Multilevel Effects of Student Qualifications and In-Classroom Variables on Science Achievement

Year 2021, Volume: 12 Issue: 2, 71 - 96, 30.06.2021

Sidika Akyüz Aru , Mustafa Kale

https://doi.org/10.21031/epod.756083

Abstract

This research aims to determine the effects of student qualifications and some in-classroom variables related to the school teaching process on the TIMSS science achievement of 4th-grade students in Turkey. It was also aimed to determine the variables that contributed the most to explaining the achievement differences between schools at the student and classroom levels in this study, which was conducted with a causal comparison pattern. The sample of the study consists of 6378 students and classroom teachers of these students. The data of this group was analyzed using the Two-Level Hierarchical Linear Model (HLM). The effects of absenteeism, not having breakfast, use of technology in school, use of technology outside school and home on science achievement scores were found to be statistically significant as a result of HLM analysis. Teachers’ perceptions of the inadequacy of the school's facilities and resources, giving feedback on homework, discussing homework in the classroom, and explaining the answers given by the students in the classroom have significant effects on science achievement at the classroom level. These results are related to students in improving the academic performance of primary school students and reveal the importance of a number of psychological and physical characteristics that may affect the teaching process positively or negatively.

Keywords

in-classroom variables, student qualifications, science achievement, TIMSS, HLM.

References

• Acar, M. (2013). Öğrenci başarılarının belirlenmesi sınavında Türkçe dersi başarısının öğrenci ve okul özellikleri ile ilişkisinin hiyerarşik lineer model ile analizi (Doktora tezi). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Ackerman, P. L. (2013). Engagement and opportunity to learn. In J. Hattie, & E. M. Anderman (Eds.), The international guide to student achievement (pp. 39-41). New York: Taylor & Francis.
• Akey, T., M. (2006). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. New York: MDRC. Retrieved from https://files.eric.ed.gov/fulltext/ED489760.pdf
• Akkuş, M. (2014). PISA, TIMSS ve PIRLS sonuçlarının değerlendirilmesi (Yüksek lisans tezi). İstanbul Aydın Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Aktaş, I. (2011). TIMSS 2007 verilerine göre öğrenci fen başarısı ile öğretmenlerinin özellikleri arasındaki ilişkinin incelenmesi (Yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
• Akyüz-Aru, S., & Kale, M. (2019). Effects of school-related factors and early learning experiences on mathematics achievement: A multilevel analysis to analyze the TIMSS data. Journal of Education and Training Studies, 7(4), 259-272. doi: 10.11114/jets.v7i4.3949
• Akyüz, G. (2006). Türkiye ve Avrupa Birliği ülkelerinde öğretmen ve sınıf niteliklerinin matematik başarısına etkisinin incelenmesi. İlköğretim Online, 5(2), 75-86. http://ilkogretim-online.org//?mno=121113 adresinden erişilmiştir.
• Akyüz, G., ve Berberoğlu, G. (2010). Teacher and classroom characteristics and their relations to mathematics achievement of the students in the TIMSS. New Horizons in Education, 58(1),77-95. Retrieved from https://www.researchgate.net/publication/293232168_Teacher_and_classroom_characteristics_and_their_relations_to_mathematics_achievement_of_the_students_in_the_TIMSS
• Alexander, V., & Hicks, R. E. (2015). Does class attendance predict academic performance in first year psychology tutorials? International Journal of Psychological Studies, 8(1), 28-32. doi: 10.5539/ijps.v8n1p28
• Asigbee, F. M., Whitney, S. D., & Peterson, C. E. (2018). The link between nutrition and physical activity in increasing academic achievement. Journal of School Health, 88(6), 407-415. doi: 10.1111/josh.12625
• Atar, H. Y. (2014). Öğretmen niteliklerinin TIMSS 2011 fen başarısına çok düzeyli etkileri. Eğitim ve Bilim Dergisi, 39(172), 121-137. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2894/620 adresinden erişilmiştir.
• Atar, H. Y., ve Atar, B. (2012). Türk eğitim reformunun öğrencilerin TIMSS 2007 fen başarılarına etkisinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2621-2636.
• Aydın, M. (2015). Öğrenci ve okul kaynaklı faktörlerin TIMSS matematik başarısına etkisi (Doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.
• Ayvaz, A. (2010). 4. sınıf matematik dersi bölme işlemi alt öğrenme alanının edebi ürünlerle işlenmesinin öğrenci başarı ve tutumuna etkisi (Yüksek lisans tezi). Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü, Sakarya.
• Bénabou, R., Kramarz, F., & Prost, C. (2009). The French zones d’éducation prioritaire: Much ado about nothing? Economics of Education Review, 28(3), 345-356.
• Bilican-Demir, S. (2014). Değerlendirme. S. Tekindal (Ed.), Eğitimde ölçme ve değerlendirme içinde (ss. 225-257). Ankara: Pegem Akademi.
• Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Teacher quality, insturactional quality and student outcomes, relationshps accross countries, cohorts and time. In T. Nilsen & J. E.
• Gustafsson (Eds.), Relation of student achievement to the quality of their teachers and ınstructional quality (pp. 21-51). Switzerland: IEA Publishing.
• Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62, 154-171.
• Büyüköztürk, Ş., Çakan, M., Tan, Ş. ve Atar, H. Y. (2014). TIMSS 2011 Ulusal Matematik ve Fen Raporu. Ankara: İşkur Matbaacılık.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
• Cattan, S., Kamhöfer, D. A., Karlsson, M., & Nilsson, T. (2017). The short-and long-term effects of student absence: Evidence from Sweden (IZA DP No. 10995). Retrieved from http://ftp.iza.org/dp10995.pdf
• Clinton, J. (2013). Physical activity. In: J. Hattie, and E. M. Anderman (Eds.), The international guide to student achievement (pp. 33-35). New York, NY: Taylor & Francis.
• Clinton, J., Rensford, A., & Willing, E. (2007). Literature review of the relationship between physical activity, nutrition and academic achievement. New Zeland: Auckland Centre for Health Services, Research and Policy, University of Auckland.
• Creemers, B. P., & Kyriakides, L. (2006). Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model. School Effectiveness and School Improvement, 17(3), 347-366.
• Çavdar, D. (2015). TIMSS 2011 matematik başarısının öğrenci ve öğretmen özellikleri ile ilişkisi (Yüksek lisans tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Çelebi, N., Güner, H., Taşçı-Kaya, G. ve Korumaz, M. (2014). Neoliberal eğitim politikaları ve eğitimde fırsat eşitliği bağlamında uluslararası sınavların (PISA, TIMSS ve PIRLS) analizi. Tarih Kültür ve Sanat Araştırmaları Dergisi, 3(3), 33-75. doi: 10.7596/taksad.v3i3.329
• Çokluk, Ö., Şekercioğlu, G., ve Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
• Daniels, D. H., & Perry, K. E. (2003). “Learner-centered” according to children. Theory into Practice, 42(2), 102-109. doi: 10.1207/s15430421tip4202_3
• Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
• Doğan, U. (2014). Validity and reliability of student engagement scale. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 390-403. Retrieved from https://dergipark.org.tr/en/download/article-file/43660
• Dwyer, T., Sallis, J. F., Blizzard, L., Lazarus, R., & Dean, K. (2001). Relation of academic performance to physical activity and fitness in children. Pediatric Exercise Science, 13, 225-237.
• Ekinci-Vural, D. (2012). Okul öncesi eğitimin ilköğretime etkisinin aile katılımı ve çeşitli değişkenler açısından incelenmesi (Doktora tezi). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
• Erşan, Ö. (2016). TIMSS 2011 8. Sınıf öğrencilerinin matematik başarılarını etkileyen faktörlerin yapısal eşitlik modeliyle incelemesi (Yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
• Ferguson, C. J. (2009). An effect size primer: A guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532-538. doi: 10.1037/a0015808
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw- Hill.
• Fullarton, S., Lokan, J., Lamb, S. & Ainley, J. (2003). Lessons from the third international mathematics and science study (TIMSS Australia Monograph No. 4). Melbourne: Australian Council for Educational Research.
• Garcia, E., & Weiss, E. (2018). Student absenteeism-Who misses school and how missingschool matters for performance (Economic Policy Institute Report). Retrieved from https://files.eric.ed.gov/fulltext/ED593361.pdf
• Garson, D. (2008). Data imputation for missing values. Retrieved from https://faculty.chass.ncsu.edu/garson/PA765/index.htm
• Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. London: Sage.
• Güngör, H. (2014). İlkokul 4. sınıf matematik dersi “kesirler” konusunun öğretiminde yardımcı kitap kullanımının öğrenci başarısı üzerindeki etkisi. (Yüksek lisans tezi). Yüzüncü Yıl Üniversitesi, Eğitim Bilimleri Enstitüsü, Van.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Newyork: Routledge.
• Heck, R. H., & Thomas, S. L. (2009). An introduction to multlievel modeling techniques. New York: Routledge.
• Hiebert, J., Carpenter, C. P., Fennema, E., Fuson, K., Wearne, D., Murray, H., Olivier, A., & Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
• Hooper, M., Mullis, I. V. S., & Martin, O. M. (2013). TIMSS 2015 Context questionnaire framework. In I. V. S. Mullis, & M. O. Martin (Eds.), TIMSS 2015 assessment frameworks (pp. 61-80). United States Boston College: TIMSS and PIRLS International Study Center.
• Hox, J. J. (1995). Applied multilevel analysis. Amsterdam, Netherlands: TT- publicities.
• Hox, J. J. (2002). Applied multilevel analysis. Mahwah, NJ: Erlbaum.
• Hox, J. J. (2010). Multilevel analysis: Techniques and applications. New York: Taylor & Francis.
• İsmail, N. A., & Awang, H. (2008). Assessing the effects of students’ characteristics and attitudes on mathematics performance. Problems of Education in 21st Century, 9, 34-41. Retrieved from https://www.researchgate.net/profile/Noor-Ismail- 18/publication/268226049_Effects_of_Teachers_and_Schools_on_Mathematics_AchievementsProblems_of_Education_in_the_21st_Century_Recent_Issues_in_Education/links/5466d1b10cf2397f7829e637/Effects-of-Teachers-and-Schools-on-Mathematics-AchievementsProblems-of-Education-in-the-21st-Century-Recent-Issues-in-Education.pdf
• İpekçioğlu-Önal, S. (2015). TIMSS 2011 cross country comparisons: relationship between student- and teacher -level factors and 8th grade students’ achievement and attitude toward science (Doctoral thesis). Middle East Technical University, Secondary Science and Mathematics Education Department, Ankara.
• Karip, E. (2017). Türkiye’nin TIMSS 2015 performansı üzerine değerlendirme ve öneriler. https://tedmem.org/download/turkiyenin-timss-2015-performansi-uzerine-degerlendirme oneriler?wpdmdl=2515 adresinden erişilmiştir.
• Kaya, S. (2008). The effects of student-level and classroom-level factors on elementary students’ science achievement in five countries (Doctoral dissertation). Florida State University, Florida.
• Keeley, T. J. H., & Fox, K. R. (2009). The impact of physical activity and fitness on academic achievement and cognitive performance in children. International Review of Sport and Exercise Psychology, 2(2), 198-214. doi: 10.1080/17509840903233822
• Khalid, N. (2017). Effects of absenteeism on students’ performance. International Journal of Scientific and Research Publications,7(9), 151-168. Retrieved from http://www.ijsrp.org/research-paper-0917.php?rp=P696781
• Kılıç-Özün, S. (2010). Hayat bilgisi öğretiminde kavram karikatürü yaklaşımının öğrenci başarısı ve tutumuna etkisi (Yüksek lisans tezi). Zonguldak Karaelmas Üniversitesi, Sosyal Bilimler Enstitüsü, Zonguldak.
• Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273. Retrieved from https://scholar.google.com.tr/scholar?q=Klem,+A.+M.,+%26+Connell,+J.+P.+(2004).+Relationships+matter:&hl=tr&as_sdt=0&as_vis=1&oi=scholart
• Kolasa, K. M., Díaz, S. R., & Duffrin, M. W. (2018). Exploring the associations among nutrition, science, and mathematics knowledge for an integrative, food-based curriculum. Journal of School Health, 88(1), 15-22. doi: 10.1111/josh.12576
• Korkmaz, F. (2012). Contribution of some factors to eight grades students’ science achievement in Turkey: TIMSS 2007 (Doctoral dissertation). Middle East Technical University, Ankara.
• Kunuk, M. (2015). Okul öncesi eğitimin ilkokul öğrencilerinin akademik başarılarına etkisi (Üsküdar örneği) (Yüksek lisans Tezi). İstanbul Aydın Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Kyriakides, L. (2006). Using international comparative studies to develop the theoretical framework of educational effectiveness research: A secondary analysis of TIMSS 1999 data. Educational Research and Evaluation, 12(6), 513-534.
• Lamb, S., & Fullarton, S. (2002). Classroom and school factors affecting mathematics achievement: A comparative study of Australia and the United States using TIMSS. Australian Journal of Education, 46(2), 154-171. doi: 10.1177/000494410204600205
• LaRoche, S., & Foy, P. (2016). Sample implementation in TIMSS 2015. In M. O. Martin, I. V. S. Mullis, & M. Hooper (Eds.), Methods and procedures in TIMSS 2015 (pp. 5.1- 5.170). Retrieved from https://timssandpirls.bc.edu/publications/timss/2015-methods/chapter-5.html
• Lee, J. W., & Barro, R. J. (2001). Schooling quality in a cross-section of countries. Economica, New Series, 68(272), 465-488.
• Lee, V. E., & Zuze, T. L. (2011). School resources and academic performance in Sub-Sharan Africa. Comparative Education Review, 55(3), 369-397. Retrieved from https://www.jstor.org/stable/10.1086/660157?seq=1
• Lieberman, D. A., Bates, C. H., & So, J. (2009) Young children’s learning with digital media. Computers in the Schools, 26(4), 271-283. doi: 10.1080/07380560903360194
• Liouaeddine, M., Bijou, M., & Naji, F. (2017). The main determinants of Moroccan students’ outcomes. American Journal of Educational Research,5(4), 367-383. doi: 10.12691/education-5-4-5
• Martin, M. O., Mullis, I. V. S., & Foy, P. (2013). TIMSS 2015 assessment design. In I. V. S. Mullis & M. O. Martin (Eds.), TIMSS 2015 assessment frameworks (pp. 85-96). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
• Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in science. Retrieved from http://timssandpirls.bc.edu/timss2015/international-results/
• Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., Garden, R. A. & O’Connor, K. M. (2000). TIMSS 1999 international science report. Retrieved from https://timssandpirls.bc.edu/timss1999i/pdf/T99i_Sci_All.pdf
• Martin, M. O., Mullis, İ. V. S., Hooper, M, Yin, L., Foy, P., & Palazzo, L. (2016). Creating and interpreting the TIMSS 2015 context questionnaire scales. In M. O. Martin, I. V. S.
• Mullis & M. Hooper (Eds.), Methods and procedures in TIMSS 2015 (pp. 15.1-15.312). Retrieved from https://timss.bc.edu/publications/timss/2015-methods/chapter-15.html
• Marzano, R. J. (2003). What works in school: Translating research into action (1st ed.). Alexandria, VA: Association for Supervision & Curriculum Development.
• Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3rd ed.). Glendale, CA: Pyrcz Publishing.
• Mohammadpour, E., & Abdul Ghafar, M. N. (2014). Mathematics achievement as a function of within-and-between school differences. Scandinavian Journal of Educational Research, 58(2), 189-221. doi: 10.1080/00313831.2012.725097
• Mohammadpour, E., Shekarchizadeh, A., & Kalantarrashidi, S. A. (2015). Multilevel modeling of science achievement in the TIMSS participating countries. The Journal of Educational Research, 108(6)1-16. doi: 10.1080/00220671.2014.917254
• Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., & Kennedy, A. M. (2003). PIRLS 2001 ınternational report: IEA’s study of reading literacy achievement in primary school in 35 countries. Chestnut Hill, M.A.: International Study Center, Boston College.
• Nilsen, T., Gustafsson, J. E. & Blömöke, S. (2016). Conceptual framework and methodology of the report. In T. Nilsen & J. E. Gustafsson (Eds.), Teacher quality, insturactional quality and student outcomes, relationshps accross countries, cohorts and time (pp. 1-21). Switzerland: IEA Publishing. Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-41252-8_1
• Organisation for Economic Co-operation and Development. (2013). Education Policy Outlook: Turkey. Retrieved from http://www.oecd.org/edu/EDUCATION%20POLICY%20OUTLOOK%20TURKEY_EN.pdf.
• Organisation for Economic Co-operation and Development. (2015). Education at a Glance. Retrieved from https://www.oecd-ilibrary.org/education/education-at-a-glance-2015_eag-2015-en
• Olson, J. F., Martin, M. O. & Mullis, I. V. S. (2008). TIMSS 2007 technical report. United States: International Study Center, Boston College.
• Ozborne, J. W. (2002). Notes on the use of data transformations. Practical Assessment Research anad Evaluation, 8.
• Özdemir, S. (2013). Türk eğitim sistemi ve okul yönetimi. S. Özdemir (Ed.), Türk eğitim sisteminin yapısı, eğilimleri ve sorunları içinde (ss. 7- 52). Ankara: Pegem Akademi.
• Özden, M. (2007). Problems with science and technology education in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 157-161. Retrieved from https://www.ejmste.com/download/problems-with-science-andtechnology-education-in-turkey-4061.pdf
• Özgen, C. (2009). The connection between school and student characteristics with mathematics achievement in Turkey (Doctoral dissertation). Middle East Technical University, Varsa Enstitü Bilgisi, Ankara.
• Raudenbush, S. V., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. London: Sage.
• Reddy, V. (2005). Cross-national achievement studies: learning from South Africa’s participation in the trends in international mathematics and science study (TIMSS). A Journal of Comparative and International Education, 35(1), 63-77. doi: 10.1080/03057920500033571
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Retrieved from https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf
• Ryoo, H. (2001). Multilevel influences on student achievement: An international comparative study (Doctoral dissertation). Available from ProQuest Dissertations and Theses database.
• Sarı, M. H., Arıkan, S. ve Yıldızlı, H. (2017). 8. Sınıf matematik akademik başarısını yordayan faktörler-TIMSS 2015. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 8(3), 246-265. doi: 10.21031/epod.303689
• Savaş, E., Taş, S. ve Duru, A. (2016). Factors affecting students’ achievement in mathematics. Inonu University Journal of the Faculty of Education, 11(1), 113-132. Retrieved from https://dergipark.org.tr/tr/download/article-file/92276
• Selçuk, E. (2015). Müzik dersinde zihin haritalama tekniği kullanımının öğrenci başarısı ve tutumlarına etkisi (Yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=oBF44VZN7pDvnhafMH48dw&no=l51CbOtziZRlPV_Nj4M4RQ adresinden erişilmiştir.
• Sevgi, S. (2009). The connection between school and student characteristics with mathematics achievement in Turkey (A thesis submitted to the graduate). Middle East Technical Universty, Secondary Science and Mathematics Education Department, Ankara.
• Sezer, E. (2016). Öğretmenlerin kişisel ve mesleki niteliklerinin 4 ve 8. Sınıf öğrencilerinin TIMSS 2011 matematik başarısına etkisinin incelenmesi (Yüksek lisans tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Shaw, S. R., Gomes, P., Polotskaia, A., & Jankowska, A. M. (2015). The relationship between student health and academic performance: Implications for school psychologists. School Psychology International, 36(2), 115-134. doi: 10.1177/0143034314565425
• Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta- analytic review of research. Review of Educatiınal Research, 75(3), 417-453. doi: 10.3102/00346543075003417
• Stemler, S. E. (2001). Examining school effectiveness at the fourth grade: A hierarchical analysis of the third ınternational mathematics and science study (TIMSS). (Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy). Wesleyan University, Department of Psychology, United States.
• Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Boston: Ally and Bacon.
• Taştekinoğlu, E. (2014). 4. sınıf matematik sorularının bilişsel alan kapsamında incelenmesi; TIMSS sınav sorularıyla karşılaştırmalı bir analiz (Yüksek lisans tezi). İstanbul Aydın Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Toraman, Ç., Akay, E., Özdemir, H. F. ve Karadağ, E. (2011). Çok düzeyli regresyon modelleri, HLM uygulamaları. Ankara: Nobel.
• Trautwein, U. (2007). The homework achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17(3), 372-388. doi: 10.1016/j.learninstruc.2007.02.009
• Uzun, S., Bütüner, S. Ö. ve Yiğit, N. (2010). A comparison of the results of TIMSS 1999-2007: The most successful five countries-Turkey sample. Elementary Education Online, 9(3), 1174-1188. Retrieved from https://dergipark.org.tr/tr/download/article-file/90742
• Van de Valle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics -teaching developmentally. USA, Pearson.
• van den Broeck, A., Opdenakker, M. C., & Van Damme, J. (2005). The effects of student characteristics on mathematics achievement in Flemish TIMSS 1999 data. Educational Research and Evaluation, 11(2), 107-121. doi: 10.1080/13803610500110745
• Webster, B. J., & Fisher, D. L. (2000). Accounting for variation in science and mathematics achievement: A multilevel alaysis of Australian data third ınternational mathematics and science study. School Effectivenes and School Improvement, 11(3), 339-360.
• Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: Educational Testing Service.
• Won, S. J., & Han, S. (2010). Out-of-school activities and achievement among middle school students in the U.S. and South Korea. Journal of Advanced Academics, 21(4), 628-661. doi: 10.1177/1932202X1002100404
• World Bank (2011). Improving the quality and equity of basic education ın turkey challenges and options. The World Bank: Washington D.C.
• Wößmann, L. (2003). Schooling resources, educational institutions and pupil performance: international evidence. Oxford Bull Economics Statistics, 65(2), 117-170. doi: 10.1111/1468-0084.00045
• Yaman, İ. (2004). Modeling the realationship between the science teacher characteristics and eight grade Turkish student science achievement in TIMSS- R (Yüksek lisans tezi). Orta Doğu Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Ankara.
• Yatağan, M. (2014). Fen ve teknoloji dersi öğretim programının öğrenci ve öğretmen özelliklerine göre değerlendirilmesi: TIMSS 2007 ve 2011 verileri ile bir durum analizi (Doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Yılmaz, H. B., ve Aztekin, S. (2012, Haziran). Türkiye`deki düzey istatistiki bölge birimlerine göre 15 yaş grubu öğrencilerinin akademik başarılarını etkileyen bazı faktörlerin incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresinde sunulan sözlü bildiri, Niğde, Türkiye.
• Yücel, C., ve Karadağ, E. (2016). TIMSS 2015 Türkiye; Patinajdaki eğitim. doi: 10.13140/RG.2.2.20445.20964/1
• Zhu, Y., & Leung, F. K. S. (2012). Homework and mathematics achievement in Hong Kong: Evidence from the TIMSS 2003. International Journal of Science and Mathematics Education, 10(4), 907-92. doi: 10.1007/s10763-011-9302-3