Determination of the Relationship between the Students’ “Mathematical Literacy” and “Home and School Educational Resources” in Program for International Student Assessment - (PISA 2012)

Year 2017, Volume: 13 Issue: 1, 94 - 109, 16.04.2017

Meltem Acar Güvendir

https://doi.org/10.17860/mersinefd.305762

Cited By: 4

Abstract

The purpose of the study is to
examine how home (desk, private
study room, a quiet place to study, computer, internet connectivity, textbook,
and DVD player) and school educational resources (public or private, school
location, class size, shortage of mathematics teachers, instructional
materials, Internet connection, library materials, buildings and grounds,
heating, cooling and lighting) are related to students’ mathematical
literacy in PISA 2012. The students in Turkey who attended PISA 2012
form the sample of this study. The sample of the study involves 4308 students
and 157 schools. (Turkish sample of PISA 2012 consists of 4848 students from
170 schools, but in this study, missing values in 13 schools were removed from
the analysis before hierarchical linear modeling was done). Hierarchical linear
model (HLM) was used for data analysis. The variables at student level (Level
1) which are related to mathematical literacy are having a study desk,
computer, textbook, and DVD player.
According to the results when the students have a study desk, computer,
textbook, and DVD player, their
mathematical literacy increases. The variable at school level (Level 2), which is related to mathematical
literacy is having Internet connection at school.

Keywords

Hierarchical linear model, home and school educational resources, mathematical literacy, Program for International Student Assessment-(PISA)

Uluslararası Öğrenci Değerlendirme Programında Öğrencilerin Matematik Okuryazarlıkları ile Ev ve Okul Eğitim Olanakları Arasındaki İlişkinin Belirlenmesi - (PISA-2012)

Abstract

Bu araştırmanın amacı, Uluslarası Öğrenci
Değerlendirme Programı (PISA) 2012’de öğrencilerin matematik okuryazarlıkları
ile ev (çalışma masası, kendine ait oda, sessiz bir çalışma yeri, bilgisayar,
internet bağlantısı, çalışma kitabı, DVD oynatıcısı) ve okul (okul türü,
bölgesi, sınıf büyüklüğü, matematik öğretmeni eksikliği, öğretimsel
materyaller, internet bağlantısı, kütüphane materyalleri, binalar ve alanlar,
ısınma, soğutma ve aydınlatma) eğitim olanakları arasındaki ilişkiyi
incelemektir. PISA 2012’ye katılmış olan Türkiye’deki 157 okuldan, 4308 15 yaş
grubu öğrenciler, bu araştırmanın örneklemini oluşturmaktadır (PISA
Türkiye örneklemi 170 okuldan 4848 öğrencidir; ancak HLM’ye başlamadan önce 13 okula
ait kayıp veriler veri setinden çıkarılmıştır). Verilerin analizinde, veriler içe içe yapı gösterdiği için
hiyeraşik lineer model kullanılmıştır. Öğrenci düzeyinde matematik
okuryazarlığı ile ilişkili olan değişkenler; çalışma masası, bilgisayar,
çalışma kitabı ve DVD oynatıcısıdır. Buna göre, çalışma masası, bilgisayar,
çalışma kitabı ve DVD oynatıcısına sahip olan öğrencilerin matematik
okuryazarlığı daha yüksektir. Okul düzeyinde matematik okuryazarlığı ile
ilişkili olan değişken ise okulda internet bağlantısının olmasıdır. 

Keywords

Ev ve okul eğitim olanakları, hiyerarşik lineer model, matematik okuryazarlığı, Uluslararası Öğrenci Değerlendirme Programı (PISA)

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