Attitude-Achievement Paradox and Countries' Extreme-Response Style Tendenciess: The Case of PISA 2015

Yıl 2021, Cilt: 19 Sayı: 1, 145 - 181, 25.06.2021

Zafer Ertürk , Şeref Tan

Öz

Programme for International Student Assessment (PISA), which is one of the large-scale exams, evaluates countries' achievements in science, mathematics, and reading of 15-year-old students. In PISA, besides success tests, student, teacher, and school questionnaires are applied, and affective features related to success are measured. The aim of this study is to examine the extreme response style in countries where the attitude-success paradox is seen in PISA 2015, and to determine the relationship between the economic, social, and cultural status of the countries. For these purposes, the IR-tree method was used. In the research, a total of 7486 student data was used by selecting 10% sub-samples randomly from the samples of 14 countries where the attitude-success paradox was seen. In order to measure students' attitudes towards science, success motivation and enjoyment of science scales were used. In the study, the group variable showing the attitude-success paradox of the countries and the SES variables showing their socio-economic status are independent variables. In the analysis of the data, lme4 and irtrees packages were used under the R program. Three different models were established to examine the extreme response styles of the countries. It was observed that the model that measures one latent feature and two extreme response styles among the established models provides the best fit with the data. According to the results obtained from this model, it was seen that the extreme response style was effective in explaining the attitude-success paradox. In addition, it was concluded that the SES variable did not have a significant effect on the extreme response style.

Anahtar Kelimeler

IR-Tree, Attitude, Success, Extreme Response Style

Tutum Başarı Paradoksu ve Ülkelerin Uç Tepki Stili Eğilimleri: PISA 2015 Örneği

Öz

Geniş ölçekli sınavlardan biri olan Uluslararası Öğrenci Değerlendirme Programı ülkelerin 15 yaş grubu öğrencilerinin fen, matematik ve okuma alanındaki başarılarını değerlendirmektedir. Uluslararası Öğrenci Değerlendirme Programı’nda başarı testlerinin yanında öğrenci, öğretmen ve okul anketleri de uygulanarak başarı ile ilişkili duyuşsal nitelikler de ölçülmektedir. Çalışmanın amacı, Uluslararası Öğrenci Değerlendirme Programı 2015’te tutum-başarı paradoksunun görüldüğü ülkelerde uç tepki stilini incelemek ve uç tepki stili sergileme ile ülkelerin ekonomik, sosyal ve kültürel statüleri arasındaki ilişkiyi belirlemektir. Bu amaçlar doğrultusunda IR-tree yöntemi kullanılmıştır. Araştırmada tutum-başarı paradoksunun görüldüğü 14 ülkenin örnekleminden rastgele %10’luk alt örneklemler seçilerek toplam 7486 öğrenci verisi kullanılmıştır. Öğrencilerin fene yönelik tutumlarını ölçmek amacıyla başarı motivasyonu ve fenden hoşlanma ölçeklerinden yararlanılmıştır. Araştırmada ülkelerin tutum-başarı paradoksunu gösteren grup değişkeni ile sosyoekonomik statülerini gösteren SES değişkenleri bağımsız değişkenlerdir. Verilerin analizinde R programı altında yer alan lme4 ile irtrees paketleri kullanılmıştır. Ülkelerin uç tepki stillerini incelemek amacıyla üç farklı model kurulmuştur. Kurulan modeller arasında bir gizil özellik ve iki uç tepki stilini ölçen modelin veriye en iyi uyumu sağladığı görülmüştür. Bu modelden elde edilen sonuçlara göre, tutum-başarı paradoksunu açıklamada uç tepki eğiliminin etkili olduğu görülmüştür. Ayrıca SES değişkenin ise uç tepki eğiliminde anlamlı bir etkisinin olmadığı sonucu ortaya çıkmıştır.

Anahtar Kelimeler

IR-Tree, Tutum, Başarı, Uç Tepki Stili

Kaynakça

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