Öğrenci, Öğretmen ve Okul Özelliklerinin Öğrencilerin TEOG Matematik Başarıları Üzerindeki Etkilerinin Hiyerarşik Doğrusal Modelle İncelenmesi
Demirkol Karakuş, Sinem
Ambargo SüresiAcik erisim
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The aim of this study is analyzing whether there is a relationship between students, teachers and characteristics of a school in Maths points gotten in the first session of TEOG, the exam for passing from secondary school to high school, applied in November, 2016. The study group of this research in Relational Screening Model consists of 1533 students participated in Maths part of TEOG applied in November, 2016; 36 teachers of these students and 23 headmasters. For data collection; student, teacher and school questionnaires based upon student, teacher and school surveys of TIMSS 2011 are used. In the analysis of data, Hierarchical Linear Model, suitable for the analysis of embedded data, is used. According to the outcomes, it is determined that 17 percent of differences observed in maths success is due to the characteristics of schools. The most significant characteristic affecting a student success at school is the importance given to academic success by school and also there is a meaningful and positive relationship between school size (number of students at school) and average maths success. Also, it is seen that differentiation ratio between schools is approximately 69 percent with these two variables. In the analyses conducted in the level of teachers, it is stated that with the variables added to the model, difference among teachers is approximately 71 percent and it is also seen that the most important characteristic affecting student success is professional satisfaction of teachers. Furthermore; it is seen that there is a meaningful relationship between the years of seniority, education of principal branch, class management variables of teacher and maths success. Participation in the activities for professional development of teacher also has a meaningful ix relationship in a negative way but it is determined that this effect is pretty low in practice. Characteristics of student can explain the difference of maths success in 28 percent and it is seen that the most important variable related to maths success is private lesson. Besides, it is understood that there is a meaningful and positive relationship between the participation in school maths course, aimed educational level, socioeconomic condition of student and maths success. It can also be said that female students are more successful than male students in maths but this effect is not important in practice. Finally, there is a positive and meaningful relationship between daily allocated time to study maths and maths success, however it is seen that this effect is unimportant . It is determined that affective properties of students can explain the difference of maths success in 43 percent and the variable of self-confidence for maths has the most important effect on maths success. Also, there is a meaningful relationship in negative way between student’s loving and anxiety level for maths and maths success, however it is seen that this effect is low .