Research article | Open Access
International Journal of Progressive Education 2016, Vol. 12(2) 78-88
pp. 78 - 88
Publish Date: June 01, 2016 | Single/Total View: 901/1.271 | Single/Total Download: 1.055/2.742
Abstract
This study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation for mathematics exams, completing homework on time, interest in mathematics, enjoying mathematics and enjoying reading about mathematics were used as independent variables. The studysample consisted of 4478 students participating in PISA 2012. Probit regression analysis was used to analyse the data. According to the findings, it was determined that there was a positive interaction between the dependent variable and all the independent variables except regularly completing homeworkand that the correct classification ratio of the model was 58 (44%).
Keywords: Program for International Student Assessment(PISA), Mathematics achievement, Probit regression
APA 7th edition
Guzelleri, C.O., Eser, M.T., & Aksu, G. (2016). Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012. International Journal of Progressive Education, 12(2), 78-88.
Harvard
Guzelleri, C., Eser, M. and Aksu, G. (2016). Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012. International Journal of Progressive Education, 12(2), pp. 78-88.
Chicago 16th edition
Guzelleri, Cem Oktay, Mehmet Taha Eser and Gokhan Aksu (2016). "Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012". International Journal of Progressive Education 12 (2):78-88.