TIMSS 2015 ve 2019'da Türkiye'de Fen Başarısını Etkileyen Faktörler

Year 2025, Issue: 28, 213 - 225, 31.07.2025

Merve Seda Yaşar , Ayhan Yilmaz , Eren Ceylan

https://doi.org/10.30786/jef.1637491

Abstract

Bu çalışma, Uluslararası Matematik ve Fen Eğilimleri Araştırması'nın (TIMSS) 2015 ve 2019 döngülerinde Türkiye'deki sekizinci sınıf öğrencilerinin fen yeterlilik düzeyleriyle ilişkili faktörleri araştırmaktadır. Çalışma, TIMSS 2015 ve 2019'dan elde edilen verileri kullanarak, eğitim beklentileri, fen öğretmenlerinin ödev verme sıklığı, okula aidiyet duygusu, fen öğrenmekten keyif alma, fene değer verme ve fene güven gibi faktörler ile öğrencilerin fen yeterlilik düzeyleri arasındaki ilişkileri inceliyor. Araştırma aracı olarak TIMSS 2015 ve 2019 değerlendirmelerine katılan Türkiye'deki sekizinci sınıf öğrencilerinden toplanan fen başarı testleri ve öğrenci anketlerinden elde edilen veriler kullanılmıştır. Örneklem, sekizinci sınıf düzeyinde TIMSS 2015 kapsamında yer alan 6.079 ve TIMSS 2019 kapsamında yer alan 4.077 öğrenciden oluşmaktadır. Elde edilen veriler için lojistik regresyon analizleri yapılmış ve sonuçlar, eğitim beklentileri ve fene duyulan güven gibi faktörlerin öğrencilerin fen yeterlilikleri ile güçlü pozitif ilişkilere sahip olduğunu göstermiştir. Buna karşılık, fen öğretmenlerinin ödev verme sıklığı, okula aidiyet duygusu, fen öğrenmekten keyif alma ve fene değer verme gibi faktörlerin fen yetkinlik düzeyleri ile negatif ilişkiye sahip olduğu bulunmuştur

Keywords

TIMSS , ev ödevi , aidiyet , beklenti , değer , güven.

Ethical Statement

Derginize göndermiş olduğumuz “Factors Influencing Science Achievement in Turkey in TIMSS 2015 and 2019” isimli çalışmamızda, kamuya açık bir kaynak olan Uluslararası Eğitim Başarısını Değerlendirme Derneği (IEA) verileri kullanılmıştır. Bu nedenle, çalışmamız için ayrı bir Etik Kurul İzni alınmasına gerek olmadığını bilgilerinize sunarız.

Factors Influencing Science Achievement in Turkey in TIMSS 2015 and 2019

Abstract

This study investigates the factors associated with the level of science competency among eighth-grade students in Turkey in the 2015 and 2019 cycles of the Trends in International Mathematics and Science Study (TIMSS). Using data obtained from TIMSS 2015 and 2019, the study examines relationships between factors such as educational expectations, frequency of science teachers assigning homework, sense of belonging to school, enjoyment of learning science, valuing science, and confidence in science and students’ science competency levels. Data from science achievement tests and student questionnaires collected from eighth-grade students in Turkey who participated in TIMSS 2015 and 2019 evaluations were used as research instruments. The sample comprised 6,079 students included within the scope of TIMSS 2015, and 4,077 students included in TIMSS 2019 at the eighth-grade level. Logistic regression analyses were performed for the obtained data with results demonstrating that factors such as educational expectations and confidence in science had strong positive relationships with the students’ science competency. In contrast, factors including the frequency of science teachers assigning homework, sense of belonging to school, enjoyment of learning science, and valuing science were found to have negative relationships with science competency levels.

Keywords

TIMSS , homework , belonging , expectations , value , confidence

Supporting Institution

IEA

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