Classification of Students In Terms of Student’s, Teacher’s and Instructional Qualifications Based on TIMSS-2015

Year 2018, Volume: 9 Issue: 1, 64 - 84, 31.03.2018

Emine Önen

https://doi.org/10.21031/epod.364319

Abstract

The aim of this study is creating students’
profiles by clustering them based on the student and teacher attributions and
instructioanal qualifiactions that could affect their mathematics achievement. As
a result of cluster analysis, it has been observed that, three classes at the
forth-grade level have emerged and two classes at
the eight-grade level have emerged. It has been found that the instructional
qualifications determined based on the teachers’ reports have little importance
at this classification. For the eight grade level,
it is seen that student attributions as the most important factors at this
classification but mathematics achievement, teacher attributions and
instructional qualifications are seen as having little effects on this
classification at the both grade levels, it has been observed that the most
successful students in mathhematics  are
the ones; whose confidence level are too low in math, who like learning
math, who think in math lessons engaging teaching is put into practice, whose
sense of school belonging are high and who slightly are exposed to peer
pressure. On the other hand, it is seen that students with low-level math
achievement are the ones; who have confidence in math so much, who do not like
learning math, who think instruction is not interesting in math lessons, whose
sense of school belonging are so low and who are highly exposed to peer
pressure.

Keywords

Large-scale tests, student outcomes, mathematics achievement, teacher quality

Öğrenci, Öğretmen ve Öğretimsel Nitelikler Açısından TIMSS-2015’e Dayalı Olarak Öğrencilerin Sınıflandırılması

Abstract

Bu araştırmanın amacı, TIMSS-2015
uygulamasına dayalı olarak, matematik başarısını etkileyebileceğini düşünülen
öğrenci ve öğretmen nitelikleri ile öğretimsel nitelikler açısından dördüncü ve
sekizinci sınıf öğrencilerini sınıflandırarak öğrenci profilleri oluşturmaktır.
Yapılan kümeleme analizi sonucunda dördüncü sınıf düzeyinde üç kümenin ortaya
çıktığı, sekizinci sınıf düzeyinde ise iki kümenin ortaya çıktığı gözlenmiştir.
Dördüncü sınıf düzeyi için bu kümelerin oluşmasında en etkili olan özellikler,
matematik başarısı, öğrenci ve öğretmen nitelikleridir. Öğretmen beyanına
dayalı belirlenen öğretimsel niteliklerin sınıflama işleminde çok az önemli
olduğu bulunmuştur. Sekizinci sınıf düzeyi için ise öğrenci niteliklerinin bu
sınıflamada en etkili faktörler olduğu ancak matematik başarısının ve öğretmen
nitelikleri ile öğretimsel niteliklerin, öğrencilerin sınıflanmasında düşük düzeyde
önemli olduğu görülmüştür. Tanımlanan öğrenci profilleri, öğrenci nitelikleri
açısından her iki sınıf düzeyinde de benzerlik gösterirken; öğretmen
nitelikleri ve öğretimsel nitelikler açısından dördüncü ve sekizinci sınıf
düzeyi için farklılaşmaktadır. Her iki sınıf düzeyinde de matematikte en
başarılı öğrencilerin matematikte kendine güven düzeyi çok düşük, matematik
öğrenmeyi seven, matematik dersindeki öğretimin ilgi çekici olduğunu düşünen,
okula aidiyet hissi yüksek ve akran baskısına çok az maruz kalan öğrenciler
olduğu gözlenmiştir. Matematikte başarı düzeyi düşük öğrencilerin ise
matematikte kendine çok güvenen, matematik öğrenmeyi sevmeyen, matematik
dersindeki öğretimi ilgi çekici olmadığını düşünen, okula aidiyet hissi düşük
ve akran baskısına maruz kalan öğrenciler olduğu görülmektedir.

Keywords

Geniş ölçekli testler, Öğrenci çıktıları, Matematik başarısı, Öğretmen kalitesi

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