Tımss 2019 Uygulamasına Katılan Öğrencilerin Matematik Başarılarının Aile Katılımı Değişkenlerine Göre Yordanması

Abstract

In this study, based on the TIMSS (Trends in International Mathematics and Science Study) 2019 Turkey data, it was aimed to determine how much parents participate in the education of 4th and 8th-grade students, to what extent they support their learning, to what extent they can meet school needs, and to determine the predictive level of these variables for students' mathematics achievement. The sample of the study consists of 180 schools and 4.028 students at the fourth grade, 181 schools and 4.077 students at the eighth grade, and their families, teachers and school administrators in the Turkey sample of the TIMSS 2019 application. For the analysis of the data, the IDB Analyzer program, which facilitates the analysis of the layered data and provided by the IEA (International Association for the Evaluation of Educational Achievement), was used. As a result of the study, it was determined that educational resources at home, student absenteeism, lack of nutrition and sleep, out-of-school math support, and parents’ perceptions about mathematics and their children's education significantly predict students' math performances. It is thought that the results obtained will provide meaningful contributions to the discussions in the literature about which family-based factors should be improved in order to increase the academic success of students by revealing the relationship between family participation and students' mathematics achievement in Turkey.