Abstract
The aim of this research is to assess factors affecting achievement of students coming from low socioeconomic background in PISA 2012 and with high and low achievement in mathematics performance. The research population consists of students who were 15 years old as of the date of PISA 2012 assessment. In the Turkey sample, there are 4848 students from a total of 170 schools from 57 cities in 12 statistical region units in PISA 2012. In this research, students within the lowest 33.00% section according to the economic sociocultural status index in the Turkey sample were included. The research was carried out with 218 students showing low achievement in mathematics and 173 students showing high achievement in mathematics including them all in socioeconomically disadvantaged group. As a result of the structural equation model applied considering students’ affective traits and achievement in mathematics, it is observed that the variable “attitude towards school” is a positive and significant predictor in the low achievement group. It is observed that the variable “affective characteristics towards mathematics” is a positive and significant predictor in the high achievement group while “attitude towards school” is a negative predictor of achievement in mathematics. These results can initiate attempts to review educational investments towards students’ achievement and can lead to fund transfers towards fields that can result in higher increase in achievement.
Highlights
It is important for individuals to have a secure future for both themselves and society
These studies report the possibility of coming from a lower socioeconomic status is higher for students with low success (Acemoğlu & Pischke, 2001; Baker, Goesling, & LeTendre, 2002; Chevalier & Lanot, 2002; Davis-Kean, 2005; Konstantopoulos, 2006; Köse, 2007; OECD, 2007; 2011; Şirin, 2005)
This study investigates socioeconomically disadvantaged students based on the Programme for International Student Assessment (PISA) 2012 data to determine how high-achieving students differ from low-achieving students from similar socioeconomic status examining the roles of affective characteristics towards mathematics, teachers, and the school in student achievement
Summary
Anahtar Kelimeler: Akademik başarı, Sosyoekonomik, Akademik yılmazlık, Yapısal Eşitlik Modeli. PISA 2012 uygulamasında düşük sosyoekonomik altyapıdan gelen öğrenciler arasında matematik performansı bakımından yüksek ve düşük başarı gösteren öğrencilerin başarılarına etki eden faktörleri değerlendirmektir. 12 istatistikî bölge biriminden 57 il ve toplam 170 okuldan 4848 öğrenci yer almıştır. Bu Çalışmaya, Türkiye örnekleminde ekonomik, sosyal, kültürel durum indeksine göre en alt %33.00’lük dilimde olan öğrenciler dâhil edilmiştir. Sosyoekonomik bakımdan dezavantajlı olup matematikte düşük başarı gösteren 218, yüksek başarı sergileyen 173 öğrenci ile yürütülmüştür. Öğrenci özellikleri ile matematik başarısı arasında yürütülen yapısal eşitlik modeli sonucunda okula yönelik tutum değişkeninin, düşük başarılı grupta pozitif ve manidar bir yordayıcı olduğu görülmüştür. Yüksek başarılı grupta matematiğe yönelik duyuşsal özellikler performansın pozitif yönde açıklayıcısı iken, okula yönelik tutum matematik başarısının negatif açıklayıcısı durumundadır.
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