Türkiye’de PISA Fen Okuryazarlık Puanlarını Yordayan Değişkenler

Year 2019, Volume: 2 Issue: 2, 38 - 49, 05.12.2019

Nurdan Karslı , Giray Berberoğlu , Müfide Çalışkan

Abstract

This
study summarizes an education policy research based on re-analysis of Programme
for International Students  Assessment’s
(PISA) data base.  In the manuscript,  with respect to the results of  2015 PISA, the amount of variance explained
on scientific literacy scores by some selected school related variables were
investigated. In the study, the responses of 5895 students and 187 school
principals who participated to PISA 2015 were used. Hierarchical Linear
Modeling results revealed that 48 % of the variance on scientific literacy
explains the among school differences while 52 % of the variance explains the
differences among students. The results were evaluated within the framework of
education policy decisions.

 

Key Words: PISA 2015, Hierarchical
Linear Modeling, Scientific Literacy

Keywords

PISA 2015, Hiyerarşik Lineer Regresyon

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