Uluslararası öğrenci değerlendirme programında rekabet ortamı ile öğrencilerin matematik okuryazarlığı arasındaki ilişki
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Dosyalar
Tarih
2023
Yazarlar
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Yayıncı
Trakya Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada ulaşılmak istenen amaç, uluslararası ölçekte uygulanmakta olan Uluslararası Öğrenci Değerlendirme Programı’nın (PISA) 2018 yılı uygulamasında elde edilen veriler doğrultusunda öğrencilerin matematik okuryazarlığının okul özellikleri ve öğrenciler arasındaki rekabet ortamı ile ilişkisinin incelenmesi olarak belirlenmiştir. Bu amaç doğrultusunda iki düzeyli hiyerarşik lineer modelleme (HLM) kullanılarak verilerin analizi yapılmıştır. Çalışmadaki veriler 2018 yılı okul ve öğrenci anketlerinin sonuçlarının dâhil edilmesiyle oluşturulmuştur. Öğrenci anketi kullanılarak belirlenen öğrenci düzeyine ait 1. düzey açıklayıcı değişkenler; öğrencilerin rekabete değer veriyor gibi görünmesi, öğrencilerin birbiriyle yarışıyor gibi görünmesi, öğrencilerin birbiriyle rekabet etmenin önemli olduğu hissini paylaşıyor gibi görünmesi ve öğrencilerin başkalarıyla karşılaştırıldıklarını düşünmesidir. Bu değişkenlerden öğrencilerin birbiriyle yarışıyor gibi görünmesi dışındaki değişkenler matematik okuryazarlığı ile ilişkili bulunmuştur. Bu sonuca göre; öğrencilerin rekabete değer veriyor gibi görünmesi ve öğrencilerin birbiriyle karşılaştırıldığını düşünmesi durumu arttıkça matematik okuryazarlığı artmaktadır. Öğrencilerin birbiriyle rekabet etmenin önemli olduğu hissini paylaşıyor gibi görünmesi durumu arttıkça ise matematik okuryazarlığı azalmaktadır. Okul anketi kullanılarak belirlenen okul düzeyine ait 2. düzey değişkenler; okul türü, okul büyüklüğü, sınıf büyüklüğü, okulun sosyoekonomik düzeyi, öğretmen eksikliği, kız öğrenci sayısı, erkek öğrenci sayısı, öğrenci sayısının öğretmen sayısına oranı, internete bağlı bilgisayar sayısı, eğitim materyali eksikliği, okulda çalışma alanı bulunması, okulda düzenlenen aktivite sayısı ve personel eksikliğidir. Bu değişkenler arasından okulun sosyoekonomik düzeyi, eğitim materyali yetersizliği, okulda düzenlenen aktivite sayısı matematik okuryazarlığı ile ilişkili bulunurken; okul türü, kız öğrenci sayısı, erkek öğrenci sayısı, toplam öğretmen sayısı, okulda çalışma alanı bulunması, öğrenci-öğretmen oranı, okul büyüklüğü, internete bağlı bilgisayar sayısı, sınıf büyüklüğü ve personel yetersizliğinin matematik okuryazarlığı ile ilişkili olmadığı sonucuna varılmıştır. Bu sonuca göre; eğitim materyali yetersizliği ve okulun sosyoekonomik düzeyi arttıkça matematik okuryazarlığı düşmektedir. Okuldaki aktivelerin sayısı arttıkça ise matematik okuryazarlığının da arttığı görülmüştür. Elde edilen sonuçlardan yola çıkarak okuldaki rekabet ortamı ve yarışmalarla ilgili düzenlemeler yapılabilir. Bunun yanında okuldaki materyal eksikliklerinin giderilmesine, imkânların geliştirilmesine ve aktivite sayısının arttırılmasına ilişkin çalışmaların yapılması da faydalı olacaktır.
The aim of this study was determined as examining the relationship between students' mathematical literacy and school characteristics and the competitive environment among students, in line with the data obtained in the 2018 implementation of the Program for International Student Assessment (PISA), which is being implemented on an international scale. For this purpose, data analysis was performed using two-level hierarchical linear modeling (HLM). The data in the study was created by including the results of the 2018 school and student surveys. Level 1 explanatory variables of the student level determined by using the student questionnaire ; students seem to value competition, students seem to compete with each other, students seem to share the feeling that it is important to compete with each other, and students think they are being compared to others. Among these variables, except that students seem to compete with each other, the variables were found to be related to mathematical literacy. According to this result; Mathematical literacy increases as students seem to value competition and think that students are compared with each other. Mathematical literacy decreases as students seem to share the feeling that it is important to compete with each other. 2nd level variables of the school level determined by using the school questionnaire; type of school, school size, class size, socioeconomic level of the school, lack of teachers, number of female students, number of male students, ratio of student to teacher, number of computers connected to the internet, lack of educational materials, study space at school, number of activities organized at school and staff is the lack. Among these variables, the socioeconomic level of the school, the inadequacy of educational materials, and the number of activities organized at school were associated with mathematical literacy; It was concluded that the type of school, the number of female students, the number of male students, the total number of teachers, the presence of a study area at the school, the student-teacher ratio, the size of the school, the number of computers connected to the Internet, the class size and the lack of personnel were not related to mathematical literacy. According to this result; Mathematical literacy decreases as educational material inadequacy and the socioeconomic level of the school increase. It was observed that as the number of activities at school increased, mathematical literacy also increased. Based on the results obtained, arrangements can be made regarding the competitive environment and competitions in the school. In addition, it will be beneficial to carry out studies on eliminating the material deficiencies in the school, improving the opportunities and increasing the number of activities.
The aim of this study was determined as examining the relationship between students' mathematical literacy and school characteristics and the competitive environment among students, in line with the data obtained in the 2018 implementation of the Program for International Student Assessment (PISA), which is being implemented on an international scale. For this purpose, data analysis was performed using two-level hierarchical linear modeling (HLM). The data in the study was created by including the results of the 2018 school and student surveys. Level 1 explanatory variables of the student level determined by using the student questionnaire ; students seem to value competition, students seem to compete with each other, students seem to share the feeling that it is important to compete with each other, and students think they are being compared to others. Among these variables, except that students seem to compete with each other, the variables were found to be related to mathematical literacy. According to this result; Mathematical literacy increases as students seem to value competition and think that students are compared with each other. Mathematical literacy decreases as students seem to share the feeling that it is important to compete with each other. 2nd level variables of the school level determined by using the school questionnaire; type of school, school size, class size, socioeconomic level of the school, lack of teachers, number of female students, number of male students, ratio of student to teacher, number of computers connected to the internet, lack of educational materials, study space at school, number of activities organized at school and staff is the lack. Among these variables, the socioeconomic level of the school, the inadequacy of educational materials, and the number of activities organized at school were associated with mathematical literacy; It was concluded that the type of school, the number of female students, the number of male students, the total number of teachers, the presence of a study area at the school, the student-teacher ratio, the size of the school, the number of computers connected to the Internet, the class size and the lack of personnel were not related to mathematical literacy. According to this result; Mathematical literacy decreases as educational material inadequacy and the socioeconomic level of the school increase. It was observed that as the number of activities at school increased, mathematical literacy also increased. Based on the results obtained, arrangements can be made regarding the competitive environment and competitions in the school. In addition, it will be beneficial to carry out studies on eliminating the material deficiencies in the school, improving the opportunities and increasing the number of activities.
Açıklama
Anahtar Kelimeler
Matematik okuryazarlığı, Uluslararası Öğrenci Değerlendirme Programı (PISA), Rekabet, Öğrenci özellikleri, Okul özellikleri, Hiyerarşik lineer model, Mathematical literacy, Program for International Student Assessment (PISA), Competition, Student characteristics, School characteristics, Hierarchical linear model
