Effect of Absenteeism and Homework on Academic Achievement of Statistic Lesson

Öz

The aim of this study was to determine the effect of absenteeism and homework on academic achievement of statistic lesson given to Agricultural Faculty students. The data of this study was consist of 2407 individual records. To analyze the data Kruskal-Wallis H test and Mann-Whitney U test were used for the posterior test. To obtain the odds-ratio Generalized Estimating Equations were used. After three missing lesson success probability decreased to 85.1% and each missing lesson on that value decreased the probability of achievement 15.2%. Making only one homework increased the achievement 2.5 times. The second homework had 2.44 times effect on achievement according to one homework. The third and fourth homework had an effect of 1.46 and 1.85 times according to previous number of homework, respectively. The result of this study showed the decreasing academic achievement by increasing absenteeism. It is clearly seen that homework increases academic success. More homework bring more success. It should not be overlooked that the contribution of each increase in the number of homework to academic success is decreasing.

Anahtar Kelimeler

• Lesson of statistic
• Absenteeism
• Homework
• Academic achievement
• Generalized estimating equations

Kaynakça

1. Bembenutty H, White MC. 2013. Academic performance and satisfaction with homework completion among college students. Learn Indiv Differ. 24: 83-88. https://doi.org/10.1016/j.lindif.2012.10.013
2. Cooper H, Steenbergen-Hu S, Dent AL. 2012. Homework. In KR Harris, S Graham and T Urdan (Eds.), APA educational psychology handbook, Vol. 3: Application to learning and teaching. American Psychological Association, Washington, US, pp: 475-495. https://doi.org/10.1037/13275-019
3. Eide ER, Fillmore I, Showalter MH. 2017. Student absences and academic achievement. J Stud Educ, 7(4): 156-172.
4. Gottfried MA. 2009. Excused versus unexcused: How student absences in elementary school affect academic achievement. Educ Eval Policy Analy, 31(4): 392-415. https://doi.org/10.3102/0162373709342467
5. Grodner A, Rupp NG. 2013. The role of homework in student learning outcomes: Evidence from a field experiment. J Econ Educ, 44(2): 93-109. https://doi.org/10.1080/00220485.2013.770334
6. Irdiyansyah I, Wulandari AD, Gharadila LA. 2018. Statistics learning improvement: The power of lesson study. Adv Soc Sci Educ Human Res, 253: 367-370.
7. Jæger MM. 2011. Does cultural capital really affect academic achievement? New evidence from combined sibling and panel data. Sociol Educ, 84(4): 281-298. https://doi.org/10.1177/0038040711417010
8. Jairaman K, Zamri SNABS, Rahim SSBA. 2016. A pre-service mathematics teacher’s subject matter knowledge of the mode: A case study. Malaysian Online J Educ Sci, 4(3): 1-11.

9. Kalenkoski CM, Pabilonia SW. 2017. Does high school homework increase academic achievement? Educ Econ, 25(1): 45-59. https://doi.org/10.1080/09645292.2016.1178213
10. Kitsantas A, Zimmerman BJ. 2009. College students' homework and academic achievement: The mediating role of self-regulatory beliefs. Metacognition Learn, 4: 97-110. https://doi.org/10.1007/s11409-008-9028-y
11. Onder H, Abaci SH. 2020. Determination of the factors affecting success in lesson of experimental design and analysis. BSJ Pub Soc Sci 3(1): 5-9.
12. Onder H. 2016. Comparative study of generalized estimating equations and logistic regressions on different sample sizes and correlation levels. Commun Stat Simul Comput, 45: 3528-3533. https://doi.org/10.1080/03610918.2015.1010000
13. Pongpullponsak A, Khunprom W. 2007. The studying mathematics achievement Title: The statistic of students in high school level who gotten the teaching in the pattern of student's thinking. The 1st International Conference on Educational Reform 2007, November 9-11, 2007, Mahasarakham, Thailand, pp: 320-328.
14. Ramirez C, Schau C, Emmioğlu E. 2012. The importance of attitudes in statistics education. Stat Educ Res J, 11(2): 57-71.
15. Tamiru M. 2000. Factors affecting academic achievement of students at bole senior secondary school. Ethiopian J Educ, XX(1): 25-42.
16. Tinajero C, Lemos SM, Araújo M, Ferraces MJ, Páramo NF. 2012. Cognitive style and learning strategies as factors which affect academic achievement of Brazilian university students. Psicologia: Reflexão e Crítica 25(1): 105-113.
17. Zimmerman BJ. 2008. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educ Res J, 45: 166-183. https://doi.org/10.3102/0002831207312909