Dördüncü sınıf Türk öğrencilerinin okuma performansının yordayıcıları

Year 2025, Volume: 14 Issue: 1, 1 - 18, 31.01.2025

Kıvanç Bozkuş

https://doi.org/10.19128/turje.1431545

Cited By: 1

Abstract

Makine öğrenimini kullanan bu araştırma, PIRLS 2021'e katılan Türkiye'den dördüncü sınıf öğrencilerinin okuma performansını yordayan önemli faktörleri ortaya çıkarmak amacıyla yapılmıştır. Destek vektörleri makine (SVM) algoritması, 3589 dördüncü sınıf öğrencisine ait 405 bağımsız değişkeninin verileriyle eğitildiğinde, okul, öğretmen ve aile düzeyindeki 16 temel bağlamsal faktöre dayanarak yüksek ve düşük performans gösteren öğrencileri doğru bir şekilde ayırmıştır. Ana faktörler okul düzeyindedir ve bunlar öğretime ve öğrencilerin kitap ödünç alma becerisine büyük önem verilmesiyle ilgilidir. Öğretmen düzeyindeki faktörler ise değerlendirme stratejisi, öğrencilerin okuduğunu anlama becerilerini veya stratejilerini geliştirmelerine yardımcı olma ve motivasyondur. Aile düzeyindeki tek faktör, ebeveynlerin öğrencilerin öğrenmeye hazır olmalarını sağlama konusundaki kararlılığıdır. PIRLS 2021 verilerinin tamamıyla karşılaştırıldığında bu araştırmanın bulguları, Türkiye'deki dördüncü sınıf öğrencilerinin okuma performansını öngören temel faktörlerde büyük bir fark olduğunu ortaya çıkarmıştır. Olası nedenler tartışılmış ve yeni eğitim politikaları, müdahaleler ve araştırma uygulamaları önerilmiştir. Politika düzeyinde, okul, öğretmen ve aile faktörlerini sistemli bir şekilde ele alan bir yaklaşımın, okuma performansında daha anlamlı iyileştirmelere yol açabileceği belirtilmiştir. Müdahaleler açısından, bulgular, öğrencilerin metinle aktif olarak etkileşime girdiği etkileşimli öğretim ve değerlendirme stratejilerine odaklanmanın gerekliliğini öne sürmektedir. Araştırma uygulamaları açısından, bu çalışma, öğrenci performansının karmaşık, çok boyutlu doğasını anlamak için makine öğreniminin önemli bir araç olarak potansiyelini vurgulamaktadır.

Keywords

Makine öğrenmesi, Okuma performansı, PIRLS, SVM, Türkiye

Ethical Statement

Since this study uses a public dataset available online at pirls2021.org/data, ethics committee approval is not required.

Predictors of reading performance of fourth-grade Turkish students

Abstract

Using machine learning, this research aimed to examine the crucial factors that predict the reading performance of fourth-grade students from Türkiye who participated in PIRLS 2021. When trained with the data of 3589 fourth-grade students and their 405 independent variables, the support vector machine (SVM) algorithm properly distinguished between high- and low-performing students based on 16 key contextual factors at the school, teacher, and family levels. The main factors were at the school level and were related to placing a major emphasis on instruction and the ability of students to borrow books. The teacher-level factors were the assessment strategy, helping students develop reading comprehension skills or strategies, and motivation. The only family-level factor was the parental commitment to ensure that students are ready to learn. Compared to the results of the whole PIRLS 2021 data, the findings of this research revealed a big difference in the key factors predicting the reading performance of fourth graders from Türkiye. Possible reasons were discussed, and new educational policies, interventions, and research practices were suggested. At the policy level, an approach that systemically addresses school, teacher, and family factors may yield more meaningful improvements in reading performance. In terms of interventions, the findings suggest a focus on interactive teaching and assessment strategies that involve students actively interacting with text. As for research practices, this study highlighted the potential of machine learning as a valuable tool to understand the complex, multi-dimensional nature of student performance.

Keywords

Machine learning, PIRLS, Reading performance, SVM, Türkiye

Ethical Statement

Since this study uses a public dataset available online at pirls2021.org/data, ethics committee approval is not required.

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