Implications of between-school tracking for Turkish students

Yıl 2019, Cilt: 8 Sayı: 3, 196 - 216, 31.07.2019

Wenke Niehues Yasemin Kisbu-sakarya Bilge Selçuk

https://doi.org/10.19128/turje.453383

Öz

Previous multilevel analyses for Turkey show that performance
differences of students vary more between schools than within schools. These
school-disparities might be associated with Turkey’s tracking system and
related differences in student body and learning environments of school tracks.
Since it is not known how Turkey’s low-performing vocational, low-performing
academic, and high-performing academic school tracks differ regarding students’
family background, motivational and behavioral engagement of students, and
schools’ learning environments, we analyzed the PISA 2012 data to examine these
differences. Results indicate that Turkish students which attend
high-performing academic schools are more likely to have higher socio-economic
status, display higher confidence in their math ability, are less engaged
during class and are exposed to a richer learning environment than students
attending low-performing academic schools. Policy implications of each finding
are discussed in detail.

Anahtar Kelimeler

Between-school tracking, Socio-economic status (SES), Turkish students, Motivational and behavioral engagement, Learning environment

Türk öğrenciler için okullar arası izleme uygulamaları

Öz

Çok düzeyli analizler Türkiye’deki okullar arası
öğrenci performansı farklılıklarının okul içi performans farklılıklarından daha
fazla olduğunu göstermiştir. Bu durum, okullara giriş sistemi ve buna bağlı
olarak öğrenci profillerindeki ve de okulların öğrenme ortamlarındaki
farklılıklardan kaynaklanabilmektedir. Türkiye’deki düşük performanslı meslek
okullarına, düşük performanslı akademik okullara ve yüksek performanslı
akademik okullara devam eden öğrencilerin aile geçmişleri, motivasyonel ve
davranışsal katılımları ve okulların öğrenme ortamları arasındaki farklar
yeteri kadar incelenmemiş olduğundan, bu çalışmada PISA 2012 verisi bu
farklılıkları tespit etme amacı ile analiz edilmiştir. Sonuçlar, düşük
performanslı akademik okullara giden öğrencilere kıyasla, yüksek performanslı
akademik okullardaki Türk öğrencilerinin daha yüksek sosyo-ekonomik statüye
sahip olduklarını, matematik becerilerine daha çok güvendiklerini, ders
sırasında daha az katılım gösterdiklerini ve daha zengin bir öğrenme ortamına
maruz kaldıklarını göstermiştir. Bulgular eğitim politikaları kapsamında
tartışılmıştır.

Anahtar Kelimeler

Okullar arası izleme, Sosyo-ekonomik durum (SED), Türk öğrenciler, Motivasyonel ve davranışsal ilişki, Öğrenme ortamı

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