Investigation of Variables Explaining Science Literacy in PISA 2015 Turkey Sample

Yıl 2022, Cilt: 13 Sayı: 2, 145 - 163, 30.06.2022

Şerife Zeybekoğlu Hakan Koğar

https://doi.org/10.21031/epod.798106

Cited By: 2

Öz

The purpose of this study was to examine the variables that explain science literacy with the answers given by Turkish students to the Program for International Student Assessment (PISA) 2015 student questionnaire. The Turkish sample of the research, which was conducted in a relational scanning model, is composed of 5895 students selected through a stratified sampling design. The sample of the study consists of 3052 people who remained after the data containing missing values were removed. In this study, Chi-squared Automatic Interaction Detection (CHAID) method, which is one of the data mining decision tree algorithms, was used for data analysis. As a result of the analysis, it was concluded that the variable that best explains the science literacy of Turkish students is “the number of books in the home”. Other variables explaining the science literacy of Turkish students were also investigated in detail. In the research, gain values were examined to determine the most effective node in separating successful and unsuccessful students. As a result, it was seen that the most effective node consisted of students with science self-efficacy among students who had more than 200 books at home, and those who had more than 40 course hours in a week at school.

Anahtar Kelimeler

PISA, science literacy, data mining, CHAID analysis

Kaynakça

• Acar, T., & Öğretmen, T. (2012). Çok düzeyli istatistiksel yöntemler ile 2006 PISA fen bilimleri performanslarının incelenmesi [Analysis of 2006 PISA Science Performance via Multilevel Statistical Methods]. Eğitim ve Bilim, 37(163), 178-189. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1040/346
• Acısu, S. (2002). Koruma altında olan lise ve meslek lisesi öğrencilerinin mesleki olgunluk düzeylerinin bazı değişkenlere göre incelenmesi [Vocational maturity level of high school and vocational high school students who are under the protection of SHÇEK] (Thesis No. 113167) [Unpublished master’s thesis, Gazi University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Akpullukçu, S. (2011). Fen ve teknoloji dersinde araştırmaya dayalı öğrenme ortamının öğrencilerin akademik başarı, hatırda tutma düzeyi ve tutumlarına etkisi [The effect of inquiry based learning environment in science and technology course on the students? academic achivements, attitudes and retention level] (Thesis No. 286479) [Master’s thesis, Dokuz Eylül University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Aksu, G., & Karaman, H. (2016). CHAID Analizi (Otomatik Ki-Kare Etkileşim Belirleme Analizi) [CHAID Analysis (Automatic Chi-Square Interaction Determination Analysis)]. C. O. Güzeller (Ed.), Herkes için çok değişkenli istatistik [Multivariate statistics for everyone] (s. 245-266). Maya Akademi.
• Anagün, Ş. S. (2008). İlköğretim beşinci sınıf öğrencilerinde yapılandırmacı öğrenme yoluyla fen okuryazarlığının geliştirilmesi: Bir eylem araştırması [Improving scientific literacy levels of the fifth grade students by constructivist learning: An action research] (Thesis No. 229235) [Doctoral dissertation, Anadolu University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Anagün, Ş. S. (2011). PISA 2006 sonuçlarına göre öğrenme-öğretme süreci değişkenlerinin öğrencilerin fen okuryazarlığına etkisi [The impact of teaching-learning process variables to the students’ scientific literacy levels based on PISA 2006 results]. Eğitim ve Bilim, 36(162), 84-102. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/503
• Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14(2), 233-259. https://doi.org/10.1007/s11218-010-9144-9
• Aslanoğlu, A. E., (2007). PIRLS 2001 Türkiye verilerine göre 4. Sınıf öğrencilerinin okuduğunu anlama becerileriyle ilişkili faktörler [Factors related to the reading comprehension skills of 4th grade students according to data of PIRLS 2001 Turkey] (Thesis No. 234226) [Doctoral dissertation, Ankara University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Atun, T. (2016). Sorgulamaya dayalı fen öğretiminin 5. Sınıf öğrencilerinde öğrenmeye yönelik öz düzenleme becerileri gelişimine etkisi [Effect of inquiry based science teaching on self-regulated learning skills development in 5th grade students] (Thesis No. 435232) [Master’s thesis, Hacettepe University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Bacanlı, F., & Sürücü, M. (2011). İlköğretim öğrencilerinin kariyer gelişimleri ile ebeveyne bağlanmaları arasındaki ilişkilerin incelenmesi [An examination of the relationships between attachment to parent and career development of elementary school students]. Türk Eğitim Bilimleri Dergisi, 9(4), 679-700. https://dergipark.org.tr/tr/pub/tebd/issue/26098/274983
• Bal, P. N. (1998). Ergenlik döneminde mesleki karar verme olgunluğunun incelenmesi ve mesleki karar verme eğitim programının etkisinin araştırılması [Investigation of professional decision making maturity in adolescence and investigation of the effect of vocational decision making education program] (Thesis No. 81253) [Unpublished doctoral dissertation, Marmara University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Berg, C. A. R., Bergendahl, C. V. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education, 25(3), 351–372. https://doi.org/10.1080/09500690210145738
• Brown, G., & Micklewright, J. (2004). Using international surveys of achievement and literacy: A wiev from the outside. Montreal, Rome: UNESCO Institute for Statistics.
• Can, A., & Taylı, A. (2014). Ortaokul öğrencilerinin kariyer gelişimlerinin incelenmesi [An examinatıon of the career developments of primary school students in the second stage]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 321-346. https://dergipark.org.tr/tr/download/article-file/16810
• Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75(2), 203-221. https://doi.org/10.1348/000709904X22683
• Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175–218. https://doi.org/10.1002/sce.10001
• Chiu, M. M. (2007). Families, economies, cultures, and science achievement in 41 countries: Country-school and student-level analyses. Journal of Family Psychology, 21(3), 510–519. https://doi.org/10.1037/0893-3200.21.3.510
• Çalışkan, M. (2008). The impact of school and student related factors on scientific literacy skills in the programme for international student assessment-PISA 2006 (Thesis No. 176784) [Unpublished doctoral dissertation, Middle East Technical University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Çeçen, Y. (2015). Sosyokültürel ve sosyoekonomik değişkenlerin PISA fen okuryazarlığını yordama gücünün yıllara göre incelenmesi [Examination of the predictive powers of socio-cultural and socio-economic variables for PISA science literacy by years] (Thesis No. 426119) [Unpublished master’s thesis, İstanbul Aydın University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Çelebi, Ö. (2010). A cross-cultural comparison of the effect of human and physical resources on students’scientific literacy skills in the Programme for International Student Assessment (PISA) 2006 (Thesis No. 285726) [Unpublished doctoral dissertation, Middle East Technical University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Diaz, S. L. (1989, April 27-May 1). The home environment and puerto rican children’s achievement: A Researcher’s Diary. [Conference presentation]. In the National Association for Education Conference. https://eric.ed.gov/?id=ED299341
• Duban, N. (2008). İlköğretim fen ve teknoloji dersinin sorgulamaya dayalı öğrenme yaklaşımına göre işlenmesi: Bir eylem araştırması [Conducting science and technology course through inquiry-based learning approach in primary education: An action research] (Thesis No. 229237) [Doctoral dissertation, Anadolu University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Duman, B. (2014). Ortaokul 6. sınıf öğrencilerinin fen bilimleri dersindeki motivasyon durumları [Motivation statement of 6th grade students at secondary school at science lesson] (Thesis No. 370247) [Unpublished master’s thesis, Mehmet Akif Ersoy University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Epstein, J. L. (1991). Effects on student achievement of teachers’ practices of parent involvement. S. B. Silvern (Ed.), Advances in reading/language research: A research annual. Literacy through family, community, and school interaction (s. 261–276). Elsevier Science/JAI Press.
• Evcim, İ., Turgut, H., & Şahin, F. (2011). İlköğretim öğrencilerinin epistemolojik inanışlarıyla, günlük yaşam problemlerini çözebilme ve akademik başarı düzeyleri arasındaki ilişki [The relationships between epistemological beliefs of elementary students and their problem solving abilities and academic achievement levels]. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(3), 1199-1220. https://dergipark.org.tr/tr/download/article-file/223397
• Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13(1), 1-22. https://doi.org/10.1023/A:1009048817385
• Han, J., Pei, J., & Kamber, M. (2012). Data mining: concepts and techniques. Elsevier.
• Kahraman, Ü., & Çelik, K. (2017). Analysis of PISA 2012 results in terms of some variables. Journal of Human Sciences, 14(4), 4797-4808. https://doi.org/10.14687/jhs.v14i4.5136
• Karabay, E. (2012). Sosyo-kültürel değişkenlerin PISA fen okuryazarlığını yordama gücünün yıllara göre incelenmesi [Examination of the predictive powers of socio-cultural variables for PISA science literacy by years] (Thesis No. 311756) [Unpublished master’s thesis, Ankara University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Karabay, E. (2013). Aile ve okul özelliklerinin PISA okuma becerileri, matematik ve fen okuryazarlığını yordama gücünün yıllara göre incelenmesi [Investigation of the predictive power of family and school characteristics for PISA reading skills, mathematics and science literacy by years] (Thesis No. 349068) [Unpublished master’s thesis, Gazi University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Karweit, N. L., & Wasik, B. A. (1992). A review of the effects of extra-year kindergarten programs and transitional first grades. Center for Research on Effective Schooling for Disadvantaged Students. https://files.eric.ed.gov/fulltext/ED357894.pdf
• Kaya, V. H., & Doğan, A. (2017). Determination and comparison of Turkish student characteristics affecting science literacy in Turkey according to PISA 2012. Research Journal of Business and Management, 4(1), 34-51. https://doi.org/10.17261/Pressacademia.2017.369
• Keçeci, G. (2014). Araştırma ve sorgulamaya dayalı fen öğretiminin öğrencilerin bilimsel süreç becerilerine ve tutumlarına etkisi [The effects of inquiry-based science teaching on students’ science process skills and attitudes] (Thesis No. 363082) [Unpublished doctoral dissertation, Fırat University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Lawrence, W., & Brown, D. (1976). An investigation of intelligence, self-concept, socioeconomic status, race and sex as predictors of career maturity. Journal of Vocational Behavior, 9(1), 43-52. https://doi.org/10.1016/0001-8791(76)90005-1
• Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198-1202. https://doi.org/10.2307/2290157
• Malkoç, G. (1993). Aile eğitimi ve eğitimde nitelik geliştirme [Family education and quality development in education]. Eğitimde Arayışlar, 1, 13-14.
• Ministry of National Education. (2010). PISA 2009 Ulusal Ön Rapor. Ankara: Eğitim Araştırma ve Geliştirme Dairesi Başkanlığı. http://pisa.meb.gov.tr/eski%20dosyalar/wp-content/uploads/2013/07/PISA-2009-Ulusal-On-Rapor.pdf
• Ministry of National Education. (2016). PISA 2015 Ulusal Rapor. Ankara: Milli Eğitim Bakanlığı Ölçme Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü. http://pisa.meb.gov.tr/eski%20dosyalar/wp-content/uploads/2014/11/PISA2015_UlusalRapor.pdf
• Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in teaching (10th ed.). Prentice-Hall Inc.
• Muis, K. R., & Franco, G. M. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34(4), 306-318. https://doi.org/10.1016/j.cedpsych.2009.06.005
• Organisation for Economic Co-operation and Development. (2017). PISA 2015 assessment and analytical framework: Science, Reading, Mathematics, Financial Literacy and Collaborative Problem Solving. OECD Publishing. https://www.oecd-ilibrary.org/docserver/9789264281820-en.pdf?expires=1654375516&id=id&accname=guest&checksum=1DF0FCC252345A0AEB86D757CEE42ACF
• Özbay, H. E. (2016). Ortaokul öğrencilerinin akademik başarılarının bilimsel epistemolojik inançlar ve zihinsel risk alma davranışları ile ilişkisinin incelenmesi [Investigation of association among scientific epistemological beliefs, intellectual risk taking and science achievement of middle school students] (Thesis No. 436956) [Doctoral dissertation, İnönü University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Özer, Y., & Anıl, D. (2011). Öğrencilerin fen ve matematik başarılarını etkileyen faktörlerin yapısal eşitlik modeli ile incelenmesi [Examining the factors affecting students’ science and mathemathics achievement with structural equation modeling]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 313-324. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/702-published.pdf
• Öztürk, Ö. (2018). Using PISA 2015 data to analyze how to scientific literacy of students from different socioeconomic levels can be predicted by environmental awareness and by environmental optimism (Thesis No. 505282) [Unpublished master’s thesis, İhsan Doğramacı Bilkent University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Powell, D., & Luzzo, D. A. (1998). Evaluating factors associated with the career maturity of high school students. The Career Development Quarterly, 47(2), 145–158. https://doi.org/10.1002/j.2161-0045.1998.tb00548.x
• Russell, M. K., & Airasian, P. W. (2012). Classroom Assessment: Concepts and applications (7th ed.). McGraw-Hill
• Sahranç, Ü. (2000). Lise öğrencilerinin olgunluk düzeylerinin denetim odaklarına göre bazı değişkenler açısından incelenmesi [A Study on some variables affecting career maturity levels of high school students depending on their locus of control] (Thesis No. 98528) [Unpublished doctoral dissertation, Hacettepe University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Silahtaroğlu, G. (2013). Veri madenciliği kavram ve algoritmaları [Data mining concepts and algorithms]. Papatya Yayınevi.
• Sun, L., Bradley, K. D., & Akers, K. (2012). A multilevel modelling approach to investigating factors impacting science achievement for secondary school students: PISA Hong Kong sample. International Journal of Science Education, 34(14), 2107-2125. https://doi.org/10.1080/09500693.2012.708063
• Şatır, S. (1996). Özel Tevfik Fikret Lisesi öğrencilerinin akademik başarılarıyla ilgili anne- baba davranışları ve akademik başarıyı artırmaya yönelik anne-baba eğitim gereksinmelerinin belirlenmesi [Views of parents related to the academic success of the students of private Tevfik Fikret High School and determination of education requirements of parents] (Thesis No. 51615) [Unpublished Master’s Thesis, Ankara University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Trautmann, N., MaKinster, J., & Avery, L. (2004, April 1-3). What makes inquiry so hard? (And why is it worth it?) [Conference presentation]. In annual meeting of the National Association for Research in Science Teaching, Vancouver, BC, Canada. http://www.ei.cornell.edu/pubs/NARST_04_CSIP.pdf
• Usta, H. G. (2009). PISA 2006 sınav sonuçlarına göre Türkiye’deki öğrencilerin fen okuryazarlığını etkileyen faktörler [The factors that effect students' scientific literacy according to PISA 2006 in Turkey] (Thesis No. 293199) [Master’s Thesis, Ankara University]. Council of Higher Education Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Yıldırım, İ. (2000). Akademik başarının yordayıcısı olarak yalnızlık, sınav kaygısı ve sosyal destek [Loneliness, exam anxiety and social support as predictors of academic success]. Hacettepe Eğitim Fakültesi Dergisi, 18, 167-176. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/1093-published.pdf