The role of teacher support and in class teaching practices on reading performance: Evidence from PISA 2018 outcomes for Türkiye

Yıl 2022, Cilt: 9 Sayı: Special Issue, 162 - 178, 29.11.2022

B. Ümit Bozkurt

https://doi.org/10.21449/ijate.1132980

Cited By: 1

Öz

The study deals with the variation of Turkish students' reading comprehension performance according to perceived teacher support and reading activities in the classroom. This study, which is grounded on the data drawn from the PISA 2018 database, investigates the relationship between certain variables. In the analyses performed on the PISA IDE server, the PISA 2018 reading literacy general averages of Türkiye were associated with the identified variables, and the differences in the averages were examined. As a result, perceived teacher support, teacher's adaptation of the course, and stimulation of reading engagement have a positive relationship with reading comprehension; however, it was found out that the frequency of receiving feedback had a negative relationship with reading performance. In addition, the general reading average of the students who reported that they had not performed activities such as summarizing, comparing the content of the text with their own experiences, comparing the text they have read with other texts written on similar topics, and writing about the text that has been read was much higher than those who reported that they had performed these activities. These results have strengthened the conclusion that teachers give feedback to poor readers more frequently. On the other hand, it is possible that good readers may find the learning activities in the course inadequate. In summary, reading comprehension performance is positively or negatively affected by teacher support, adaptive instruction, feedback, and engagement in reading activities in the classroom.

Anahtar Kelimeler

PISA 2018, Reading comprehension, Teacher support, Feedback, Stimulation, In-class teaching practices

Öğretmen desteğinin ve sınıf içi öğretim uygulamalarının okuma başarısındaki rolü: PISA 2018 sonuçlarından Türkiye için çıkarımlar

Öz

Çalışma, Türk öğrencilerin okuduğunu anlama başarısının sınıf içinde algılanan öğretmen desteğine ve okumayla ilgili öğretim uygulamalarına göre değişimini ele almaktadır. PISA 2018 veri tabanından çekilen verilerle temellendirilen bu çalışma, belirlenen değişkenler arasındaki ilişkiyi araştırmaktadır. PISA IDE sunucusu üzerinden yapılan çözümlemede, belirlenen değişkenler açısından Türk öğrencilerin PISA 2018 okuma başarısı ortalamasında oluşan farklar incelenmiştir. Sonuçta, algılanan öğretmen desteğinin, öğretmenin dersi uyarlamasının ve okumaya katılımı özendirmesinin okuduğunu anlamayla olumlu bir ilişkisinin; ancak geliştirici geribildirim alma sıklığının okuma başarısıyla olumsuz bir ilişkisinin olduğu belirlenmiştir. Ayrıca özet çıkarma, metnin içeriğiyle kendi deneyimlerini karşılaştırma, okunan metinle ilgili yazı yazma ve benzer konularda yazılmış diğer metinlerle karşılaştırma gibi etkinliklerin yapılmadığını bildiren öğrencilerin genel okuma ortalaması, bu etkinliklerin yapıldığını bildiren öğrencilerden çok daha yüksektir. Bu sonuçlar, öğretmenlerin zayıf okurlara daha sık geribildirim verdiğine ilişkin çıkarımı güçlendirmiştir. Diğer yandan iyi okurların derste öğrenme etkinliklerini yetersiz buluyor olabileceği olasılığı belirmektedir. Özetle okuduğunu anlama başarısı; öğretmen desteği, öğretimi uyarlama, geribildirim ve sınıfta yapılan okuma etkinliklerine katılım gibi değişkenlerden olumlu ya da olumsuz olarak etkilenmektedir.

Anahtar Kelimeler

PISA 2018, Okuduğunu anlama, Öğretmen desteği, Geribildirim, Teşvik, Sınıf içi öğretim uygulamaları

Kaynakça

• Afflerbach, P., & Harrison, C. (2017). What is engagement, how is it different from motivation, and how can I promote it? Journal of Adolescent & Adult Literacy, 61(2), 217 220. https://doi.org/10.1002/jaal.679
• De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., Van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in adolescents’ intrinsic reading motivation. Reading and Writing, 27(9), 1547-1565. https://doi.org/10.1007/s11145-014-9506-3
• Dilidüzgün, Ş. (2013). Ortaokul Türkçe derslerinde oku(ma)dan özet yaz(ma)ya [From reading to summary writing in secondary school Turkish lessons]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(2), 47-68. https://shorturl.at/bFO57
• Dolapçıoğlu, S. (2019). Teacher support for a classroom setting that promotes thinking skills: an analysis on the level of academic achievement of middle school students. Cukurova University Faculty of Education Journal, 48(2), 1429 1454. https://doi.org/10.14812/cufej.557616
• Erdağı Toksun, S. (2017). Türkçe öğretmenlerinin okuma stratejileri bilişsel farkındalık becerilerini kullanma düzeylerine ilişkin görüşleri [The views of Turkish teachers on the level of using their cognitive awareness skills of reading strategies]. e-Kafkas Journal of Educational Research, 4(2), 10-18. https://doi.org/10.30900/kafkasegt.310416
• Fraser, B.J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7 34. https://doi.org/10.1023/A:1009932514731
• Federici, R.A., & Skaalvik, E.M. (2014). Students' perceptions of emotional and instrumental teacher support: Relations with motivational and emotional responses. International Education Studies, 7(1), 21-36. http://dx.doi.org/10.5539/ies.v7n1p21
• Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. Reading Teacher, 50, 14-25. https://www.jstor.org/stable/20201703?seq=1
• Göçer, A., & Şentürk, R. (2019). Türkçe öğretmenlerinin metin işleme sürecinde kullandiklari geribildirim türlerine yönelik bir araştirma [A research on the feedback species of the Turkish teachers used in the process of text processing]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 31, 40-92. https://doi.org/10.14520/adyusbd.461313
• Guess, P., & McCane Bowling, S. (2016). Teacher support and life satisfaction: An investigation with urban, middle school students. Education and Urban Society, 48(1), 30-47. http://dx.doi.org/10.1177/0013124513514604
• Guthrie, J.T., McRae, A., & Klauda, S.L. (2007). Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42, 237–250. http://dx.doi.org/10.1080/00461520701621087
• Guthrie J.T., Wigfield, A., Humenick, N.M., Perencevich, K.C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99(4), 232 246. http://dx.doi.org/10.3200/JOER.99.4.232-246
• Houtveen, A.A.M., Booij, N., de Jong, R., & van de Grift, W.J.C.M. (1999). Adaptive instruction and pupil achievement. School Effectiveness and School Improvement, 10(2), 172-192. http://dx.doi.org/10.1076/sesi.10.2.172.3508
• Hughes, J.N., Luo, W., Kwok, O.M., & Loyd, L.K. (2008). Teacher-student support, effortful engagement, and achievement: A 3 year longitudinal study. Journal of Educational Psychology, 100(1), 1 14. http://dx.doi.org/10.1037/0022-0663.100.1.1
• Karaman, P. (2022). Examining non cognitive factors predicting reading achievement in Turkey: Evidence from PISA 2018. International Journal of Contemporary Educational Research, 9(3), 450-459. https://doi.org/10.33200/ijcer.927884
• Karip, E. (2020). PISA’da okuma performansı ve öğrencilerin okul yaşamı [Reading performance and students' school life in PISA]. TEDMEM. http://shorturl.at/elpCS
• Klem, M.A., & Connell, J.P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262 273. http://dx.doi.org/10.1111/j.1746-1561.2004.tb08283.x
• Kutlu, Ö., Yıldırım, Ö., Bilican, S., & Kumandaş, H. (2011). İlköğretim 5. sınıf öğrencilerinin okuduğunu anlamada başarılı olup olmama durumlarının kestirilmesinde etkili olan değişkenlerin incelenmesi [Investigation of factors that affect 5th graders’ success in reading comprehension]. Journal of Measurement and Evaluation in Education and Psychology, 2(1), 132 139. https://dergipark.org.tr/tr/pub/epod/issue/5806/77235
• Kutlu, Ö., Özyeter, N.T., Alpayar, Ç., & Kula-Kartal, S. (2019). Okuduğunu anlama becerisinin ölçülmesi ve değerlendirilmesi [Measurement and assessment of reading comprehension skills]. Ankara Üniversitesi Ölçme ve Değerlendirme Uygulama ve Araştırma Merkezi. Ankara Üniversitesi Basımevi. http://shorturl.at/orIQX
• Lee, J. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330-340. http://dx.doi.org/10.1016/J.IJER.2012.04.006
• Lee, Y., Jang, B.G., & Conradi Smith, K. (2021). A systematic review of reading engagement research: What do we mean, what do we know, and where do we need to go? Reading Psychology, 42(5), 540-576. http://dx.doi.org/10.1080/02702711.2021.1888359
• Lei, H., Cui, Y., & Chiu, M.M. (2018). The relationship between teacher support and students' academic emotions: A meta analysis. Frontiers Psychology, 8, 1 12. https://doi.org/10.3389/fpsyg.2017.02288
• Lei, Y., Wen, Z., Li, J., Kong, Y., Chen, Q., & Li, S. (2019). Teacher support, reading strategy and reading literacy: A two-level mediation model. Best Evid Chin Edu, 2(1), 157-170. https://doi.org/10.15354/bece.19.ar1036
• Ma, L., Luo, H., & Xiao, L. (2021). Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018. Learning and Individual Differences, 85, 1-9. https://doi.org/10.1016/j.lindif.2020.101947
• Ma, L., Xiao, L., & Hau, K.T. (2022). Teacher feedback, disciplinary climate, student self-concept, and reading achievement: A multilevel moderated mediation model. Learning and Instruction, 79, 1-12. https://doi.org/10.1016/j.learninstruc.2022.101602
• Malecki, C.K., & Demaray, M.K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231 252. http://dx.doi.org/10.1521/scpq.18.3.231.22576
• Ministry of National Education. (2022). 2022 ortaöğretim kurumlarına ilişkin merkezi sınav [2022 central examination for secondary education institutions]. The Series of Education, Analysis, and Evaluation Reports, Ministry of National Education, Turkey.
• Ministry of National Education. (2021). 2021 ortaöğretim kurumlarına ilişkin merkezi sınav [2021 central examination for secondary education institutions]. The Series of Education, Analysis, and Evaluation Reports, 16. Ministry of National Education, Turkey.
• Ministry of National Education. (2020). 2020 ortaöğretim kurumlarına ilişkin merkezi sınav [2020 central examination for secondary education institutions]. The Series of Education, Analysis, and Evaluation Reports, 12. Ministry of National Education, Turkey.
• Merga, M.K. (2020). Fallen through the cracks: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school. English in Education, 54(4), 371 395. http://dx.doi.org/10.1080/04250494.2019.1672502
• Meşe Soytürk, M. (2020). Yapısal eşitlik modelleri ve 2018 PISA verileri ile örnek bir uygulama [Structural equation models and a case study using 2018 PISA] [Master's dissertation, Yildiz Technical University].
• Organisation for Economic Co-operation and Development. (2016). PISA 2015 results (volume I): Excellence and equity in education. OECD Publishing.
• Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
• Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (volume III): What school life means for students’ lives. PISA OECD Publishing. https://doi.org/10.1787/acd78851-en
• Qian, Q., & Lau, K.L. (2022). The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018. Journal of Research in Reading, 45(1), 137-156. https://doi.org/10.1111/1467-9817.12388
• Parlak, B. (prepared by) (2019). Akademik becerilerin izlenmesi ve değerlendirilmesi (Monitoring and assessing of academic skills Project 2018 report for 4th grades). Ministry of National Education General Directorate of Measurement, Assessment, and Examination Services, Turkey.
• Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. http://dx.doi.org/10.1037/a0027268
• Ruzek, E.E.A., Hafen, C.A., Allen, J.P., Gregory, A., Mikami, A.Y., & Pianta, R.C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95-103. http://dx.doi.org/10.1016/J.LEARNINSTRUC.2016.01.004
• Safari, N.F.N. (2020). Students' perception of teacher guidance on reading learning based on results of PISA 2018. Indonesian Journal of Educational Assessment, 3(1), 32 41. https://doi.org/10.26499/ijea.v3i1.56
• Sakiz, G., Pape, S., & Hoy, A. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235-255. http://dx.doi.org/10.1016/J.JSP.2011.10.005
• Sukhram, D., & Monda Amaya, L.E. (2017). The effects of oral repeated reading with and without corrective feedback on middle school struggling readers. British Journal of Special Education, 44(1), 95-111. http://dx.doi.org/95-111. 10.1111/1467-8578.12162
• Vaughn, M. (2019). Adaptive teaching during reading ınstruction: A multi-case study. Reading Psychology, 40(1), 1-33. http://dx.doi.org/10.1080/02702711.2018.1481478
• Verdegaal, A.L. (2021). The Dutch decline in PISA reading performance explained: Exploring ICT use, reading motivation, reading frequency, and reading strategies [Master's dissertation, University of Twente]. https://purl.utwente.nl/essays/86741
• Wang, M., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. http://dx.doi.org/10.3102/0002831209361209
• Yıldırım, A., & Özgürlük, B. (prepared by) (2019). Akademik becerilerin izlenmesi ve değerlendirilmesi (Monitoring and assessing of academic skills project-2018 report for 8th grades). Ministry of National Education General Directorate of Measurement, Assessment, and Examination Services, Turkey.