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Turkey-Singapore Comparison in terms of Variables Affecting PIAAC 2015 Quantitative Skills

Yıl 2024, Cilt: 13 Sayı: 3, 705 - 721, 31.07.2024

Kübra Süreyya Açıkel , Ömer Kutlu

Öz

This study aims to determine the variables predicting the numerical scores of Turkey and Singapore participating in the PIAAC 2015. The application was conducted on 5199 adults in Turkey and 5394 adults in Singapore between the ages of 16-65. According to the multiple linear regression analysis, gender, age, education level, employment status, and participation in any educational activity in the last 12 months significantly predict the numeracy skills of adults in Turkey and Singapore. These variables explain approximately 33% of the variance in Turkey's PIAAC numerical scores and 55% of the variance in Singapore's PIAAC numerical scores. In both countries, the variable that predicts the quantitative scores of adults the most is that the participants have a bachelor's degree. After education level, the next most predictive variable is age. A high level of education (bachelor's degree and above) and a low level of age (16-24 years old) are strong predictors of quantitative scores. Employment status is the least predictive variable of numerical scores in both countries.

Anahtar Kelimeler

PIAAC Turkey Singapore measurement assessment large-scale testing large-scale assessments numeracy skill multiple linear regression analysis.

Kaynakça

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PIAAC 2015 Sayısal Becerilerini Etkileyen Değişkenler Açısından Türkiye-Singapur Karşılaştırması

Yıl 2024, Cilt: 13 Sayı: 3, 705 - 721, 31.07.2024

Kübra Süreyya Açıkel , Ömer Kutlu

Öz

Bu araştırmanın amacı PIAAC 2015 uygulamasına katılan Türkiye’nin ve Singapur’un sayısal puanlarını yordayan değişkenleri belirlemektir. Uygulama, 16-65 yaş aralığındaki Türkiye'de 5199, Singapur’da 5394 yetişkin üzerinden gerçekleştirilmiştir. Yapılan çoklu doğrusal regresyon çözümlemesine göre cinsiyet, yaş, eğitim düzeyi, çalışma durumu ve son 12 ayda herhangi bir eğitim-öğretim faaliyetine katılma durumu değişkenleri Türkiye’deki ve Singapur’daki yetişkinlerin sayısal becerilerini manidar bir biçimde yordamaktadır. Bu değişkenler Türkiye PIAAC sayısal puanları varyansının yaklaşık %33’ünü, Singapur PIAAC sayısal puanları varyansının ise yaklaşık %55’ini açıklamaktadır. Her iki ülkede de yetişkinlerin sayısal sayısal puanlarını en fazla yordayan değişken, katılımcıların lisans mezunu olmasıdır. Eğitim düzeyinden sonra en fazla yordayıcı değişken yaş değişkenidir. Eğitim düzeyinin yüksek olması (lisans ve üzeri) ve yaş düzeyinin düşük olması (16-24 yaş arası) sayısal puanlarının güçlü birer yordayıcısıdır. Her iki ülkede de çalışma durumu sayısal puanlarını en az yordayan değişkendir.

Anahtar Kelimeler

PIAAC, Turkey, Singapur, ölçme, durum belirleme, geniş ölçekli testler, geniş ölçekli durum belirleme, sayısal beceri, çoklu doğrusal regresyon çözümlemesi

Kaynakça

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  • Karali, Y., Palancioglu, Ö. V., & Aydemir, H. (2022). Examining the Factors Affecting Turkey's 4th Grade Mathematics Achievement According to TIMSS 2019 Final Report. International Journal of Curriculum and Instruction, 14(1), 424-454. https://eric.ed.gov/?id=EJ1331582
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  • Köker, K., Bulduk, H. & Gelişen, G. (2017). PIAAC 2012-2016 Türkiye değerlendirmesi ve teknoloji yoğun ortamda problem çözme yetkinliğinin önemi. [Evaluation of PIAAC 2012-2016 Turkey and the importance of problem-solving competence in a technology-intensive environment], Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(1), 1-12. https://dergipark.org.tr/en/download/article-file/553715
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  • Liu, H. (2018). Education systems, education reforms, and adult skills in the Survey of Adult Skills (PIAAC). OECD Education Working Papers No. 182. https://www.oecd-ilibrary.org/docserver/bef85c7d-en.pdf?expires=1714464948&id=id&accname=guest&checksum=4B3B6F7160DAF46C35F015D6FC0AF7CF
  • Millî Eğitim Bakanlığı [MoNE] (2001). Millî Eğitim Bakanlığı Hayat Boyu Öğrenme Kurumları Yönetmeliği.[Ministry of National Education Regulation on Lifelong Learning Institutions]. Resmî Gazete, 30388, 11 Nisan 2018.
  • Millî Eğitim Bakanlığı [MoNE] (2018). Millî Eğitim Bakanlığı Açık Öğretim Ortaokulu Yönetmeliği.[Ministry of National Education Open Education Secondary School Regulation ]. Resmî Gazete, 24561, 22 Eylül 2001.
  • Millî Eğitim Bakanlığı [MoNE] (2021). Hayat Boyu Öğrenme Strateji Belgesi 2014-2018 Ankara. [Lifelong Learning Strategy Document 2014-2018 Ankara]. http://abdigm.meb.gov.tr/projeler/ois/013.pdf.
  • Millî Eğitim Bakanlığı [MoNE] (2022). Hayat Boyu Öğrenme Genel Müdürlüğü Yaygın Eğitim Kurs Programları. [General Directorate of Lifelong Learning Non-Formal Education Course Programs]. https://e-yaygin.meb.gov.tr/pagePrograms.aspx
  • Miser, R. (2013). Yaşam Boyu Öğrenme Kavram ve Bağlam.[Lifelong Learning Concept and Context]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Mezunları Derneği (EBF-MD) Yayını.
  • Nilsen, T., Kaarstein, H., & Lehre, A. C. (2022). Trend analyses of TIMSS 2015 and 2019: School factors related to declining performance in mathematics. Large-scale Assessments in Education, 10(1), 1-19. https://doi.org/10.1186/s40536-022-00134-8
  • O’Donoghue, J. (2018). Mathematics education and adult learners in Ireland. In Safford-Ramus, K. Maaß, J., & Süss-Stepancik, E. (Eds.), Contemporary Research in Adult and Lifelong Learning of Mathematics International Perspectives. (pp.39-59). Springer.
  • O’Sullivan, K. (2023). Investigating pre-service teachers’ knowledge of numeracy and their ability to teach numeracy for disciplinary learning [Doctoral Dissertation, University of Limerick.] https://www.researchgate.net/profile/Kathy-O-Sullivan-2/publication/366894799_Investigating_Pre-service_Teachers'_Knowledge_of_Numeracy_and_their_Ability_to_Teach_Numeracy_for_Disciplinary_Learning/links/63bee5cc3fcb6855ce7947b1/Investigating-Pre-service-Teachers-Knowledge-of-Numeracy-and-their-Ability-to-Teach-Numeracy-for-Disciplinary-Learning.pdf
  • Okojie, M.C.P.O., & Sun Y. (2020). Foundations of Adult Education, Learning Characteristics, and Instructional Strategies. In Okojie M.C.P.O & Boulder T.C. (Eds.), Handbook of Research on Adult Learning in Higher Education (pp. 1-33). IGI Global.
  • Organisation for Economic Co-operation and Development (2024). Programme for International Student Assessment (PISA). https://www.oecd.org/en/about/programmes/pisa.html
  • Organisation for Economic Co-operation and Development (2021). Innovation in education, adult literacy. https://www.oecd.org/education/innovation-education/adultliteracy.htm
  • Organisation for Economic Co-operation and Development (2019). Technical report of the survey of adult skills (PIAAC). (3rd Edition). https://www.oecd.org/skills/piaac/publications/PIAAC_Technical_Report_2019.pdf
  • Organisation for Economic Co-operation and Development (2016). Technical report of the survey of adult skills (PIAAC) (2nd Edition). OECD Publishing. https://www.oecd.org/skills/piaac/PIAAC_Technical_Report_2nd_Edition_Full_Report.pdf
  • Organisation for Economic Co-operation and Development (2013). The survey of adult skills: Reader’s companion. OECD Publishing. http://dx.doi.org/10.1787/9789264204027-en
  • Organisation For Economic Co-Operation And Development (2000). Literacy in the ınformation age final report of the ınternational adult literacy survey. OECD Publishing. https://www.Oecd.Org/Education/Skills-Beyond-School/41529765.pdf
  • Østbø, I. U., & Zachrisson, H. D. (2022). Student motivation and parental attitude as mediators for SES effects on mathematics achievement: Evidence from Norway in TIMSS 2015. Scandinavian Journal of Educational Research, 66(5), 808-823. https://doi.org/10.1080/00313831.2021.1939138
  • Özdemir, C. (2019). Orta Gelir Tuzağından Çıkma Yolunda Yetişkin Becerileri: PIAAC 2012-2015 Verileri. [Adult Skills on the Way Out of the Middle Income Trap: Data from PIAAC 2012-2015], Uluslararası Yönetim İktisat ve İşletme Dergisi, 15(15), 159-172. https://doi.org/10.17130/ijmeb.2019CEEIK201854105
  • Paccagnella, M. (2016). Age, ageing and skills: Results from the survey of adult skills. OECD Education Working Papers No. 132. Paris: OECD Publishing. https://doi.org/10.1787/5jm0q1n38lvc-en
  • Pallant, J. (2017). SPSS Kullanma Kılavuzu: SPSS ile Adım Adım Veri Analizi.[SPSS User's Guide: Step-by-Step Data Analysis with SPSS.] (Çev. Balcı, S. ve Ahi, B.) Anı Yayıncılık.
  • Provasnik, S. (2018). Analyzing U.S. young adults’ skills by student and employment status: methodology for a new PIAAC variable with ınitial results. (NCES 2018-122). Washington, DC: National Center for Education Statistics. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018122.
  • Pumphrey, J., & Slater, J. (2002). An assessment of generic skills needs Great Britain. Department for Education and Skills (DfES). https://dera.ioe.ac.uk/4698/1/SD13_Generic.pdf
  • Radišić, J., Nortvedt, G. A., & Runde, R. K. (2023). Relationships between mathematics self-beliefs, exposure to ICT in school, and achievement on PISA 2012 paper and computer-based mathematics assessments. In C. Martin, B. Miller, & D. Polly (Eds.), Technology Integration and Transformation in STEM Classrooms (pp. 223-246). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch012
  • Rogers, A. (2014). The Base of the Iceberg Informal Learning and Its Impact on Formal and Non-formal Learning. Barbara Budrich Publishers.
  • Romi, S., & Schmida, M. (2009). Non‐formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39(2), 257-273. https://doi.org/10.1080/03057640902904472
  • Scandurra, R. I. (2012). An Analysis Of İnequality Of Skills Achievement Among Adults Using PIAAC. Investıgacıones De Economía De La Educacıón Número 1. https://www.academia.edu/download/80325404/10-00.pdf
  • Schneeweis, N., Skirbekk, V., & Winter-Ebmer, R. (2014). Does education improve cognitive performance four decades after school completion? Demography, 51(2), 619-643. https://doi.org/10.1007/s13524-014-0281-1
  • Simon, M., Ercikan, K., & Rousseau, M. (2013). Introduction. In M. Simon K. Ercikan & M. Rousseau (Eds.), Improving largescale assessment in education theory, ıssues, and practice (pp. 1-9). Routledge.
  • SkillsFuture (2020a). Workforce Singapore. https://www.ssg-wsg.gov.sg/about.html
  • SkillsFuture (2020b). What is skills future? https://www.ssg-wsg.gov.sg/about.html#:~:text=SkillsFuture%20Singapore%20(SSG)%20is%20a,Ministry%20of%20Education%20(MOE).&text=Together%20with%20educational%20institutions%20and,industry%2Drelevant%20training%20throughout%20life.
  • SkillsFuture (2022). Myskilssfuture, Cources. https://www.myskillsfuture.gov.sg/
  • Solheim, O. J., & Lundetræ, K. (2018). Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC, Assessment in Education: Principles, Policy & Practice, 25(1), 107-126. https://doi.org/10.1080/0969594X.2016.1239612
  • Støren, L. A., Lundetræ, K., & Børing, P. (2018). Country differences in numeracy skills: How do they vary by job characteristics and education levels? International Journal of Lifelong Education, 37(5), 578-597. https://doi.org/10.1080/02601370.2018.1554718
  • Tabachnick, B. G., & Fidell, L. S (2013). Using multivariate statistics. Pearson.
  • Tout, D. (2020). Evolution of adult numeracy from quantitative literacy to numeracy: Lessons learned from international assessments. International Review of Education, 66(2), 183-209. https://doi.org/10.1007/s11159-020-09831-4
  • Türkiye İstatistik Kurumu (2021). İstatistik Veri Portalı.[Statistics Data Portal]. https://data.tuik.gov.tr/
  • United Nations (2015). Transforming our world. The 2030 agenda for sustainable development. New York. http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E.
  • Quintano, C., Castellano, R., & Longobardi, S. (2012). The effects of socioeconomic background and test-taking motivation on Italian students’ achievement. In Ciaccio, A., Coli, M., & Ibanez-Angulo, J., (Eds.). Advanced statistical methods for the analysis of large data-sets (pp. 429-440). Springer.
  • Vartolomei, A. T. (2016). The relationship among formal, non-formal and informal education. Section: Social Sciences, Psychology, Sociology and Education Sciences. https://www.asociatia-alpha.ro/ldmd/04-2016/LDMD-04-Socs.pdf#page=116
  • Villar, A. (2014). Education and cognitive skills in the Spanish adult population. Inter-generational comparison of mathematical knowledge from the PIAAC data. Advances in Social Sciences Research Journal, 1(1), 72-88. Doi: 10.14738/assrj.11.49
  • Yıldız, A., Dindar, H., Ünlü, D., Gökçe, N., Kocakurt, Ö. & Kıral, A. (2018). Yetişkin Yeterliklerinin Uluslararası Değerlendirilmesi Programı (PIAAC)” Sonuçları Bağlamında Türkiye’de Temel Eğitim Sorunlarını Yeniden Düşünmek. [Rethinking Basic Education Problems in Turkey in the Context of the Results of the Program for the International Assessment of Adult Competencies (PIAAC)], Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 51(2), 209-237 https://doi.org/10.30964/auebfd.438222
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Kübra Süreyya Açıkel 0000-0002-2832-1442

Ömer Kutlu 0000-0003-4364-5629

Erken Görünüm Tarihi 24 Temmuz 2024
Yayımlanma Tarihi 31 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 13 Sayı: 3

Kaynak Göster

APA Açıkel, K. S., & Kutlu, Ö. (2024). Turkey-Singapore Comparison in terms of Variables Affecting PIAAC 2015 Quantitative Skills. Bartın University Journal of Faculty of Education, 13(3), 705-721.
 Kapak Resmi İndir
All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License
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