Investigation of Student and Teacher Characteristics Associated with Mathematics Achievement in the Transition to Secondary Education Exam
Abstract views: 298
/ 
PDF downloads: 205
DOI:
https://doi.org/10.52380/ijcer.2023.10.2.486Keywords:
Mathematics achievement, Secondary education transition exams, HLM, Teacher characteristics, Student characteristicsAbstract
The purpose of this study is to examine student and teacher characteristics related to students' mathematics achievement. The study group for this research was composed of 1533 students who participated in the mathematics subtest of the transition from basic education to secondary education applied in 2016 and 36 mathematics teachers who teach these students. The data for the research are collected with the prepared student and teacher questionnaires. In the analysis of the data, two-level hierarchical linear models are used. According to the results, the most important teacher characteristic related to students' mathematics achievement is the level of professional satisfaction of the teacher. In addition, teachers' seniority, main field education, and classroom management skills have a significant and positive effect on mathematics achievement. Also, teachers' participation in professional development activities has a significant and negative effect on mathematics achievement, but this effect is small in practice. At the student level, the student's self-confidence in mathematics has the most important effect on the subject’s achievement. The variables of students' liking mathematics and their anxiety towards mathematics have negative and significant effects on mathematics achievement, but these effects are small in practice.
References
Aktaş, I. (2011). TIMSS 2007 Verilerine göre öğrencilerin fen başarısı ile öğretmenlerin özellikleri arasındaki ilişkinin incelenmesi [Master’s thesis]. Hacettepe University, Ankara.
Akyüz, G. (2006). Investigation of the effect of teacher and class characteristics on mathematics achievement in turkey and European union countries. Elementary Education Online, 5(2), 75-86, 2006. Retrieved from http://ilkogretim-online.org.tr
Akyüz, G. (2014). The effects of student and school factors on mathematics achievement in TIMSS 2011. Education and Science, 39 (172), 150-162. Retrieved from https://hdl.handle.net/20.500.12462/4351
Ashton, P., & Crocker, L. (1987). Systematic study of planned variations: The essential focus of teacher education reform. Journal of Teacher Education, 38(3), 2-8. https://doi.org/10.1177%2F002248718703800302 DOI: https://doi.org/10.1177/002248718703800302
Arıkan, S., van de Vijver, F. J. R., & Yağmur, K. (2016). Factors contributing to mathematics achievement differences of Turkish and Australian students in TIMSS 2007 and 2011. EURASIA Journal of Mathematics, Science and Technology Education, 12(8), 2039-2059. https://doi.org/10.12973/eurasia.2016.1268a DOI: https://doi.org/10.12973/eurasia.2016.1268a
Atar, H. Y. (2014). Multilevel effects of teacher characteristics on TIMSS 2011 science achievement. Education and Science, 39 (172), 121-137. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2894/620.
Aydın, M. (2015). Öğrenci ve okul kaynaklı faktörlerin TIMSS matematik başarısına etkisi [Doctoral dissertation]. Necmettin Erbakan University, Konya.
Azina, I. N., & Halimah, A. (2012). Student factors and mathematics achievement: Evidence from TIMSS 2007. Eurasia Journal of Mathematics, Science and Technology Education. 8(3), 249-255. https://doi.org/10.12973/eurasia.2012.843a DOI: https://doi.org/10.12973/eurasia.2012.843a
Begle, E. G. (1979). Critical variables in mathematics education: Findings from a survey of the empirical literature. Washington, DC: Mathematical Association of America and National Council of Teachers of Mathematics. ERIC Number: ED171515
Bloom, B. S. (1998). İnsan nitelikleri ve okulda öğrenme. (D. A. Özçelik, Çev.). İstanbul: MEB Yayınları.
Brown, C. A., Smith, M. S., & Stein, M. K. (1995). Linking teacher support to enhanced classroom instruction. Paper Presented at the Annual Conference of the American Educational Research Association.
Büyükkaragöz, S. (1998). Öğretmenlik mesleğine giriş (Eğitimin temelleri). Konya: Mikro Basım Yayım Dağıtım.
Chiu, M. M. (2010). Effects of inequality, family and school on mathematics achievement: Country and student differences. Social Forces, 88 (4), 1645-1676. https://www.jstor.org/stable/40645953 DOI: https://doi.org/10.1353/sof.2010.0019
Cohen, D. K., & Hill, H. C. (1977). Instructional policy and classroom performance: The mathematics reform in California. Paper Presented at the Annual Conference of the American Educational Research Association.
Demir, İ., & Kılıç, S. (2010). Using PISA 2003, examining the factors affecting students' mathematics achievement. Hacettepe University Journal of Education, 38, 44-54. Retrieved from https://dergipark.org.tr/tr/pub/hunefd/issue/7798/102146
Evertson, C. M., Hawley, W. D., & Zlotnik, M. (1985). Making a difference in educational quality through teacher education. Journal of Teacher Education, 36(3), 2-12. https://doi.org/10.1177%2F002248718503600302 DOI: https://doi.org/10.1177/002248718503600302
Ferguson, P., & Womack, S. T. (1993). The impact of subject matter and educational coursework on teaching performance. Journal of Teacher Education, 44(1), 155-163. https://doi.org/10.1177%2F0022487193044001008 DOI: https://doi.org/10.1177/0022487193044001008
Fishman, J. A., & Galguera, T. (2003). Introduction to test construction in social and sciences. Rowman & Littlefield Publishers: Oxford.
Gainer, W. L. (1962). The ability of the WISC subjects to discriminate between boys and girls of average intelligence. California Journal of Educational Research, 13, 9-16.
Genç, T. (2020). Sıradışı problem çözme eğitiminin sekizinci sınıf öğrencilerinin stratejik esneklik ve liselere giriş sınavı başarısına etkisi. [Master’s thesis]. Uludağ University. Bursa.
Gibbs, R. & Poskitt J. (2010). Student engagement in the middle years of schooling (years 7–10): A literature review. Report to the Ministry of Education. https://nzcurriculum.tki.org.nz/content/download/4911/70679/file/940_Student%20Engagement.pdf
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washinton: National Comprehensive Center for Teacher Quality.
Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129-145. https://doi.org/10.2307/1164392 DOI: https://doi.org/10.3102/01623737022002129
Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The Effect of School Resources on Student Achievement. Review of Education Research, 66(3), 361-396. https://doi.org/10.3102%2F00346543066003361 DOI: https://doi.org/10.3102/00346543066003361
Guyton, E., & Farokhi, E. (1987). Relationships among academic performance, basic skills subject matter knowledge, and teaching education graduates. Journal of Teacher Education, 38(5), 37-42. https://doi.org/10.1177%2F002248718703800508 DOI: https://doi.org/10.1177/002248718703800508
Gür, B. S., Çelik, Z., & Coşkun, İ. (2013). Türkiye'de ortaöğretimin geleceği: Hiyerarşi mi eşitlik mi. Seta Analiz, 69, 5-12. Retrieved from https://www.setav.org/turkiyede-ortaogretimin-gelecegi-hiyerarsi-mi-esitlik-mi/
Hart, L. E. (1989). Describing the affective domain: Saying what we mean. (D. B. McLeod, & V. M. Adams, Dü). New York: Springer-Verlag. DOI: https://doi.org/10.1007/978-1-4612-3614-6_3
Jacob, B. A., & Lefgren, L. (2004). The impact of teacher training on student achievement: Quasi-experimental evidence from school reform efforts in Chicago. Journal of Human Resources, 39(1), 50-79. doi: 10.3368/jhr.XXXIX.1.50 DOI: https://doi.org/10.3368/jhr.XXXIX.1.50
Kadijevich, D. (2008). TIMSS 2003: Relating dimensions of mathematics attitude to mathematics achievement. Zbornik Instituta za Pedagoska Istrazivanja, 40(2), 327-346. https://doi.org/10.2298/ZIPI0802327K DOI: https://doi.org/10.2298/ZIPI0802327K
Kanyongo, G. Y., Schreiber, J. B., & Brown, L. I. (2007). Factors affecting mathematics achievement among 6th graders in three Sub-Saharan African countries: The use of hierarchical linear models (HLM). African Journal of Research in Mathematics, Science and Technology Education, 11(1), 37-46. https://doi.org/10.1080/10288457.2007.10740610 DOI: https://doi.org/10.1080/10288457.2007.10740610
Karabay, E., Yıldırım, A., & Güler, G. (2015). The analysis of the relationship of PISA math’s literacy with student and school characteristics by years with hierarchical linear models. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 36, 137-151. ISSN:1302-8944
Kay, R. H. (1993). An exploration of theoretical and practical foundations for assessing attitudes toward computers: The computer attitude measure (CAM). Computers in Human Behavior, 9(4), 371-389. https://doi.org/10.1016/0747-5632(93)90029-R DOI: https://doi.org/10.1016/0747-5632(93)90029-R
Kılıç, F. (2022). Sekizinci sınıf öğrencilerinin matematiğe ilişkin tutum ve motivasyon düzeyleri ve lgs başarı puanları arasındaki ilişkisi [Master’s Thesis]. Akdeniz University, Antalya.
Kim, S. J., Park, J. H., Park, S. W., & Kim, S. S. (2013). The effects of school and students’ educational contexts in Korea, Singapore, and Finland. Corpus ID: 15743166
Lamb, S., & Fullarton, S. (2002). Classroom and school factors affecting mathematics achievement: A comparative study of the US and Australia using TIMSS. Australian Journal of Education, 46(2), 154-171. doi:10.1177/000494410204600205 DOI: https://doi.org/10.1177/000494410204600205
Liu, S., & Meng, L. (2009). Perceptions of teachers, student and parents of the characteristics of China and the United States. Educational Assessment, Evolution and Accountability, 21(4), 313-328. https://doi.org/10.1007/s11092-009-9077-z DOI: https://doi.org/10.1007/s11092-009-9077-z
Lodico, M. G., Spaulding, D. T. & Voegtle, K. H. (2006). Methods in educational research: From theory to practice. San Francisco, CA: Jossey-Bass.
Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47. https://doi.org/10.2307/749662 DOI: https://doi.org/10.2307/749662
Ma, X., & Xu, J. (2004). The casual ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27, 165-179. https://doi.org/10.1016/j.adolescence.2003.11.003. DOI: https://doi.org/10.1016/j.adolescence.2003.11.003
Martin, M. O., & Mullis, I. V. S. (Ed.). (2012). Methods and procedures in TIMSS and PIRLS 2011. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
MEB. (2007). 64 soruda ortaöğretime geçiş sistemi. Retrieved from https://www.ilkokul.nds.k12.tr/IMG/pdf/ORTAOGRETIME_GECIS_SISTEMI.pdf.
MEB. (2010). Seviye belirleme sınavının değerlendirilmesi. Retrieved from https://www.meb.gov.tr/earged/earged/sbs_deger.pdf.
MEB. (2013). Temel eğitimden ortaöğretime geçiş sistemi ile ilgili sıkça sorulan sorular. http://www.meb.gov.tr/duyurular/duyurular2013/bigb/tegitimdenoogretimegecis/MEB_SSS_20_09_2013.pdf.
MEB. (2015). 2014-2015 Eğitim öğretim yılı 2. dönem ortak sınav bilgileri. Retrieved from https://odsgm.meb.gov.tr/test/analizler/docs/2014-2015-2-Donem-Ortak-Sinavlar-Genel-Bilgiler.pdf
MEB. (2016). 2015-2016 Ortak sınavlar 1. dönem sayısal bilgileri. Retrieved from https://odsgm.meb.gov.tr/test/analizler/
MEB. (2016a). 2016-2017 öğretim yılı ortak sınavlar e-kılavuzu. Retrieved from https://www.meb.gov.tr/meb_iys_dosyalar/2016_10/07062150_20162017retimylortaksnavlareklavuzu.pdf
MEB. (2016b). 2015-2016 Eğitim öğretim yılı 2. dönem ortak sınavlar sayısal bilgileri. Retrieved from https://odsgm.meb.gov.tr/test/analizler/.
MEB. (2017). Öğretmenlik mesleği genel yeterlikleri. https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
MEB. (2018). Sınavla öğrenci alacak ortaöğretim kurumlarina ilişkin merkezî sinav başvuru ve uygulama kilavuzu. Retrieved from https://www.meb.gov.tr/sinavlar/dokumanlar/2018/MERKEZI_SINAV_BASVURU_VE_UYGULAMA_KILAVUZU.pdf
Miller, S. F. (1991). A study of the relationship of mathematics anxiety to grade level, gender, intelligence, and mathematics achievement [Doctoral dissertation]. Memphis State University, Memphis, TN.
Mohammadpour, E., & Shekarchizadeh, A. (2013). Mathematics achievement in high-and low-achieving secondary schools. Educational Psychology, 35(6), 689-713. http://dx.doi.org/10.1080/01443410.2013.864753 DOI: https://doi.org/10.1080/01443410.2013.864753
Monk, D. H., & King, J. A. (1994). Multilevel teacher resource effects in pupil performance in secondary mathematics and science. The case of teacher subject matter preparation. In R. G. Ehrenberg, (Ed.), Choices and consequences: Contemporary policy issues in education (pp. 29-58). ILR Press.
Murnane, R., & Phillips, B. R. (1981). Learning by doing, vintage and selection: Three pieces of the puzzle relating teaching experience and teaching performance. Economics of Education Review, 1(4), 453-465. https://doi.org/10.1016/0272-7757(81)90015-7. DOI: https://doi.org/10.1016/0272-7757(81)90015-7
OECD. (2014). PISA 2012 Technical Report. Paris: OECD.
Opdenakker, M. C., & Damme, J. V. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1) 1-21. https://doi.org/10.1016/j.tate.2005.07.008 DOI: https://doi.org/10.1016/j.tate.2005.07.008
Özer, Y., & Anıl, D. (2011). Examining the factors affecting students’ science and mathematics achievement with structural equation modeling. H. U. Journal of Education, 41, 313-324. Retrieved from file:///C:/Users/dmrkl/Downloads/A12.HacettepeniversitesiEitimFakltesiDergisi.pdf.
Öztürk, Y. A., & Şahin, Ç. (2015). Determining the relationships between academic achievement, self-efficacy and attitudes towards maths. The Journal of Academic Social Science Studies, 31, 343-366. http://dx.doi.org/10.9761/JASSS2621 DOI: https://doi.org/10.9761/JASSS2621
Perkes, V. A. (1967-1968). Junior high school science teacher preparation, teaching behavior, and student achievement. Journal of Research in Science Teaching, 6(4), 121-126. https://doi.org/10.1002/tea.3660050205 DOI: https://doi.org/10.1002/tea.3660050205
Perrot, E. (1984). Effective Teaching. A. Practical Guide to Improve Your Teaching Longman Publishing. USA.
Petty, T., Wang, C., & Harbaugh, A. P. (2013). Relationships between student, teacher, and school characteristics and mathematics achievement. School Science and Mathematics, 113(7), 333-344. http://dx.doi.org/10.1111/ssm.12034 DOI: https://doi.org/10.1111/ssm.12034
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical Linear Models: Applications and Data Analysis Methods. Sage Publications.
Reyes, L. H. (1984). Affective Variables and Mathematics Educations. The Elementary School Journal, 84(5), 558-581. https://www.journals.uchicago.edu/doi/epdf/10.1086/461384 DOI: https://doi.org/10.1086/461384
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1111/j.1468-0262.2005.00584.x DOI: https://doi.org/10.1111/j.1468-0262.2005.00584.x
Rogers, C. (1979). Freedom to learn. USA: Charles E. Merrill Publishing Company
Rosenthal, R., & Rosnow, R. L. (1984). Essentials of behavioral research: Methods and data analysis. New York: McGraw-Hill Series in Psychology.
Sheffield, D., & Hunt, T. (2006). How does anxiety influence math performance and what can we do about it. MSOR Connections, 6(4), 19-23. http://dx.doi.org/10.11120/msor.2006.06040019 DOI: https://doi.org/10.11120/msor.2006.06040019
Shernoff, D., & Schmidt, J. (2008). Further evidence of an engagement-achievement paradox among US high school students. Journal of Youth and Adolescence, 37, 564-580. https://doi.org/10.1007/s10964-007-9241-z DOI: https://doi.org/10.1007/s10964-007-9241-z
Simich-Dudgeon, C. (1996). Ethnicity, gender, attitudes and mathematics achievement: The 1992 NAEP trial state assessment. ERIC Document Reproduction Service No: ED 414175. Retrieved from https://files.eric.ed.gov/fulltext/ED414175.pdf.
Süer, N. (2014). Öz-düzenleme becerilerinin TEOG sınavı üzerindeki etkisi [Master’s Thesis]. Yıldız Teknik University, İstanbul.
Şahin, İ. (2013). Öğretmenlerin iş doyumu düzeyleri. YYU Journal of Education Faculty, 10(1), 142-167. Retrieved from http://efdergi.yyu.edu.tr/
Şentürk, B. (2010). İlköğretim beşinci sınıf öğrencilerinin genel başarıları, matematik dersine yönelik tutumları ve matematik kaygıları arasındaki ilişki [Master’s thesis]. Afyonkarahisar University. Afyonkarahisar.
Şişman, M. (1996). Etkili Okul Yönetimi. Eskişehir: Yayımlanmamış Araştırma Raporu.
Von Secker, C. E., & Lissitz, R. W. (1999). Estimating the impact of instructional practices on student achievement in science. Journal of Research in Science Teaching, 36(10), 1110-1126. Retrieved from https://doi.org/10.1002/(SICI)1098-2736(199912)36:10%3C1110::AID-TEA4%3E3.0.CO;2-T DOI: https://doi.org/10.1002/(SICI)1098-2736(199912)36:10<1110::AID-TEA4>3.0.CO;2-T
Webster, B. J., & Fisher, D. L. (2000). Accounting for variation in science and mathematics achievement: A multilevel analysis of Australian data third international mathematics and science study (TIMSS). School Effectiveness and School Improvement, 11(3), 339-360. https://doi.org/10.1076/0924-3453(200009)11:3;1-G;FT339 DOI: https://doi.org/10.1076/0924-3453(200009)11:3;1-G;FT339
Wiley, D. E., & Yoon, B. (1995). Teacher reports on opportunity to learn: Analyses of the 1993 California learning assessment system (CLAS). Educational Evaluation and Policy Analysis, 17(3), 355-370. https://doi.org/10.2307/1164512 DOI: https://doi.org/10.3102/01623737017003355
Wigfield, A. & Eccles, J. S. (2000). Expectancy-value theory of motivation. Contemporary Educational Psychology, 25, 68-81. https://psycnet.apa.org/doi/10.1006/ceps.1999.1015 DOI: https://doi.org/10.1006/ceps.1999.1015
Yavuz, S., Odabaş, M., & Özdemir, A. (2016). Effect of socio-economic status on student’s TEOG mathematics achievement, Journal of Measurement and Evaluation in Education and Psychology. 7(1), 85-95. https://doi.org/10.21031/epod.86531 DOI: https://doi.org/10.21031/epod.86531
Yenilmez, K., & Özabacı, N. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilişki üzerine bir araştırma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(14), 132-146.
Yıldırım, Ö. (2012). Okuduğunu anlama başarısıyla ilişkili faktörlerin aşamalı doğrusal modellemeyle belirlenmesi (PISA 2009 Hollanda, G.Kore ve Türkiye karşılaştırılması) [Doctoral dissertation]. Ankara University. Ankara.
Yıldız, D. (2015). Metacognitive awareness and academic self-efficacy levels, motivational belief of secondary school 8th grade students and their Turkish points on the system for transition to secondary education from basic education examination: A structural equation model trial. Journal of History School, 8(23), 41-61. http://dx.doi.org/10.14225/Joh767 DOI: https://doi.org/10.14225/Joh767
Yıldız, E. (2021). Ortaokul 8.sınıf öğrencilerinin nomofobi düzeyleri ile liseye geçiş sınavı (LGS) puanları arasındaki ilişkinin sosyodemografik değişkenler açısından incelenmesi [Master’s thesis].Uludağ University. Bursa
Yılmaz, G. K., & Hanci, A. (2016). Examination of the 8th grade students' TIMSS mathematics success in terms of different variables. International Journal of Mathematical Education in Science and Technology, 47(5), 674-695. https://doi.org/10.1080/0020739X.2015.1102977 DOI: https://doi.org/10.1080/0020739X.2015.1102977
Zuzovsky, R. (2009). Teachers' qualifications and their impact on student achievement findings from TIMSS-2003 data in Israel. Issues and Methodologies in Large-Scale Assessments, 37-62. Corpus ID: 3922. Retrieved from https://www.iea.nl/sites/default/files/2019-04/IRC2008_Zuzovsky2.pdf.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Sinem Demirkol, Hülya Kelecioğlu
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
