EKONOMETRİ ÖĞRENCİLERİNİN SAYISAL DERSLERDEKİ AKADEMİK PERFORMANSI: MARKOV MODELİ İLE BİR HESAPLAMA

Year 2018, 18. EYI Special Issue, 617 - 632, 20.01.2018

Ersin Kıral Can Mavruk Gülsen Kıral

https://doi.org/10.18092/ulikidince.347635

Cited By: 2

Abstract

Bu makale
Çukurova Üniversitesi İktisadi ve İdari Bilimler Fakültesi Ekonometri bölümü
üst sınıf öğrencilerinin sayısal derslerdeki başarısını araştırmaktadır.
Matematiksel İktisat 1-2, Ekonometri 1-2 ve Zaman Serisi 1-2 derslerindeki başarıyı ölçmek için Markov modeli
kullanılmıştır. Bu amaçla başarının kalıcılığı ve derslerin etkenliği geçiş
olasılıkları matrisinden hesaplanmıştır. Ekonometri Türkçe öğretimde
başarıda kalıcılığı ve etkenliği en yüksek olan iki ders, Ekonometri II
üzerinde, sırasıyla Mikro İktisat II ve Mikro İktisat I olarak bulunmuştur.
Uzun vadede, Ekonometri bölümü Türkçe öğretimde
başarının ilerleme olasılığının ve İngilizce öğretimde başarının düşme
olasılığının en yüksek olacağı ders Ekonometri II olarak bulunmuştur. Kısa
vadede başarıda kalıcılığın Türkçe öğretimde Mikro İktisat II’den Ekonometri
I’e geçişte, İngilizce öğretimde ise İstatistik derslerinden Zaman Serisi I
dersine geçişte en düşük olduğu sonucuna ulaşılmıştır.

Keywords

Ekonometri, Yüksek öğrenim, Markov modeli, ki kare testi

ACADEMIC PERFORMANCE OF ECONOMETRICS STUDENTS IN QUANTITATIVE COURSES: A PREDICTION USING MARKOV MODEL

Abstract

This
article investigates the academic performance of junior and senior students in
quantitative courses at Econometrics Department of Cukurova University. Markov
model is used to measure the success in core quantitative courses such as
Mathematical Economics, Econometrics and Time Series. To this end, persistence
and effectiveness of success are estimated from transition probability matrix. We
have found that Micro Economics II and Micro Economics I have the highest
persistence and effectiveness over Econometrics II in Turkish program. In the long
run, Econometrics II has the highest probability of improvement and of decline in
academic progress in Turkish program and English program respectively. In the
short run, persistence in success is the lowest in transition from Micro
Economics II to Econometrics I and from Statistics to Time Series I in Turkish
and English program respectively.

Keywords

Econometrics, Higher education, Markov model, Chi Square tests

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