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The connection between school and student characteristics with mathematics achievement in Turkey

Sevgi, Sevim
The purpose of study is to investigate the effects of school characteristics on students’ mathematics achievement across Turkey by analyzing the data collected from school questionnaire, student background questionnaire and mathematics achievement test in Trends in International Mathematics and Science Study 2007. The analyzed sample was comprised of 4,498 students in 146 schools. Student level factors were highest level of education of either parent, students speak the language of test at home, students’ parents born in country, books in home, computer and internet connection, computer use, index of time students spend doing mathematics homework in a normal school week, index of students’ positive affect toward mathematics, index of students’ valuing mathematics, index of students’ self confidence in learning mathematics. School related factors were principals reports on the percentages of students in their schools coming from economically disadvantaged homes, principals report on the percentage of students having the language of test as their native language, index of good attendance, principals time spent on various school related activities, schools encouragement of parental involvement, index of school resources for mathematics instruction, index of principals perception of school climate. Hierarchical Linear Modeling (HLM) was used for analysis. The result of the study showed that 45% of variance between schools, 54.6 % of variance was in schools, 57.33 % of school variance in mathematics achievement accounted by principals’ report on percentages of students coming from economically disadvantaged homes, parents to volunteer for school programs, school resources for mathematics instruction and principals’ perception of school climate.