NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1067231
Record Type: Journal
Publication Date: 2015-Jun-23
Pages: 9
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: EISSN-1990-3839
Factors Affecting the Mathematics Achievement of Turkish Students in PISA 2012
Uysal, Sengül
Educational Research and Reviews, v10 n12 p1670-1678 Jun 2015
This study aims to analyze the effect of variables determining mathematics interest, mathematics self- concept, mathematics anxiety, teacher-student relation, classroom management and sense of belonging on the Mathematics achievement of Turkish students in the Programme for International Student Assessment (PISA) 2012. Structural equation modeling (SEM) was employed in this research study. The research population is represented by 15 year 3 month and 16 year 2 month old students receiving education in Turkey. The research sample, on the other hand, is composed of 4848 students randomly selected from 170 schools in 12 geographical regions where PISA is implemented. When the Mathematical structural equation model is analyzed, it has been seen that there is a medium and positive relationship between mathematics achievement and mathematics interest of students with mathematics self-concept. It has also been determined that the variable mathematics anxiety has a negative and medium effect on mathematics achievement. According to the results of the research study there is no meaningful relationship between variables of teacher-student relation, classroom management, sense of belonging and mathematics achievement of Turkish students.
Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Program for International Student Assessment