Türkiye, Sıngapur, Kanada ve Estonya’da Pısa 2018 Başarılarını Etkileyen Değişkenlerin Karşılaştırılması

Abstract

The motive of this research is to determine the school and student level variables which considerably prefigure the mathematics-reading-science success rates of the students in Turkey, Singapore, Estonia and Canada, who took part in the PISA 2018 practice, and to introduce the differences. In the study, multilevel-multivariable regression model was used in pursuit of the structure of the data set, student and school level variables were analyzed. In the wake of the analysis, it has been determined that success of Turkish students stems from the differences among schools, but in Singapore, Estonia and Canada practices, it has been resolved that success is mostly owing to the differences among individuals. On the other hand, the variables determining mathematical literacy in student-level practices in Turkey, Singapore, Estonia and Canada have been found out as disciplinary climate in test language lessons within the index of economic, social and cultural status. The most significant variables underlying in reading skills success rates have been demonstrated as the index of economic, social and cultural status, family wealth, students' awareness of global issues. The variables that prefigure the science literacy are; the index of economic, social and cultural status, family wealth, disciplinary climate in test language lessons, students' awareness of global problems and learning goals were found to be noteworthy within all countries. In school level variables, the most significant predictor variable among all practice areas in Turkey, Singapore, Estonia and Canada is student behavior hindering learning.