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Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey
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Abstract
Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students’ problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and pers
everance have statistically significant effect on students’ PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools.
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Keywords: PISA; Problem solving; School effect; Two-level Hierarchical Linear Model (HLM)Â
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Yavuz, E., & Atar, H. Y. (2017). Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey. New Trends and Issues Proceedings on Humanities and Social Sciences, 2(5). Retrieved from https://un-pub.eu/ojs/index.php/pntsbs/article/view/1124
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Cunnington, M. J. (2012). Examining the importance of school organizational culture for kindergarten teaching and learning: a multi-level analysis. Doctor of Education, Columbia University.
D’agostıno, J. V. (1997). An empırıcal comparison of three schooling models. Doctor of Philosophy, The University of Chicago, Illinois.
Demir, C.E. (2009). Factors influencing the academic achievement of the Turkish urban poor. International Journal of Educational Development, 29, 17–29.
Hanushek, E.A., & Luque, J.A. (2003). Efficiency and equity in schools around the world. Economics of Education Review, 22, 481–502.
Kim, J. (2006). School, classroom/teacher, and student effects on students’ mathematıcs achıevement. Doctor of Philosophy, University of Wisconsin-Madison.
Lesh, R., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. Lester (Ed.), The Handbook of Research on Mathematics Teaching and Learning (2nd ed.), (763–804). Reston, VA: National Council of Teachers of Mathematics; Charlotte, NC: Information Age Publishing.
Ministery of National Education, MoNE, (2011). PISA Turkey. Retrieved from http://egitek.meb.gov.tr.
OECD (2014), PISA 2012 Results: Creative Problem Solving: Students’ Skills in Tackling Real-Life Problems (Volume V), PISA, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264208070-en.
OECD (2005), PISA 2003 Technical Report. PISA, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264208070-en.
Raudenbush, S.W. & Bryk, A.S. (2002). Hierarchical linear models (2nd ed.). Newbury Park, CA: Sage
Savascı, H. S. (2010). The correlation between primary school seventh grade students’ academic success and socioeconomic factors and school’s education sources. Master’s thesis, Mehmet Akif Ersoy University, Burdur.
Stockdale, S. E., (1995). Gender differences in high school mathematics achievement: An empirical application of the propensity score adjustment. Unpublished master's thesis, University of California. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.33.8172&rep=rep1&type=pdf.
Sulu Cavumirza, E. (2012). Primary 8 students perceive their school climate in terms of some variables and evaluation of the placement exam scores. Master’s thesis, Necmettin Erbakan University, Konya.
Sirin, S. R. & Vatanartıran, S. (2014). PISA 2012 degerlendirmesi: Turkiye icin veriye dayalı egitim reformu onerileri. Retrieved from http://www.tusiad.org.tr.
Teodorovic, J. (2011). Classroom and school factors related to student achievement: What works for students? School effectiveness and school ımprovement: An ınternational journal of research. Policy and Practice, 22(2), 215-236.
Yang, J. (2000). The effects of school community on students’ academic learning growth: A multilevel analysis of nels:88 for high schools. Doctor of Philosophy, University of Wisconsin-Madison.
Yang, C. K. (2011). How do students’ problem solving strategies and preferences in learning environments relate to their mathematical performance? A comparative study between South Korea and the United States. SREE Fall 2011 Conference.