elementary school students’ epistemological beliefs, metacognitive skills, and constructivist learning environment perceptions. American Educational Research Association (AERA), April 9-13, Chicago, USA.
  • Topçu, M. S., & Yılmaz-Tüzün, Ö. (2009). Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676-693.
  • Topçu, M. S., Erbilgin, E., & Arıkan, S. (2016). Factors predicting Turkish and Korean students’ science and mathematics achievement in TIMSS 2011. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1711-1737.
  • Türk Eğitim Derneği. (2014). PISA 2012: Türkiye üzerine değerlendirme ve öneriler. Ankara: Tedmem.
  • Yetişir, M. İ. (2014). The multilevel effects of student and classroom factors on the science achievement of eight graders in Turkey. Education and Science, 39(172), 108-120.

Türkiye’de Az ve Çok Başarılı Okullardaki Öğrencilerin ve Kız-Erkek Öğrencilerin Duyuşsal ve Bilişsel Değişkenler Açısından Farklarının İncelenmesi

Year 2017, Volume: 6 Issue: 1, 500 - 518, 30.03.2017

Abstract

Bu çalışmada çok başarılı ve az başarılı okullarda okuyan öğrenciler; fene karşı olan tutumları, epistemolojik inançları, üst-bilişsel becerileri, fen öğretimiyle ilgili görüşleri ve sosyo-ekonomik statüleri açısından karşılaştırılmışlardır. Ayrıca kız ve erkek öğrenciler, hem çok başarılı hem de az başarılı okullarda bu değişkenler açısından karşılaştırılmıştır. Çalışmanın sonuçları, çok başarılı okullarda okuyan öğrencilerin bu değişkenlerin hepsinde az başarılı okullarda okuyan akranlarına göre daha yüksek puan elde ettiğini göstermiştir. Ayrıca çok başarılı okullarda kız öğrenciler erkek öğrencilerden daha olumlu epistemolojik inanç ve fen öğretimiyle ilgili görüş belirtmiş ve yüksek fen başarısı elde etmiştir. Diğer taraftan az başarılı okullarda kız öğrencilerin erkek öğrencilere göre daha olumlu üst-bilişsel becerilerinin olduğu bulunmuştur. Bu sonuçlar çerçevesinde fen eğitimiyle ilgili gerekli tavsiyeler yapılmıştır. 

References

  • Alacacı, C., Erbaş, A. K. (2010). Unpacking the inequality among Turkish schools: Findings from PISA 2006. International Journal of Educational Development, 30(2), 182–192.
  • Atalmis, E. H., Avgin, S. S., Demir, P., & Yildirim, B. (2016). Examination of science achievement in the 8th grade level in Turkey in terms of national and international exams depending upon various variables. Journal of Education and Practice, 7(10), 2016.
  • Atar, H. Y. (2014). Multilevel effects of teacher characteristics on TIMSS 2011 science achievement. Education and Science, 39(172), 121-137.
  • Author (2016). [Details were removed for peer review].
  • Author et al. (2015a). [Details were removed for peer review].
  • Author et al. (2015b). [Details were removed for peer review].
  • Aypay, A., Erdoğan, M., & Sözer, M. A. (2007). Variation among schools on classroom practices in science based on TIMSS-1999 in Turkey. Journal of Research in Science Teaching, 44(10), 1417-1435.
  • Berberoğlu, G., Çelebi, Ö., Özdemir, E., Uysal, E., & Yayan, B. (2003). Factors effecting achievement level of Turkish students in the third international mathematics and science study (TIMSS). Educational Sciences and Practice, 2(3), 3-14.
  • Bulunuz, N., Bulunuz, M., Karagoz, F. & Tavsanli, Ö.F. (2016). Achievement levels of middle school students in the standardized science and technology exam and formative assessment probes: A comparative study. Journal of Education in Science, Environment and Health (JESEH), 2(1), 33-50.
  • Bursal, M. (2013). Longitudinal investigation of elementary students’ science academic achievement in 4-8th grades: Grade level and gender differences. Educational Sciences: Theory & Practice, 13(2), 1151-1156.
  • Ceylan, E., & Berberoglu, G. (2007). Factors related with students’ science achievement: A modeling study. Education and Science, 32(144), 36-48.
  • Dincer, M. A., & Uysal, G. (2010). The determinants of student achievement in Turkey. International Journal of Educational Development, 30(6), 592-598.
  • Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı. (2009). ÖBBS 2008: İlköğretim öğrencilerinin başarılarının belirlenmesi: Fen ve teknoloji raporu. Ankara: Earged.
  • Engin-Demir, C. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development, 29, 17-29.
  • Gevrek, Z. E., & Seiberlich, R. R. (2014). Semiparametric decomposition of the gender achievement gap: An application for Turkey. Labour Economics, 31, 27-44.
  • Jocz, J. A., Zhai, J., & Tan, A. L. (2014). Inquiry learning in the Singaporean context: Factors affecting student interest in school science. International Journal of Science Education, 36(15), 2596-2618.
  • Kalender, I., & Berberoglu, G. (2009). An assessment of factors related to science achievement of Turkish students. International Journal of Science Education, 31(10), 1379-1394.
  • Kind, P. M., & Barmby, P. (2010). Defending the attitude scales. In I. M. Saleh & M. S. Khine (Eds.), Attitude Research in Science Education: Classic and Contemporary Measurements. Charlotte, NC: Information Age Publishing.
  • Kind, P., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871-893.
  • Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students’ epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-256.
  • Milli Eğitim Bakanlığı. (2006). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. sınıflar) Öğretim Programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2016). Uluslararası öğrenci değerlendirme programı: PISA 2015 ulusal raporu. Millî Eğitim Bakanlığı, Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü, Ankara.
  • Ozel, M., Caglak, S., & Erdogan, M. (2013). Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006. Learning and Individual Differences, 24, 73-82.
  • Önal, S. İ. (2015). TIMSS 2011 cross country comparisons: Relationship between student- and teacher-level factors and 8th grade students’ science achievement and attitude toward science. Unpublished doctoral thesis, Middle East Technical University, Ankara.
  • Özdemir, E. (2003). Modeling of the factors affecting science achievement of eighth grade Turkish students based on the third international mathematics and science study-repeat (TIMMS-R) data. Unpublished master dissertation, The Middle East Technical University, Ankara.
  • Özmusul, M. (2012). Upper primary school students’ views towards scientific knowledge: An analysis for information literacy. Elementary Education Online, 11(3), 629-645.
  • Sandoval, W. A., & Morrison, K. (2003). High school students’ ideas about theories and theory change after a biology inquiry unit. Journal of Research in Science Teaching, 40(4), 369-392.
  • Schommer-Aikins, M., & Duell, O. K. (2013). Domain specific and general epistemological beliefs their effects on mathematics. Revista de Investigación Educativa, 31(2), 317-330.
  • Schommer-Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105(3), 289-304.
  • Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children's knowledge and regulation of cognition. Contemporary educational psychology, 27(1), 51-79.
  • Stark, R., & Gray, D. (1999). Gender preferences in learning science. International Journal of Science Education, 21(6), 633-643.
  • The Organisation for Economic Co-operation and Development. (2006). OECD programme for international student assessment 2006: Student questionnaire. Retrieved on 17-October 2013, at URL: http://pisa2006.acer.edu.au/downloads.php.
  • The Organisation for Economic Co-operation and Development. (2014). PISA 2012 results: What students know and can do – Student performance in mathematics, reading and science (Volume I, Revised edition, February 2014). OECD Publishing.
  • The Organisation for Economic Co-operation and Development. (2016). PISA 2015 results (Volume I): Excellence and equity in education. OECD Publishing.
  • Topcu, M. S., & Yilmaz-Tuzun, O. (2007). Relationships among elementary school students’ epistemological beliefs, metacognitive skills, and constructivist learning environment perceptions. American Educational Research Association (AERA), April 9-13, Chicago, USA.
  • Topçu, M. S., & Yılmaz-Tüzün, Ö. (2009). Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676-693.
  • Topçu, M. S., Erbilgin, E., & Arıkan, S. (2016). Factors predicting Turkish and Korean students’ science and mathematics achievement in TIMSS 2011. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1711-1737.
  • Türk Eğitim Derneği. (2014). PISA 2012: Türkiye üzerine değerlendirme ve öneriler. Ankara: Tedmem.
  • Yetişir, M. İ. (2014). The multilevel effects of student and classroom factors on the science achievement of eight graders in Turkey. Education and Science, 39(172), 108-120.
There are 40 citations in total.

Details

Journal Section Articles
Authors

Ömer Acar

Publication Date March 30, 2017
Published in Issue Year 2017 Volume: 6 Issue: 1

Cite

APA Acar, Ö. (2017). Türkiye’de Az ve Çok Başarılı Okullardaki Öğrencilerin ve Kız-Erkek Öğrencilerin Duyuşsal ve Bilişsel Değişkenler Açısından Farklarının İncelenmesi. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 6(1), 500-518. https://doi.org/10.15869/itobiad.287856

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