What are the factors affecting Turkish students' science literacy? A hierarchical linear modelling study using PISA 2015 data

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dc.authorid0000-0001-9974-6897en_US
dc.authorid0000-0002-6057-5944en_US
dc.authorid0000-0002-7157-2888en_US
dc.authorid0000-0002-2336-3205en_US
dc.contributor.authorÜstün, Ulaş
dc.contributor.authorÖzdemir, Ertuğrul
dc.contributor.authorCansız, Mustafa
dc.contributor.authorCansız, Nurcan
dc.date.accessioned2020-09-08T12:56:32Z
dc.date.available2020-09-08T12:56:32Z
dc.date.issued2020
dc.departmentAÇÜ, Eğitim Fakültesien_US
dc.description.abstractThe main purpose of this study is to investigate the student and school-level variables affecting Turkish students' science literacy using PISA 2015 data. In this way, we aim to build a hierarchical model of the variables predicting students' science literacy level. Particularly, when we consider the sharp decrease in Turkish students' success in PISA 2015, the implications of this study would be even stronger. Because of the nested nature of the data and a high intraclass correlation coefficient (ICC) value (0.52), we performed hierarchical linear modeling (HLM) analysis. As a result, we constructed a model including nine student-level and four school-level variables to predict students' science literacy scores. We classified the student-level variables into three categories as personal characteristics, variables associated with learning time, and variables associated with teaching-learning process. Similarly, we classified the school-level variables into two categories: school resources and learning environment in the school. While "weekly science learning time" is the most prominent variable at the student-level, "science specific resources", at the school-level, seems to be the most powerful predictor of students' success. One of the surprising findings in this study is that there is a significant negative correlation between "out-of-school study time" and science literacy scores.
dc.description.abstractThe main purpose of this study is to investigate the student and school-level variables affecting Turkish students’ science literacy using PISA 2015 data. In this way, we aim to build a hierarchical model of the variables predicting students’ science literacy level. Particularly, when we consider the sharp decrease in Turkish students’ success in PISA 2015, the implications of this study would be even stronger. Because of the nested nature of the data and a high intraclass correlation coefficient (ICC) value (0.52), we performed hierarchical linear modeling (HLM) analysis. As a result, we constructed a model including nine student-level and four school-level variables to predict students’ science literacy scores. We classified the student-level variables into three categories as personal characteristics, variables associated with learning time, and variables associated with teaching-learning process. Similarly, we classified the school-level variables into two categories: school resources and learning environment in the school. While “weekly science learning time” is the most prominent variable at the student-level, “science specific resources”, at the school-level, seems to be the most powerful predictor of students’ success. One of the surprising findings in this study is that there is a significant negative correlation between “out-of-school study time” and science literacy scores. Keywords: Science literacy, PISA 2015, hierarchical linear modelling (HLM), science education
dc.identifier.citationÜstün, U., Özdemir, E., Cansız, M., & Cansız, N. (2020). Türkiye’deki öğrencilerin fen okuryazarlığını etkileyen faktörler nelerdir? PISA 2015 verisine dayalı bir hiyerarşik doğrusal modelleme çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. Advance online publication. doi: 10.16986/HUJE.2019050786en_US
dc.identifier.doi10.16986/HUJE.2019050786
dc.identifier.endpage732en_US
dc.identifier.issue3en_US
dc.identifier.scopusqualityN/A
dc.identifier.startpage720en_US
dc.identifier.urihttps://hdl.handle.net/11494/2164
dc.identifier.volume35en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.institutionauthorCansız, Nurcan
dc.institutionauthorCansız, Mustafa
dc.language.isotren_US
dc.publisherHacettepe Univen_US
dc.relation.ispartofHacettepe Ünİversitesi Eğitim Fakültesi Dergisi-Hacettepe University Journal Of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectScience literacyen_US
dc.subjectPISA 2015en_US
dc.subjectHierarchical linear modelling (HLM)en_US
dc.subjectScience educationen_US
dc.subjectFen okuryazarlığıen_US
dc.subjectHiyerarşik doğrusal modelleme (HLM)en_US
dc.subjectFen eğitimien_US
dc.titleWhat are the factors affecting Turkish students' science literacy? A hierarchical linear modelling study using PISA 2015 dataen_US
dc.title.alternativeTürkiye’deki öğrencilerin fen okuryazarlığını etkileyen faktörler nelerdir? PISA 2015 verisine dayalı bir hiyerarşik doğrusal modelleme çalışmasıen_US
dc.typeArticle

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