2009 Yılı Uluslararası Öğrenci Başarılarını Değerlendirme Programında Türk Öğrencilerin Başarılarını Etkileyen Faktörler

The purpose of this study is to determine variables affecting the performances of the students who live in Turkey\ud in the fields of PISA-2009 science, mathematics and reading competence. Variables discussed at this study are\ud assessed at two levels as student and school properties. Pursuant to conclusions, performances of the students at\ud PISA- 2009 science, mathematics and reading competence differentiate with respect to schools in which students\ud receive an education(p<0.05). Taking predictor variables related to school level into consideration,\ud performances of the students at PISA- 2009 science, mathematics and reading competence differentiate with\ud respect to student- teacher ratio at school and extra-curricular activities offered by school (p<0.05). Variables of\ud the proportion of computers connected to the Internet, proportion of qualified teachers, quality of the schools\ud educational resources and teacher shortage do not affect the performances of the students at PISA- 2009 science,\ud mathematics and reading competence (p>0.05). While the ratio of computers and school size has a significant\ud effect on performances at science and reading competence, it does not have a significant effect in the field of\ud mathematics. Assessing predictor variables at student level, it is found out that variables of the home\ud educational resources, summarising, understanding and remembering, use of memorisation strategies and use of\ud computer technologies have an significant effect on performances of the students at PISA- 2009 science,\ud mathematics and reading competence(p