Determinants of Academic Achievement in Turkey

Abstract

The relationship of in-school and out-of-school factors with academic achievement has been subject to long-term discussion in the context of educational equality. In Turkey, the achievement gap between schools is relatively high, therefore, examining the factors related to achievement is crucial to the mitigation of these differences. Related studies generally utilize international large-scale assessments and yield results for particular school types. Therefore, the current study aims to determine the factors related to academic achievement by using data from a student population who took the 2020 High School Transition System (LGS). Accordingly, this study is novel in that it examined the factors related to academic achievement in a high-stake test in Turkey. Data analysis used two-level hierarchical linear modeling. The results demonstrated that between-school variance in LGS achievement is relatively low compared with international large-scale assessments, such as the PISA and TIMSS. The variable with the most significant relationship with student achievement is socioeconomic status followed by teacher seniority, school size, and class size. Moreover, the relationships of the student–teacher ratio and participation in in-service training to achievement are nonsignificant. The results highlight the importance of academic support for socioeconomically disadvantaged students.

Keywords

• Academic achievement
• school characteristics
• equality of opportunity
• LGS
• socioeconomic status

Türkiye’de Akademik Başarının Belirleyicileri

Abstract

Eğitimde okul içi ve okul dışı özelliklerin akademik başarı ile ilişkisi uzun süredir eğitimde fırsat eşitliği bağlamında tartışılmaktadır. Okullar arası başarı farklarının görece yüksek olduğu Türkiye’de bu farkların azaltılabilmesi için başarıyla ilişkili faktörlerin belirlenmesi gerekmektedir. Bu amaçla yapılan çalışmalar çoğunlukla PISA ve TIMSS gibi uluslararası başarı izleme araştırmalarını dikkate almış ve belirli okul türlerine yönelik sonuçlar sağlamıştır. Bu çalışmada 2020 yılı Liselere Geçiş Sistemi (LGS) kapsamındaki merkezi sınava katılan tüm öğrencilerin verileri kullanılarak akademik başarıyla ilişkili faktörlerin belirlenmesi amaçlanmıştır. Böylece Türkiye’de yüksek beklentili bir sınavdaki başarıyı açıklayan faktörler ilk kez tüm öğrenci evreni üzerinden belirlenmiştir. Verilerin analizinde öğrenci ve okul olmak üzere iki düzeyli hiyerarşik lineer modelleme kullanılmıştır. Araştırma bulguları, LGS merkezi sınavında okullar arası başarı varyansının, uluslararası başarı izleme çalışmalarına kıyasla düşük olduğunu göstermiştir. Öğrenci başarısı ile en güçlü ilişkiye sahip değişkenin okul sosyoekonomik düzeyi olduğu, bu değişkeni öğretmen kıdemi, okul büyüklüğü ve sınıf büyüklüğünün takip ettiği belirlenmiştir. Öğretmen başına düşen öğrenci sayısı ve hizmet içi eğitime katılım sayısı ise öğrenci başarısı ile anlamlı bir ilişki göstermemiştir. Okul ve öğrenci seviyelerindeki sosyoekonomik düzeyin öğrenci başarısı ile en güçlü ilişkiye sahip olan değişkenler olması, sosyoekonomik açıdan dezavantajlı öğrencilerin ihtiyaç duyduğu akademik desteklerin önemini ortaya koymaktadır.

Keywords

• Akademik başarı
• okul özellikleri
• eğitimde fırsat eşitliği
• LGS
• sosyoekonomik düzey

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