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Year 2023, Volume: 10 Issue: 2, 312 - 326, 26.06.2023

Abstract

References

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  • Atar, H. Y. (2014). Multilevel Effects of Teacher Characteristics on TIMSS 2011 Science Achievement. Education and Science, 39 (172), 121-137. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2894/620
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  • Azina, I. N., & Halimah, A. (2012). Student Factors and Mathematics Achievement: Evidence from TIMSS 2007. Eurasia Journal of Mathematics, Science and Technology Education , 8 (3), 249-255. DOI:10.12973/eurasia.2012.843a
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  • Demir, İ., & Kılıç, S. (2013). Using PISA 2003, examining the factors affecting students' mathematics achievement. Hacettepe University Journal of Education, 38, 44-54. Retrieved from https://dergipark.org.tr/tr/pub/hunefd/issue/7798/102146
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  • Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The Effect of School Resources on Student Achievement. Review of Education Research, 66 (3), 361-396. https://doi.org/10.3102%2F00346543066003361
  • Guyton, E., & Farokhi, E. (1987). Relationships among Academic Performance, Basic Skills Subject Matter Knowledge, and Teaching Education Graduates. Journal of Teacher Education , 38 (5), 37-42. https://doi.org/10.1177%2F002248718703800508
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  • Kadijevich, D. (2008). TIMSS 2003:Relating Dimensions of Mathematics Attitude to Mathematics Achievement. Zbornik Instituta za Pedagoska Istrazivanja , 40 (2), 327-346. https://doi.org/10.2298/ZIPI0802327K
  • Kanyongo, G. Y., Schreiber, J. B., & Brown, L. I. (2007). Factors Affecting Mathematics Achievement Among 6th Graders in Three Sub-Saharan African Countries: The Use of Hierarchical Linear Models (HLM). African Journal of Research in Mathematics, Science and Technology Education, 11 (1), 37-46. https://doi.org/10.1080/10288457.2007.10740610
  • Karabay, E., Yıldırım, A., & Güler, G. (2015). The Analysis of the Relationship of PISA Maths Literacy with Student and School Characteristics by Years with Hierarchical Linear Models. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (36), 137-151. ISSN:1302-8944
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Investigation of Student and Teacher Characteristics Associated with Mathematics Achievement in the Transition to Secondary Education Exam

Year 2023, Volume: 10 Issue: 2, 312 - 326, 26.06.2023

Abstract

The purpose of this study is to examine student and teacher characteristics related to students' mathematics achievement. The study group of this research composed of 1533 students who participated in the mathematics subtest of the transition from basic education to secondary education applied in 2016 and 36 mathematics teachers who teach these students. The data of the research are collected with the prepared student and teacher questionnaires. In the analysis of the data, the two-level hierarchical linear models is used. According to the results, the most important teacher characteristics related to students' mathematics achievement is the level of professional satisfaction of the teacher. In addition, teachers' seniority, main field education, classroom management skills have a significant and positive effect on mathematics achievement. Also, teachers' participation in professional development activities has a significant and negative effect on mathematics achievement, but this effect is small in practice. At the student level, the student's self-confidence in mathematics has the most important effect on the mathematics achievement. The variables of students' like learning mathematics and anxiety towards mathematics have negative and significant effects on mathematics achievement, but these effects are small in practice.

References

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  • Akyüz, G. (2014). The Effects of Student and School Factors on Mathematics Achievement in TIMSS 2011. Education and Science, 39 (172), 150-162. Retrieved from https://hdl.handle.net/20.500.12462/4351
  • Akyüz, G. (2006). Investigation of The Effect of Teacher and Class Characteristics on Mathematics Achievement in Turkey and European Union Countries. Elementary Education Online, 5(2), 75-86, 2006. Retrieved from http://ilkogretim-online.org.tr
  • Ashton, P., & Crocker, L. (1987). Systematic Study of Planned Variations: The Essential Focus of Teacher Education Reform. Journal of Teacher Education, 38 (3), 2-8. https://doi.org/10.1177%2F002248718703800302
  • Arıkan, S., van de Vijver, F. J. R., & Yağmur, K. (2016). Factors contributing to mathematics achievement differences of Turkish and Australian students in TIMSS 2007 and 2011. EURASIA Journal of Mathematics, Science and Technology Education, 12(8), 2039-2059. https://doi.org/10.12973/eurasia.2016.1268a
  • Atar, H. Y. (2014). Multilevel Effects of Teacher Characteristics on TIMSS 2011 Science Achievement. Education and Science, 39 (172), 121-137. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2894/620
  • Aydın, M. (2015). Öğrenci ve Okul Kaynaklı Faktörlerin TIMSS Matematik Başarısına Etkisi. (Unpublished PhD Thesis). Necmettin Erbakan University, Konya.
  • Azina, I. N., & Halimah, A. (2012). Student Factors and Mathematics Achievement: Evidence from TIMSS 2007. Eurasia Journal of Mathematics, Science and Technology Education , 8 (3), 249-255. DOI:10.12973/eurasia.2012.843a
  • Begle, E. G. (1979). Critical Variables in Mathematics Education: Findings from a Survey of the Empirical Literature. Washington, DC: Mathematical Association of America and National Council of Teachers of Mathematics. ERIC Number: ED171515
  • Bloom, B. S. (1998). İnsan Nitelikleri ve Okulda Öğrenme. (D. A. Özçelik, Çev.). İstanbul: MEB Yayınları.
  • Brown, C. A., Smith, M. S., & Stein, M. K. (1995). Linking Teacher Support to Enhanced Classroom Instruction. Paper Presented at the Annual Conference of the American Educational Research Association .
  • Büyükkaragöz, S. (1998). Öğretmenlik Mesleğine Giriş (Eğitimin Temelleri). Konya: Mikro Basım Yayım dağıtım.
  • Chiu, M. M. (2010). Effects of Ineqality, Family and School on Mathematics Achievement: Country and Student Differences. Social Forces, 88 (4), 1645-1676. https://www.jstor.org/stable/40645953
  • Cohen, D. K., & Hill, H. C. (1977). Instructional Policy and Classroom Performance: The Mathematics Reform in California. Paper Presented at the Annual Conferance of the American Educational Research Association.
  • Demir, İ., & Kılıç, S. (2013). Using PISA 2003, examining the factors affecting students' mathematics achievement. Hacettepe University Journal of Education, 38, 44-54. Retrieved from https://dergipark.org.tr/tr/pub/hunefd/issue/7798/102146
  • Evertson, C. M., Hawley, W. D., & Zlotnik, M. (1985). Making a Difference in Educational Quality Through Teacher Education. Journal of Teacher Education , 36 (3), 2-12. https://doi.org/10.1177%2F002248718503600302
  • Ferguson, P., & Womack, S. T. (1993). The Impact of Subject Matter and Educational Coursework on Teaching Performance. Journal of Teacher Education , 44 (1), 155-163. https://doi.org/10.1177%2F0022487193044001008
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  • Gibbs, R., & Poskitt J. (2010). Student Engagement In the Middle Years of Schooling (Years 7–10): A Literature Review. Report to the Ministry of Education. https://nzcurriculum.tki.org.nz/content/download/4911/70679/file/940_Student%20Engagement.pdf
  • Goe, L. (2007). The Link Between Teacher Quality and Student Outcomes: A Research Synthesis. Washinton: National Comprehensive Center for Teacher Quality.
  • Goldhaber, D. D., & Brewer, D. J. (2000). Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement. Educational Evaluation and Policy Analysis , 22 (2), 129-145. https://doi.org/10.2307/1164392
  • Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The Effect of School Resources on Student Achievement. Review of Education Research, 66 (3), 361-396. https://doi.org/10.3102%2F00346543066003361
  • Guyton, E., & Farokhi, E. (1987). Relationships among Academic Performance, Basic Skills Subject Matter Knowledge, and Teaching Education Graduates. Journal of Teacher Education , 38 (5), 37-42. https://doi.org/10.1177%2F002248718703800508
  • Gür, B. S., Çelik, Z., & Coşkun, İ. (2013). Türkiye'de Ortaöğretimin Geleceği: Hiyerarşi mi Eşitlik mi. Seta Analiz (69), 5-12. Retrieved from https://www.setav.org/turkiyede-ortaogretimin-gelecegi-hiyerarsi-mi-esitlik-mi/
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  • Jacob, B. A., & Lefgren, L. (2004). The Impact of Teacher Training on Student Achievement: Quasi-Experimental evidence from School Reform Efforts in Chicago. Journal of Human Resources , 39 (1), 50-79. doi: 10.3368/jhr.XXXIX.1.50
  • Kadijevich, D. (2008). TIMSS 2003:Relating Dimensions of Mathematics Attitude to Mathematics Achievement. Zbornik Instituta za Pedagoska Istrazivanja , 40 (2), 327-346. https://doi.org/10.2298/ZIPI0802327K
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There are 81 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Sinem Demirkol 0000-0002-9526-6156

Hülya Kelecioğlu 0000-0002-0741-9934

Publication Date June 26, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Demirkol, S., & Kelecioğlu, H. (2023). Investigation of Student and Teacher Characteristics Associated with Mathematics Achievement in the Transition to Secondary Education Exam. International Journal of Contemporary Educational Research, 10(2), 312-326.

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