Seher Yalçın

Türk Öğrencilerin TIMSS 2007 ve 2011 Matematik Başarısında Öğrenci ve Öğretmen Özelliklerinin Etkileri

This study explores the relationship between student characteristics (perception regarding peer bullying, students’ confidence in mathematics, students’ like learning mathematics and students valuing mathematics) which affect mathematics achievement of eighth grade students in Turkey and teacher characteristics (working conditions of teachers, teacher’s emphasis on academic success and collaboration with colleagues in order to enhance teaching) which are dealt with at school level. In this correlational study, 141 teachers and 4498 students were included from the Trends in International Mathematics and Science Study (TIMSS) 2007 and 219 teachers and 6928 students were included from TIMSS 2011. Samples were created with the stratified sampling method. Data collection sources of the study consist of the mathematics achievement tests and student and teacher questionnaires that were used in TIMSS 2007 and 2011 assessments. Study data was analysed with the hierarchical linear modelling (HLM) method. Data for the study was analysed with four HLMs. These models are: (i) Random Effects One Way the Analysis of Variance (ANOVA) Model; (ii) Regression Model in Which Means are Outcomes; (iii) Random Coefficients Model; (iii) Constant and Slope Coefficients as Outcomes. As a result of the analysis conducted to examine the level of relationship of the features regarding mathematics achievement of students at student and school level and the state of these relations between TIMSS 2007-2011 applications, it was found that in both TIMSS periods, eighth grade students’ mathematics achievements vary significantly among schools. According to the results of both 2007 and 2011 TIMSS, at school level, student’s mathematics achievement has a positive and significant relationship with teacher’s emphasis on the academic achievement variable. No significant relationship between students’ mathematics achievement and teachers’ working conditions and teachers’ collaboration for improving teaching variables were found in the 2007 and 2011 assessments. Students’ performances in TIMSS 2007 and 2011 mathematics exams have a significant relationship with students not being subjected to bullying at school and students’ like learning mathematics variables on student level. Students’ confidence in mathematics variable has a significant effect in achievements in 2011, which is not the case in 2007 and students valuing mathematics variable does not have a significant relationship with students’ mathematics achievement in either year.

A Determination of Turkish Student’s Achievement Using Hierarchical Linear Models in Trends in International Mathematics-Science Study (TIMSS) 2011

Abstract The purpose of this study is to determine the relationship between features of schools and students’ mathematics success in the TIMSS (Trends in International Mathematics-Science Study) which was administered to 8th grade students in 2011. As a correlational survey study, the population of the study, the characteristic sample for TIMSS applications, and this sample are all designated by using a two-stage stratified clustering model. The relationships between mathematics success and variables at student and school-levels have been tested with a twolevel hierarchical-linear model. According to the findings of the study, there is a difference between students’ mathematics scores at different schools. The most explanatory variable defining the variance at the school level is economic affluence of homes within school boundaries; at the student level, the students who have educational resources at home are better off.

Öğrencilerin Okuma Başarılarını Açıklayan Ailesel Değişkenlerin CHAID Analizi İle Belirlenmesi

The importance of reading skills both in daily life and in other courses, the fact that PISA 2009 parent questionnaire was not conducted in Turkey and that the relationship between parental variables and reading skills was not investigated within the framework of this questionnaire necessitate this study. The purpose of this study is to determine the parental variables that explain the reading skills success scores of the students with the information gathered from the parent questionnaire and students’ answers to the selected items of the PISA 2009 reading literacy test. Using the correlational model, this study has been carried out with 170 10th graders in Ankara and their parents. Data consists of information gathered from the parent questionnaire and the responses students give to the selected items of the PISA 2009 reading literacy test. Explanatory variables of the reading skills of the students have been determined with one of the decision trees methods, CHAID analysis. According to the findings of the study, it was found that the students whose parents think that most of the teachers in their school are qualified in their field and devoted to their work have higher scores in terms of reading success.

İlköğretim Programında Yer Alan Kazanımlara Dayalı Soru Yazma ve Puanlama Çalışması

Bu calismanin amaci, ilkogretim 4. sinif Fen ve Teknoloji dersi ogretim programinda yer alan “Maddeyi Taniyalim” unitesindeki kazanimlara uygun sorularin nasil hazirlanacagini ve puanlanacagini gostermek amaciyla yapilmistir. Calisma, Ankara ilinde bulunan bir ozel ilkogretim okulundaki 79 ogrenci uzerinde yurutulmustur. Unitede yer alan kazanimlar “icerik ve zihinsel duzey” olmak uzere iki kisimda cozumlenmis, cozumleme surecinde zihinsel duzeyleri belirlemek icin Haladyna (1997)’de yer alan asamali siniflama (taksonomi) kullanilmistir. Calismada zihinsel duzeylerden ucu (anlama, problem cozme/bilimsel surec becerisi ve elestirel dusunme) icin ornek sorular hazirlanmis, uygulanmis ve ogrenci yanitlari hazirlanan dereceli puanlama anahtarina gore degerlendirilmistir. Calisma sonunda kazanimlarin icerik ve zihinsel duzey olarak iki kisimda ele alinmasinin, kazanimin gelistirmeyi amacladigi becerinin olculmesine katki sagladigi gorulmustur