Pısa 2012'de Yer Alan Duyuşsal Özelliklerin Matematik Başarısını Sınıflama Doğruluğunun İncelenmesi: Şangay, İspanya Ve Peru Örneği

Abstract

The purpose of this research is to determine to what extent academic classification is supported by the mathematics literacy performance in PISA 2012 of students from China-Shanghai, Spain and Peru among the participating countries. For this purpose, logistic regression analysis and discriminant analysis were used and the obtained results were compared. In this research, the data sets of 1615 students from China-Shanghai, 7762 students from Spain and 1349 students from Peru in PISA 2012 application were used. Because of including assumptions of the logistic regression analysis, assumptions of discriminant analysis were explored. In all three countries, the assumptions of the normality and homogeneity of variance-covariance matrices couldn’t be verified. However, since relatively large size of the sample still enables the discriminant analysis. At the end of the research, it was seen that the results obtained from logistic regression analysis and discriminant analysis were quite similar for the three countries. In China-Shanghai and Spain, the performance in mathematics is correctly classified beyond the chance according to lower and upper proficiency levels, but in Peru it is not. Furthermore, it was also found that the most effective variables in the classification of individuals according to the proficiency levels were mathematics self-efficacy and mathematics intentions in China-Shanghai; mathematics self-efficacy, mathematics self-concept and instrumental motivation for mathematics in Spain; mathematics self-concept and mathematics self-efficacy in Peru, respectively. Finally, when the explanatory rates of differentiation in proficiency levels by attitudes were examined, it was seen that the rates of China-Shanghai and Spain were very close and relatively higher than those of Peru.