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Abstract
The purpose of the study was to examine the student-level and school-level variability that affect middle school students’ academic achievement. Student background and school context on student academic achievement were examined. Participants of the study consisted of 1053 seventh and eighth grade middle school students from 10 schools in the cities of Ankara and Sinop, Turkey. The research study analysed using two-level hierarchical linear modeling (HLM). Data were analysed with three HLM models: (1) random effects one-way ANOVA model, (2) random coefficients regression model, (3) intercepts and slopes-as outcomes model. The results of the analyses showed that at the student level, gender, SES, and number of siblings were found to have statistically significant effects on student GPA. When considering the practical importance of student level variables, SES, and number of siblings have small effects, but gender has a moderate effect on students’ school achievements. On average, female students perform higher than male students in terms of their GPA scores. At the school level, educational school resources have a significant effect on predicting academic achievement. It has been shown that school resources have a moderate effect on students’ academic achievements.
Highlights
Academic achievement is one of the most important determinants of education quality
Results of the Second Research Question (How much do schools differ regarding the association between student level variables and academic achievement?): Table 4 and Table 5 showed that the results obtained from the random coefficient model analysis
This study empirically investigated the effects of student characteristics and school characteristics on the academic achievement of middle school students in Turkey
Summary
Academic achievement is one of the most important determinants of education quality. Educational researchers agree that many factors have an impact on students’ achievements (Börkan & Bakış, 2016; Coleman et al, 1966; Engin-Demir, 2009; Gelbal, 2008). The research studies have shown that student characteristics such as gender, age, motivation, attitudes towards courses, self-efficacy, students’ efforts, being bullied at school have significant impacts on academic achievement (Engin-Demir, 2009; Gevrek & Sieberlich, 2014; Ma, 2001; Özberk, AtalayKabasakal & Boztunç-Öztürk, 2017, Yavuz, Demirtaşlı, Yalçın, & İlgün-Dibek, 2017). Background characteristics such as family socioeconomic status (SES), family size or number of children in the family, and parental education are related to educational achievement (Alacacı & Erbaş, 2010; Börkan & Balkış, 2016; Downey, 2001; Engin-Demir, 2009; Kalender & Berberoglu, 2009; Ministry of National Education-MoNE, 2007).
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