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Ranking the PISA Composite Performance of Countries Based on the PISA 2018 Survey Results

Yıl 2022, Cilt: 9 Sayı: 2, 788 - 821, 01.11.2022

Mehmet Yüksel

https://doi.org/10.21666/muefd.1093574
Cited By: 4

Öz

Various measurement and evaluation studies at the national and international
levels are conducted by countries to reveal the extent of success in different
education levels. One such study is the Programme for International Student
Assessment (PISA) survey. The PISA survey results provide educators and decisionmakers with practical and relevant information about the education levels of their
countries. To this end, this study aimed to determine the composite PISA 2018
performance rankings of the participating countries. The mean scores of reading
skills, mathematics, and science literacies used in determining composite PISA
performance rankings were weighted through CRITIC and Entropy methods
allowing for objective criterion weighting. Two different composite PISA
performance rankings of countries were determined by applying the CRITIC- and
Entropy-based TOPSIS method, one of the multi-criteria decision-making (MCDM)
methods. The Spearman correlation coefficient was calculated to compare the
rankings determined through this method. A perfect positive correlation was found
between the two different composite PISA performance rankings. According to the
results of the study, when the PISA performance rankings of the 78 countries that
were participated in the PISA 2018 survey were examined, it was determined that
the composite PISA performance rankings of the first 5 and the last 5 countries,
and the rankings of 43 countries calculated by both methods remained the same
that calculated with the Entropy and CRITIC-based TOPSIS method

Anahtar Kelimeler

PISA international exams Entropy CRITIC TOPSIS

Kaynakça

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PISA 2018 Araştırma Sonuçlarına Göre Ülkelerin Bileşik PISA Performans Sıralaması

Yıl 2022, Cilt: 9 Sayı: 2, 788 - 821, 01.11.2022

Mehmet Yüksel

https://doi.org/10.21666/muefd.1093574
Cited By: 4

Öz

Ülkeler farklı düzeylerde verilen eğitimlerin ne düzeyde başarılı olduğuna ilişkin
çeşitli ulusal ya da uluslararası alanda ölçme ve değerlendirme çalışmaları
yapmaktadır. Bu çalışmalardan biri de PISA araştırmasıdır. PISA araştırması
sonrasında yayınlanan raporlar, eğitimcilere ve karar vericilere ülkelerinin eğitim
düzeyleri hakkında işlevsel ve faydalı bilgiler sağlamaktadır. Bu çalışmada, 2018
PISA araştırmasına katılan ülkelerin bileşik PISA performans sıralamalarının
belirlenmesi amaçlanmıştır. Bileşik PISA performans sıralamalarının
belirlenmesinde kullanılan okuma becerileri, matematik ve fen okuryazarlığı
ortalama puanları; objektif yaklaşımla kriter ağırlıklandırmasına imkân veren
CRITIC ve Entropi yöntemleri ile ağırlıklandırılmıştır. Çok ölçütlü karar verme
metotlarından CRITIC ve Entropi tabanlı TOPSIS yöntemi uygulanarak ülkelerin
iki farklı bileşik PISA performans sırası belirlenmiştir. CRITIC ve Entropi tabanlı
TOPSIS yöntemiyle elde edilen sıralamaları karşılaştırmak için Spearman
korelasyon katsayısı hesaplanmıştır. CRITIC ve Entropi tabanlı TOPSIS yöntemiyle
hesaplanan iki farklı bileşik PISA performans sıralamaları arasında mükemmel
pozitif korelasyon saptanmıştır. Çalışmanın sonuçlarına göre PISA 2018
araştırmasına katılan 78 ülkenin PISA başarı sıralamaları incelendiğinde ilk 5 ve
son 5 ülkenin Entropi ve CRITIC tabanlı TOPSIS yöntemi ile hesaplanan bileşik
PISA performans (bileşik indeks) sıralamalarının ve 43 ülkenin her iki yöntem ile
hesaplanan sıralamasının aynı kaldığı gözlenmiştir.

Anahtar Kelimeler

PISA Uluslararası sınavlar Entropi CRITIC TOPSIS

Kaynakça

  • Abdel-Basset, M., & Mohamed, R. (2020). A novel plithogenic TOPSIS-CRITIC model for sustainable supply chain risk management. Journal of Cleaner Production,247, 119586. https://doi.org/10.1016/j.jclepro.2019.119586
  • Acar, T., & Öğretmen, T. (2012). Çok düzeyli istatistiksel yöntemler ile 2006 PISA fen bilimleri performansının incelenmesi. Eğitim ve Bilim, 37(163), 178-189.
  • Akbaşlı, S., Şahin, M., & Yaykıran, Z. (2016). The Effect of Reading Comprehension on the Performance in Science and Mathematics. Journal of Education and Practice, 7(16), 108-121.
  • Aksu, G., & Güzeller, C. O. (2016). PISA 2012 matematik okuryazarlığı puanlarının karar ağacı yöntemiyle sınıflandırılması: Türkiye örneklemi. Eğitim ve Bilim, 41(185), 101-122. https://doi.org/10.15390/EB.2016.4766
  • Aydın, A., Sarıer, Y., & Uysal, Ş. (2012). Sosyoekonomik ve sosyokültürel değişkenler açısından PISA matematik sonuçlarının karşılaştırılması. Eğitim ve Bilim, 37(164), 20-30.
  • Aydoğdu İskenderoğlu, T., & Baki, A. (2011). İlköğretim 8. Sınıf Matematik Ders Kitabındaki Soruların PISA Matematik Yeterlik Düzeylerine Göre Sınıflandırılması. Education & Science/Eğitim ve Bilim, 36(161), 287-301.
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  • Jerrim, J. (2016). PISA 2012: How do results for the paper and computer tests compare? Assessment in Education: Principles, Policy & Practice, 23(4), 495-518.https://doi.org/10.1080/0969594X.2016.1147420
  • Jerrim, J. (2021). PISA 2018 in England, Northern Ireland, Scotland and Wales: Is the data really representative of all four corners of the UK? Review of Education, 9(3), e3270. https://doi.org/10.1002/rev3.3270
  • Kasap, Y. , Doğan, N. & Koçak, C. (2021). PISA 2018’de Okuduğunu Anlama Başarısını Yordayan Değişkenlerin Veri Madenciliği İle Belirlenmesi . Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi , 19 (4) , 241-258. https://doi.org/10.18026/cbayarsos.959609
  • Kaynak, S., Altuntas, S., & Dereli, T. (2017). Comparing the innovation performance of EU candidate countries: an entropy-based TOPSIS approach. Economic research-Ekonomska istraživanja, 30(1), 31-54. https://doi.org/10.1080/1331677X.2016.1265895
  • Keleş, S. (2020). Seçilmiş OECD ülkelerinde eğitim harcamaları ve 2018 PISA performanslarının karşılaştırılmalı analizi. Maliye Çalışmaları Dergisi, (63), 57-75. https://doi.org/10.26650/mcd2020-772192
  • Kotte, D., Lietz, P., & Lopez, M. M. (2005). Factors Influencing Reading Achievement in Germany and Spain: Evidence from PISA 2000. International Education Journal, 6(1), 113-124.
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  • Li, X., Wang, K., Liu, L., Xin, J., Yang, H., & Gao, C. (2011). Application of the entropy weight and TOPSIS method in safety evaluation of coal mines. Procedia engineering, 26, 2085-2091. https://doi.org/10.1016/j.proeng.2011.11.2410
  • Liu, F., Zhao, S., Weng, M., & Liu, Y. (2017). Fire risk assessment for large-scale commercial buildings based on structure entropy weight method. Safety science, 94, 26-40. https://doi.org/10.1016/j.ssci.2016.12.009
  • Liu, X., Zhou, X., Zhu, B., He, K., & Wang, P. (2019). Measuring the maturity of carbon market in China: An entropy-based TOPSIS approach. Journal of Cleaner Production, 229, 94-103. https://doi.org/10.1016/j.jclepro.2019.04.380
  • Lynn, R., & Mikk, J. (2009). National IQs predict educational attainment in math, reading and science across 56 nations. Intelligence, 37(3), 305-310. https://doi.org/10.1016/j.intell.2009.01.002
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  • Min, J., & Peng, K. H. (2012). Ranking emotional intelligence training needs in tour leaders: an entropy-based TOPSIS approach. Current Issues in Tourism, 15(6), 563-576. https://doi.org/10.1080/13683500.2011.641946
  • Mohamadghasemi, A., Hadi‐Vencheh, A., & Hosseinzadeh Lotfi, F. (2020). The multiobjective stochastic CRITIC–TOPSIS approach for solving the shipboard crane selection problem. International Journal of Intelligent Systems, 35(10), 1570-1598. https://doi.org/10.1002/int.22265
  • Monjezi, M., Dehghani, H., Singh, T. N., Sayadi, A. R., & Gholinejad, A. (2012). Application of TOPSIS method for selecting the most appropriate blast design. Arabian journal of geosciences, 5(1), 95-101. https://doi.org/10.1007/s12517-010-0133-2
  • Navarro-Martinez, O., & Peña-Acuña, B. (2022). Technology Usage and Academic Performance in the Pisa 2018 Report. Journal of New Approaches in Educational Research, 11(1), 130-145. https://doi.org/10.7821/naer.2022.1.735
  • OECD (2018). PISA 2018 Database.https://doi.org/10.1787/888934029090 adresinden 16.05.2021tarihinde alınmıştır.
  • OECD (2019). PISA 2018 Results (Volume I) - © OECD 2019. https://doi.org/10.1787/5f07c754-en adresinden 16.05.2021tarihinde alınmıştır.
  • Okatan, Ö. ve Tomul, E. (2021). Uluslararası öğrenci başarılarını değerlendirme programı’na (PISA) göre Türkiye’deki öğrencilerin matematik başarıları ile ilişkili değişkenlerin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (57), 98-125.
  • Oluah, C., Akinlabi, E. T., & Njoku, H. O. (2020). Selection of phase change material for improved performance of Trombe wall systems using the entropy weight and TOPSIS methodology. Energy and Buildings, 217, 109967. https://doi.org/10.1016/j.enbuild.2020.109967
  • Özberk, E. H., Kabasakal, K. A., & Öztürk, N. B. (2017). Investigating the factors affecting Turkish students’ PISA 2012 mathematics achievement using hierarchical linear modeling PISA 2012. Hacettepe University Journal of Education, 32(3), 544–559. https://doi.org/10.16986/HUJE.2017026950
  • Özdemir, B., & Gelbal, S. (2014). PISA 2009 sonuçlarına göre öğrenci başarısını etkileyen faktörlerin kanonik ortak etki analizi ile incelenmesi. Eğitim ve Bilim, 39(175). https://doi.org/10.15390/EB.2014.3025
  • Phanden, R. K., Sindhwani, R., Kalsariya, V., & Salroo, F. (2019). Selection of material for electric arc spraying by using hierarchical entropy-TOPSIS approach. International Journal of Productivity and Quality Management, 26(3), 276-289. https://doi.org/10.1504/IJPQM.2019.098364
  • Polat, M., Toraman, Ç., & Turhan, N. S. (2022). Reliability analysis of PISA 2018 reading literacy student questionnaire based on item response theory (IRT): Turkey sample: Reliability analysis of PISA 2018 reading literacy. International Journal of Curriculum and Instruction, 14(1), 1004-1028.
  • Prais, S. J. (2004). Cautions on OECD's recent educational survey (PISA): rejoinder to OECD's response. Oxford Review of Education, 30(4), 569-573. https://doi.org/10.1080/0305498042000303017
  • Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational researcher, 39(2), 142-151. https://doi.org/10.3102/0013189X10363170
  • Saatçioğlu, Ö., & Gülleroğlu, H. D. (2017). PISA 2009 uygulamasına katılan ülkelerin okuma becerileri alt test sonuçlarının profil analizi ile değerlendirilmesi. Eğitim ve Bilim, 42(190).
  • Shannon, C. E. (1948). A mathematical theory of communication. The Bell system technical journal, 27(3), 379-423. https://doi.org/10.1002/j.1538-7305.1948.tb01338.x
  • She, H. C., Stacey, K., & Schmidt, W. H. (2018). Science and mathematics literacy: PISA for better school education. International Journal of Science and Mathematics Education, 16(1), 1-5. https://doi.org/10.1007/s10763-018-9911-1
  • Shyur, H. J. (2006). COTS evaluation using modified TOPSIS and ANP. Applied mathematics and computation, 177(1), 251-259. https://doi.org/10.1016/j.amc.2005.11.006
  • Soh, K. (2014). Score-rank Inconsistency in International Ranking: An Example from PISA 2009-2012. International Journal, 1(1), 2-13.
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  • Tienken, C. H. (2017). Understanding PISA results. Kappa Delta Pi Record, 53(1), 6-8. https://doi.org/10.1080/00228958.2017.1264806
  • Tienken, C. H. (2020). PISA Scores and Ranks Are Fundamentally Flawed. Kappa Delta Pi Record, 56(2), 55-57. https://doi.org/10.1080/00228958.2020.1729629
  • Tuş, A., & Aytaç Adalı, E. (2019). The new combination with CRITIC and WASPAS methods for the time and attendance software selection problem. Opsearch, 56(2), 528-538. https://doi.org/10.1007/s12597-019-00371-6
  • Türkan, A., S. S. Üner., & Alcı, B. (2015). 2012 PISA Matematik Testi Puanlarının Bazı Değişkenler Açısından İncelenmesi. Ege Eğitim Dergisi, 16(2), 358-372. https://doi.org/10.12984/eed.68351
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  • Wang, Y. M., & Luo, Y. (2010). Integration of correlations with standard deviations for determining attribute weights in multiple attribute decision making. Mathematical and Computer Modelling, 51(1-2), 1-12. https://doi.org/10.1016/j.mcm.2009.07.016
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  • Yalçın, O. M., & Hanoğlu, E. T. (2020). OECD nin Uluslararası Öğrenci Değerlendirme Programında Başarılı Ülkeler ile Türkiye nin Eğitim Yönetimi ve Denetimi Açısından Karşılaştırılması. Yükseköğretim ve Bilim Dergisi, (1), 36-44. https://doi.org/10.14689/enad.27.10
  • Yıldız, D. (2021). Türkçe ve Türk dili-edebiyatı öğretmenlerinin gözünden PISA’daki okuma becerisi ve Türkiye’nin performansı: bir odak grup görüşmesi. Journal of Qualitative Research in Education, 27, 208-231. doi:10.14689/enad.27.10
  • Yore, L. D., & Van der Flier-Keller, E. (2011). Pacific Crystal Centre For Science, Mathematics, And Technology Literacy. In Pacific CRYSTAL Centre for Science, Mathematics, and Technology Literacy: Lessons Learned (pp. 3-22). Sense Publishers. https://doi.org/10.1007/978-94-6091-506-2
  • Yüksel, M., & Geban, Ö. (2018). Student performance task assessment using multiple criteria decision making (MCDM) techniques: An application for 9th grade chemistry course. Bartın University Journal of Faculty of Education, 7(3), 874-901. https://doi.org/10.14686/buefad.400787
  • Yüksel, M. (2021a). Ranking of Universities via Entropy and TOPSIS Method Based on Teacher Field Knowledge Test Results within the Field of Chemistry Teaching. Recent Studies of Education in Various Occasions (pp.115-149), Riga: LAP Lambert Academic Publishing.
  • Yüksel, Mehmet. (2021b). Kimya öğretmenliği programlarının taban puan bağlamında CRITIC ve TOPSIS yöntemi ile değerlendirilmesi. 3. Ulusal Başkent Disiplinler Arası Bilimsel Çalışmalar Kongresi. Ankara 14- 15 Mart. Türkiye.
  • Zardari, N. H., Ahmed, K., Shirazi, S. M., & Yusop, Z. B. (2015). Weighting methods and their effects on multi-criteria decision-making model outcomes in water resources management. Springer. https://doi.org/10.1007/978-3-319-12586-2
  • Zhao, X., Guo, H. T., Huang, C. L., & Zhong, J. S. (2017). Teaching evaluation system research based on structure entropy weight method. Journal of Discrete Mathematical Sciences and Cryptography, 20(1), 179-191. https://doi.org/10.1080/09720529.2016.1178915
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler - Articles
Yazarlar

Mehmet Yüksel 0000-0003-0124-1992

Yayımlanma Tarihi 1 Kasım 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 2

Kaynak Göster

APA Yüksel, M. (2022). PISA 2018 Araştırma Sonuçlarına Göre Ülkelerin Bileşik PISA Performans Sıralaması. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 788-821. https://doi.org/10.21666/muefd.1093574

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