Variables Associated with Students’ Science Achievement in the Programme for International Student Assessment (PISA 2009)

Yıl 2016, , 1 - 20, 30.06.2016

Cem Oktay Güzeller Fatih Şeker

https://doi.org/10.17522/balikesirnef.273863

Öz

The aim of this study
was to analyse some of the variables that affect Turkish students’ success in
science using data from the PISA 2009 student survey. The universe for the
investigation comprised 15-year-old Turkish students who were completing their
compulsory education. The sample consisted of 4996 students who were selected
through stratified sampling from this universe. Missing data were examined
before analysis commenced and missing data were excluded from the analysis. The
final sample comprised 4388 students. Independent t-tests, analysis of variance
(ANOVA) and multiple comparisons were used in accordance with the purpose of
the study. The results showed that there was a significant difference between
students’ success in science and a number of variables, namely, gender, school
type, region, pre-school education, parents' education level.

Anahtar Kelimeler

Pisa 2009, science education

Uluslararası Öğrenci Değerlendirme Programı'nda (PISA 2009) Öğrencilerin Fen Başarılarının Çeşitli Değişkenler Açısından İncelenmesi

Öz

Bu çalışmanın amacı PISA 2009 çalışmasında
Türkiye’deki öğrencilerin fen başarısını etkileyen bazı değişkenler açısından
incelenmiştir. Bu çalışmada, PISA 2009 öğrenci anket verisi kullanılmıştır.
Araştırmanın evrenini, herhangi bir okula devam eden 15 yaşındaki Türk
öğrenciler oluşturmaktadır.  Örneklemini
ise bu evrenden tabakalı örnekleme yoluyla seçilen 4996 öğrenci
oluşturmaktadır. Analizlere başlanmadan önce kayıp veriler incelenmiş ve kayıp
veriler analizden çıkartılmıştır. Analiz için son örneklem büyüklüğü 4388
öğrencidir. Çalışmanın amacına uygun olarak bağımsız t testi, varyans analizi
(ANOVA) ve çoklu karşılaştırmalar kullanılmıştır. Araştırma sonuçlarına göre
öğrencilerin fen başarısı ile okul türü, bölge, okul öncesi eğitimi alıp almama
durumu, anne ve babanın eğitim seviyesi değişkenlerine göre anlamlı bir farkın
olduğu belirlenmiştir. Fen başarı puanları, anne ve babanın eğitim seviyesi
arttıkça artmaktadır. Okul öncesi eğitimi alan bireylerin almayanlara oranla,
genel liselerde öğrenim görenlerin bireylerin diğer liselerde öğrenim gören
bireylere oranla daha yüksek fen başarı puanlarının olduğu belirlenmiştir.

Anahtar Kelimeler

PISA 2009, fen eğitimi

Kaynakça

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