Investigation of the effect of student and school background variables, teaching and learning variables and non-cognitive outcomes on the components of scientific literacy in programme for international student assessment (PISA 2015)

2020-9
Orhan, Burcu
This study aims to explore science-related student and school factors and their effects on 15-year-old Turkish students’ scientific literacy skills by using the data from Programme for International Student Assessment (PISA 2015). PISA 2015 was implemented with the participation of 187 schools and 5895 students from Turkey. Student-level variables of the study are out-of-school study time for science, science activities, science self-efficacy, interest in broad science topics, enjoyment of science, instrumental motivation, epistemological beliefs, environmental awareness, environmental optimism, students’ expected occupational status, and science learning time. School-level variables include proportion of science teachers by all teachers, proportion of science teachers fully certified, proportion of science teachers with ISCED level 5A and a major in science, total number of science teachers at school, shortage of educational material, shortage of educational staff, science specific resources, and creative extra-curricular activities. Combined science scores, science knowledge scores and science competencies scores of students were evaluated seperately. Data analysis were executed by using hierarchical linear modeling (HLM). Out-of-school study time for science, science activities and environmental optimism were found to be effecting all scientific literacy subscales negatively. Science learning time, epistemological beliefs, environmental awareness and students’ expected occupational status were found to be effecting all scientific literacy subscales positively. Instrumental motivation had no significant effect on scientific literacy of the students. Science self-efficacy had a positive effect on combined science, content knowledge and explaining phenomena scientifically subscales. Interest in broad science topics had a positive effect on interpreting data and evidence scientifically in addition to these subscales. The relationship of enjoyment of science with all subscales except for evaluating and designing scientific inquiry subscale was positive. Proportion of science teachers by all teachers and science specific resources had positive effect on all scientific literacy, whereas shortage of educational material and total number of science teachers at school effected scientific literacy negatively. Creative extra-curricular activities had positive effect on combined science score, procedural and epistemic knowledge and evaluating and designing scientific inquiry subscales. Proportion of science teachers fully certified, proportion of science teachers with ISCED level 5A and a major in science and shortage of educational staff had no significant effect on scientific literacy.

Suggestions

A cross-cultural comparison of the effect of human and physical resources on students’ scientific literacy skills in the Programme for International Student Assessment (PISA) 2006
Çelebi, Özgür; Geban, Ömer; Department of Secondary Science and Mathematics Education (2010)
This study investigates the students’ characteristics and school characteristics and their influences on scientific literacy skills of 15-year-old students across Turkey, Canada, and Sweden, through the use of data from Organisation for Economic Co-operation and Development’s (OECD’s) Programme for International Student Assessment (PISA) 2006. The purpose of this study is to gain a more complete understanding of the effect of human and physical resource allocations and their interaction on students’ scienti...
Students' Affective Characteristics and Their Relation to Mathematical Literacy Measures in the Programme for International Student Assessment (PISA) 2003
Guzel, Cigdem Is; Berberoglu, Giray (2010-06-01)
Background: This study evaluates students' affective factors that are related to the mathematical literacy skills assessed by the Programme for International Student Assessment (PISA) 2003.
Validation of an Instrument for Preservice Teachers and an Investigation of Their New Media Literacy
Kara, Mehmet; Caner, Sonay; GOKBEN, Ayse Guenay; Cengiz, Ceyda; Simsek, Esra Isgoer; Yıldırım, İbrahim Soner (2018-12-01)
This study aims to validate a recent new media literacy (NML) instrument and investigating NML levels of Turkish preservice teachers. A refined NML framework formed the theoretical basis of the study. The data were collected from 972 preservice teachers enrolled in 11 teacher training programs in 5 public universities in Turkey. The language equivalency, construct validity, internal consistency, item consistency, and item discrimination were provided for the validity and reliability of the adapted scales. T...
Representation of European identity in multiparty incoming and outgoing erasmus students’ discourses
Okur, Seda; Işık Güler, Hale; Department of English Language Teaching (2016)
Based on 10 hours of video recordings of 30 Erasmus exchange students, this study aims at uncovering how students who have experienced the Erasmus program talk about European identity in contrast to their national identities in multiparty conversations. The discourse data sets used for the analysis were comprised of (a) incoming European, (b) outgoing Turkish, and (c) mixed (i.e. both incoming and outgoing) Erasmus student conversations. Informed by Social Identity Theory (Tajfel, 1978), the three datasets ...
A cross-cultural comparison of the impact of human and physical resource allocations on students' mathematical literacy skills in the Programme for International Student Assessment (PISA) 2003
İş Güzel, Çiğdem; Berberoğlu, Halil Giray; Department of Secondary Science and Mathematics Education (2006)
The purpose of the present study is to gain a more complete understanding of the impact of human and physical resource allocations and their interaction on students’ mathematical literacy skills across Turkey, member and candidate countries of European Union through the Programme for International Student Assessment (PISA) 2003. Hierarchical linear modeling (HLM) techniques were used separately for three different cultural settings using the database of Programme for International Student Assessment (PISA) ...
Citation Formats
B. Orhan, “Investigation of the effect of student and school background variables, teaching and learning variables and non-cognitive outcomes on the components of scientific literacy in programme for international student assessment (PISA 2015),” Ph.D. - Doctoral Program, Middle East Technical University, 2020.