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The Factors Effecting Reading Literacy in the Programme for International Students’ Achievement (PISA) 2009

Year 2015, Volume: 5 Issue: 1, 191 - 206, 30.06.2015

Tolga Coşguner Cem Güzeller

Abstract

The aim of this study was to determine the factors effecting the reading literacy of 15 year old age-group students in Turkey, within the context of the Programme for International Student's Achievment (PISA) 2009. The study involved 4996 students. To determine the factors effecting reading literacy, analysis based on sub-problems was conducted. In this analysis, firstly an exploratory factor analysis by questionnaire was conducted concerning questions relating to interest and learning strategies. Then the defined factors were analyzed based upon confirmatory factor analysis and, finally, linear regression analysis was conducted to establish the reading literacy explanation ratio of the defined factors. Based upon these results, a 7-factor stucture related to reading literacy was derived and confirmatory factor analysis of the 7-factored structure was confirmed. This defined 7-factor structure explained 59.71 percent of the total variation. As a result of multiple linear regression analysis, it was found that the determined variables identified the 14.1 portion of reading.

Keywords

PISA 2009 Reading Literacy Exploratory and Confirmatory Factor Analysis Multiple Linear Regression

References

  • Albayrak A. S. (2006). Uygulamalı Çok Değişkenli İstatistik Teknikleri. Ankara 2006.
  • Anderson J. C. & Gerbing D. W. (1988). “Structural Equation Modeling in Practice: A Review and Recommended Two-Step Approach”. Psychological Bulletin 103 (1988) 411-423.
  • Applebee A. N., Langer J. A. & Mullis I. V. S. (1988). Who Reads Best? Factors Related to Reading Achievement in Grades 3, 7, and 11. New Jersey 1988.
  • Assor, A., Kaplan H. & Roth G. (2002). “Choice is Good, but Relevance is Excellent: Autonomy-Enhancing and Suppressing Teacher Behaviours in Predicting Student’s Engagement in School Work”. British Journal of Educational Psychology 72 (2002) 261-278.
  • Baker L. & Wigfield A. (1999). “Dimensions of Children’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement”. Reading Research Quarterly 34 8 (1999) 452-497.
  • Büyüköztürk Ş. (2002). “Faktör Analizi: Temel Kavramlar ve Ölçek Geliştirmede Kullanımı”. Kuram ve Uygulamada Eğitim Yönetimi Dergisi 32 (2002) 470-483.
  • Büyüköztürk Ş. (2012). Sosyal Bilimler İçin Veri Analizi El Kitabı, İstatistik, Araştırma Deseni SPSS Uygula-maları ve Yorumu. Ankara 2012.
  • Byrne B. M. (1989). A primer of LJSREL: Basic Applications and Programming for Confirmatory Factor Analytic Models. New York 1989.
  • Chiu M. M. & McBride-Chang C. (2006). “Gender, Context, and Reading: A Comparison of Students in Cipielewski J. & Stanovich K. E. (1992). “Predicting Growth in Reading Ability from Children’s Exposure to Print”. Journal of Experimental Child Psychology 54 (1992) 74-89.
  • Cunningham A. E. & Stanovich K. E. (1998). “Early Reading Acquisition and its Relation to Reading Experience and Ability 10 Years Later”. Developmental Psychology 33/6 (1998) 934-945.
  • Çokluk Ö., Şekercioğlu G. & Büyüköztürk Ş. (2010). Sosyal Bilimler İçin Çok Değişkenli İstatistik: SPSS ve LISREL Uygulamaları. Ankara 2010.
  • Durik A. M., Vida M. & Eccles J. S. (2006). “Task Values and Ability Beliefs as Predictors of High School Literacy Choices: A Developmental Analysis”. Journal of Educational Psychology 98/2 (2006) 382-393.
  • Gottfried A. E. (1990). “Academic Intrinsic Motivation in Young Elementary School Children”. Journal of Educational Psychology 82/3 (1990) 525-538.
  • Greene B. A., Miller R. B., Crowson M., Duke B. L. & Akey K. L. (2004). “Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation”. Contemporary Educational Psychology 29 (2004) 462-482.
  • Guthrie J. T. & Coddington C. S. (2009). “Reading Motivation”. Eds. K. R. Wentzel and A. Wigfield, Handbook of Motivation at School. New York.
  • Guthrie J. T. & Wigfield A. (2000). “Engagement and Motivation in Reading”. Eds. M. L. Kamil and P. B. Mosenthal. Handbook of Reading Research (2000) 403-417. New Jersey.
  • Hair J. F., Anderson R. E., Tahtam R. L. & Black W. C. (1998). Multivariate Data Analysis Fifth Edition. New Jersey 1998.
  • Hauser R. M., Edley Jr, C. F., Koening J. A. & Elliott S. W. (2005). Measuring Literacy: Performance Levels for Adults. Washington 2005.
  • Holloway J. H. (1999). “Improving the Reading Skills of Adolescents”. Educational Leadership 57/2 (1999) 80-82.
  • Karasakaloğlu N. (2010). “Prospective Teachers’ usage of Reading Strategies”. European Journal of Social Sciences 16/2 (2010) 229-238.
  • Kline P. (1994). An Easy Guide to Factor Analysis. New York 1994.
  • Kline R. B. (1991). “Latent Variable Path Analysis in Clinical Research: A Beginner’s Tour Guide”. Journal of Clinical Psychology 47 (1991) 471-484.
  • Köksal K. & Ünal E. (2008). “Metinler Arası Okumanın Okuduğunu Anlamaya Etkisi”. Elektronik Sosyal Bilimler Dergisi 7/26 (2008) 154-169.
  • Mason J. (1980). “When Do Children Learn to Read: An Exploration of Four–Year Old Children’s Letter and Word Reading Competencies”. Reading Research Quarterly 2 (1980) 202-227.
  • MEB (2010). PISA 2009 Uluslararası Öğrenci Değerlendirme Programı Ulusal Ön Raporu. Ankara 2010.
  • Mills K. A. (2010). “A Review of the “Digital Turn” in the New Literacy Studies”. Review of Educational Research 80/2 (2010) 246-271.
  • Morrow L. M. (1983). “Home and School Correlates of Early Interest in Literature”. Journal of Educational Research 76 (1983) 221-230.
  • Nurmi J. E., Aunola K., Salmela-Aro K. & Lindroos M. (2003). “The Role of Success Expectation and Task–Avoidance in Academic Performance and Satisfaction: Three Studies on Antecedents, Consequences and Correlates”. Contemporary Educational Psychology 28 (2003) 59-91.
  • OECD (2010a). PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science, Vol, I. Paris 2010.
  • OECD (2010b). PISA 2009 Results: Learning to Learn: Student Engagement, Strategies and Practices Vol. III. Paris 2010.
  • Otis N., Grouzet Frederick M. E. & Pelletier L. G. (2005). “Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study”. Journal of Educational Psychology 97/2 (2005) 170-183.
  • Özdamar K. (2004). Paket Programlar ile İstatistiksel Veri Analizi, Çok Değişkenli İstatistikler, 2. Cilt. Eskişehir 2004.
  • Özdamar K. (2009). Paket Programlar ile İstatistiksel Veri Analizi, Çok Değişkenli İstatistikler, 1. Cilt. Eskişehir 2009.
  • Quinn B. & Jadav A. D. (1987). “Causal Relationship between Attitude and Achievement for Elementary Grade Mathematics and Reading”. Journal of Educational Research 80 (1987) 366-372.
  • Roettger D., Szymczuk M. & Millard J. (1979). “Validation of a Reading Attitude Scale for Elementary Students and an Investigation of the Relationship between Attitude and Achievement”. The Journal of Educational Research 72/3 (1979) 138-143.
  • Rowell C. G. (1972-73). “An Investigation of Factors Related to Change in Attitude toward Reading”. Journal of Reading Behavior 5 (1972-73) 266-272.
  • Scarborough H. S., Dobrich W. & Hager M. (1991). “Preschool Literacy Experience and Later Reading Achievement”. Journal of Learning Disabilities 24/8 (1991) 508-511.
  • Schermelleh-Engel K., Moosbrugger H. & Müller H. (2003). “Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures”. Methods of Psychological Research Online 8/2 (2003) 23-74.
  • Schiefele U. (1991). “Interest, Learning, and Motivation”. Educational Psychologist 26/3-4 (1991) 299-323.
  • Schiefele U. (2009). “Situational and Individual Interest”. Ed. K. R. Wentzel and A. Wigfield. Handbook of Motivation at School (2009) 197-222. New York.
  • Schofield H. L. (1980). “Reading Attitude and Achievement, Teacher-Pupil Relationship”. Journal of Educational Research 74 (1980) 111-119.
  • Smith M. C. (1996). “Differences in Adults’ Reading Practices and Literacy Proficiencies”. Reading Research Quarterly 31/2 (1996) 196-219.
  • Smith M. C., L. Mikulecky, M. W. Kibby & Dreher M. J. (2000). “What will be the Demands of Literacy in the Workplace in the Next Millennium?”. Reading Research Quarterly 35/3 (2000) 378-383. Şencan H. (2005). Sosyal ve Davranışsal Ölçümlerde Güvenlik ve Geçerlik. Ankara 2005.
  • Şimşek Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş Temel İlkeler ve LISREL Uygulamaları. Ankara 2007.
  • Tabachnick G., B. & Fidell S. L. (2001). Using Multivariate Statistics, Fourth Edition. Boston 2001.
  • Topuzkanamış E. & Maltepe S. (2010). “Öğretmen Adaylarının Okuduğunu Anlama ve Okuma Stratejilerini Kullanma Düzeyleri”. Türklük Bilimi Araştırmaları 25 (2010) 605-677.
  • Unrau N. & Schlackman J. (2006). “Motivation and Its Relation to Reading Achievement in An Urban Middle School”. Journal of Educational Research 100/2 (2006) 81-101.
  • Van Ours J. C. (2008). When Do Children Read Books? Education Economics, 16/4, 313-328.
  • Wang J. H. Y. & Guthrie J. T. (2004). “Modeling The Effects of Intrinsic Motivation, Extrinsic Motivation, Amount of Reading, and Past Reading Achievement on Text Comprehension Between U.S. and Chinese Students”. Reading Research Quarterly 39/2 (2004) 162-186.
  • Wigfield A. & Guthrie J. T. (1997). “Relations of Children’s Motivation for Reading to the Amount and Breadth of Their Reading”. Journal of Educational Psychology 89/3 (1997) 420-432.
  • Worthy J., Patterson E., Salas R., Prater S. & Turner M. (2002). “More Than Just Reading: The Human Factor in Reaching Resistant Readers”. Reading Research & Instruction 41/2 (2002) 177-202.
  • Zimmerman B. J. & Clearly T. J. (2009). “Motives to Self–Regulate Learning: A Social Cognitive Account”. Eds. K. R. Wentzel and A. Wigfield. Handbook of Motivation at School (2009) 247-264. New York.
  • Zimmerman B. J. & Martinez-Pons M. (1986). “Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies”. American Educational Research Journal 23/4 (1986) 614-628.
  • Zimmerman B. J. & Martinez-Pons M. (1990). “Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use”. Journal of Educational Psychology 82/1 (1990) 51-59.

The Factors Effecting Reading Literacy in the Programme for International Students’ Achievement (PISA) 2009

Year 2015, Volume: 5 Issue: 1, 191 - 206, 30.06.2015

Tolga Coşguner Cem Güzeller

Abstract

Bu çalışma, 2009 yılı Uluslararası Öğrenci Başarı Programı (PISA) uygulaması kapsamında Tür-kiye’deki 15 yaş grubu öğrencilerin okuma becerisini etkileyen faktörleri saptamayı amaçlamaktadır. Çalışma 4996 öğrenci ile yürütülmüştür. Okuma becerisini etkileyen faktörleri saptamak amacıyla alt problemlere dayalı analizler yapılmıştır. Bu analizlerde ilkin, açıklayıcı faktör analizi anketteki ilgi ve öğrenme stratejilerine ilişkin sorularla yürütülmüştür; ardından tanımlanan faktörler doğrulayıcı faktör analizine bağlı olarak analiz edilmiş ve son olarak doğrusal regresyon analizi belirlenen faktörlerin açıklama oranını - okuma becerisini saptamak için yapılmıştır. Sonuçlara göre, okuma becerisine ilişkin 7 faktörlü yapı elde edilmiş ve 7 faktörlü yapı, doğrulayıcı faktör analizi teyit edilmiştir. Belirlenen bu 7 faktörlü yapı toplam değişikliğin %59.71’ni açıklamaktadır. Çoklu doğrusal regresyon analizi sonucunda, belirlenen değişkenlerin 14.1 okuma payını tespit ettiği bulunmuştur.

Keywords

PISA 2009 Okuma Becerisi Açıklayıcı ve Doğrulayıcı Faktör Analizi Çoklu Doğrusal Regresyon Analizi

References

  • Albayrak A. S. (2006). Uygulamalı Çok Değişkenli İstatistik Teknikleri. Ankara 2006.
  • Anderson J. C. & Gerbing D. W. (1988). “Structural Equation Modeling in Practice: A Review and Recommended Two-Step Approach”. Psychological Bulletin 103 (1988) 411-423.
  • Applebee A. N., Langer J. A. & Mullis I. V. S. (1988). Who Reads Best? Factors Related to Reading Achievement in Grades 3, 7, and 11. New Jersey 1988.
  • Assor, A., Kaplan H. & Roth G. (2002). “Choice is Good, but Relevance is Excellent: Autonomy-Enhancing and Suppressing Teacher Behaviours in Predicting Student’s Engagement in School Work”. British Journal of Educational Psychology 72 (2002) 261-278.
  • Baker L. & Wigfield A. (1999). “Dimensions of Children’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement”. Reading Research Quarterly 34 8 (1999) 452-497.
  • Büyüköztürk Ş. (2002). “Faktör Analizi: Temel Kavramlar ve Ölçek Geliştirmede Kullanımı”. Kuram ve Uygulamada Eğitim Yönetimi Dergisi 32 (2002) 470-483.
  • Büyüköztürk Ş. (2012). Sosyal Bilimler İçin Veri Analizi El Kitabı, İstatistik, Araştırma Deseni SPSS Uygula-maları ve Yorumu. Ankara 2012.
  • Byrne B. M. (1989). A primer of LJSREL: Basic Applications and Programming for Confirmatory Factor Analytic Models. New York 1989.
  • Chiu M. M. & McBride-Chang C. (2006). “Gender, Context, and Reading: A Comparison of Students in Cipielewski J. & Stanovich K. E. (1992). “Predicting Growth in Reading Ability from Children’s Exposure to Print”. Journal of Experimental Child Psychology 54 (1992) 74-89.
  • Cunningham A. E. & Stanovich K. E. (1998). “Early Reading Acquisition and its Relation to Reading Experience and Ability 10 Years Later”. Developmental Psychology 33/6 (1998) 934-945.
  • Çokluk Ö., Şekercioğlu G. & Büyüköztürk Ş. (2010). Sosyal Bilimler İçin Çok Değişkenli İstatistik: SPSS ve LISREL Uygulamaları. Ankara 2010.
  • Durik A. M., Vida M. & Eccles J. S. (2006). “Task Values and Ability Beliefs as Predictors of High School Literacy Choices: A Developmental Analysis”. Journal of Educational Psychology 98/2 (2006) 382-393.
  • Gottfried A. E. (1990). “Academic Intrinsic Motivation in Young Elementary School Children”. Journal of Educational Psychology 82/3 (1990) 525-538.
  • Greene B. A., Miller R. B., Crowson M., Duke B. L. & Akey K. L. (2004). “Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation”. Contemporary Educational Psychology 29 (2004) 462-482.
  • Guthrie J. T. & Coddington C. S. (2009). “Reading Motivation”. Eds. K. R. Wentzel and A. Wigfield, Handbook of Motivation at School. New York.
  • Guthrie J. T. & Wigfield A. (2000). “Engagement and Motivation in Reading”. Eds. M. L. Kamil and P. B. Mosenthal. Handbook of Reading Research (2000) 403-417. New Jersey.
  • Hair J. F., Anderson R. E., Tahtam R. L. & Black W. C. (1998). Multivariate Data Analysis Fifth Edition. New Jersey 1998.
  • Hauser R. M., Edley Jr, C. F., Koening J. A. & Elliott S. W. (2005). Measuring Literacy: Performance Levels for Adults. Washington 2005.
  • Holloway J. H. (1999). “Improving the Reading Skills of Adolescents”. Educational Leadership 57/2 (1999) 80-82.
  • Karasakaloğlu N. (2010). “Prospective Teachers’ usage of Reading Strategies”. European Journal of Social Sciences 16/2 (2010) 229-238.
  • Kline P. (1994). An Easy Guide to Factor Analysis. New York 1994.
  • Kline R. B. (1991). “Latent Variable Path Analysis in Clinical Research: A Beginner’s Tour Guide”. Journal of Clinical Psychology 47 (1991) 471-484.
  • Köksal K. & Ünal E. (2008). “Metinler Arası Okumanın Okuduğunu Anlamaya Etkisi”. Elektronik Sosyal Bilimler Dergisi 7/26 (2008) 154-169.
  • Mason J. (1980). “When Do Children Learn to Read: An Exploration of Four–Year Old Children’s Letter and Word Reading Competencies”. Reading Research Quarterly 2 (1980) 202-227.
  • MEB (2010). PISA 2009 Uluslararası Öğrenci Değerlendirme Programı Ulusal Ön Raporu. Ankara 2010.
  • Mills K. A. (2010). “A Review of the “Digital Turn” in the New Literacy Studies”. Review of Educational Research 80/2 (2010) 246-271.
  • Morrow L. M. (1983). “Home and School Correlates of Early Interest in Literature”. Journal of Educational Research 76 (1983) 221-230.
  • Nurmi J. E., Aunola K., Salmela-Aro K. & Lindroos M. (2003). “The Role of Success Expectation and Task–Avoidance in Academic Performance and Satisfaction: Three Studies on Antecedents, Consequences and Correlates”. Contemporary Educational Psychology 28 (2003) 59-91.
  • OECD (2010a). PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science, Vol, I. Paris 2010.
  • OECD (2010b). PISA 2009 Results: Learning to Learn: Student Engagement, Strategies and Practices Vol. III. Paris 2010.
  • Otis N., Grouzet Frederick M. E. & Pelletier L. G. (2005). “Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study”. Journal of Educational Psychology 97/2 (2005) 170-183.
  • Özdamar K. (2004). Paket Programlar ile İstatistiksel Veri Analizi, Çok Değişkenli İstatistikler, 2. Cilt. Eskişehir 2004.
  • Özdamar K. (2009). Paket Programlar ile İstatistiksel Veri Analizi, Çok Değişkenli İstatistikler, 1. Cilt. Eskişehir 2009.
  • Quinn B. & Jadav A. D. (1987). “Causal Relationship between Attitude and Achievement for Elementary Grade Mathematics and Reading”. Journal of Educational Research 80 (1987) 366-372.
  • Roettger D., Szymczuk M. & Millard J. (1979). “Validation of a Reading Attitude Scale for Elementary Students and an Investigation of the Relationship between Attitude and Achievement”. The Journal of Educational Research 72/3 (1979) 138-143.
  • Rowell C. G. (1972-73). “An Investigation of Factors Related to Change in Attitude toward Reading”. Journal of Reading Behavior 5 (1972-73) 266-272.
  • Scarborough H. S., Dobrich W. & Hager M. (1991). “Preschool Literacy Experience and Later Reading Achievement”. Journal of Learning Disabilities 24/8 (1991) 508-511.
  • Schermelleh-Engel K., Moosbrugger H. & Müller H. (2003). “Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures”. Methods of Psychological Research Online 8/2 (2003) 23-74.
  • Schiefele U. (1991). “Interest, Learning, and Motivation”. Educational Psychologist 26/3-4 (1991) 299-323.
  • Schiefele U. (2009). “Situational and Individual Interest”. Ed. K. R. Wentzel and A. Wigfield. Handbook of Motivation at School (2009) 197-222. New York.
  • Schofield H. L. (1980). “Reading Attitude and Achievement, Teacher-Pupil Relationship”. Journal of Educational Research 74 (1980) 111-119.
  • Smith M. C. (1996). “Differences in Adults’ Reading Practices and Literacy Proficiencies”. Reading Research Quarterly 31/2 (1996) 196-219.
  • Smith M. C., L. Mikulecky, M. W. Kibby & Dreher M. J. (2000). “What will be the Demands of Literacy in the Workplace in the Next Millennium?”. Reading Research Quarterly 35/3 (2000) 378-383. Şencan H. (2005). Sosyal ve Davranışsal Ölçümlerde Güvenlik ve Geçerlik. Ankara 2005.
  • Şimşek Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş Temel İlkeler ve LISREL Uygulamaları. Ankara 2007.
  • Tabachnick G., B. & Fidell S. L. (2001). Using Multivariate Statistics, Fourth Edition. Boston 2001.
  • Topuzkanamış E. & Maltepe S. (2010). “Öğretmen Adaylarının Okuduğunu Anlama ve Okuma Stratejilerini Kullanma Düzeyleri”. Türklük Bilimi Araştırmaları 25 (2010) 605-677.
  • Unrau N. & Schlackman J. (2006). “Motivation and Its Relation to Reading Achievement in An Urban Middle School”. Journal of Educational Research 100/2 (2006) 81-101.
  • Van Ours J. C. (2008). When Do Children Read Books? Education Economics, 16/4, 313-328.
  • Wang J. H. Y. & Guthrie J. T. (2004). “Modeling The Effects of Intrinsic Motivation, Extrinsic Motivation, Amount of Reading, and Past Reading Achievement on Text Comprehension Between U.S. and Chinese Students”. Reading Research Quarterly 39/2 (2004) 162-186.
  • Wigfield A. & Guthrie J. T. (1997). “Relations of Children’s Motivation for Reading to the Amount and Breadth of Their Reading”. Journal of Educational Psychology 89/3 (1997) 420-432.
  • Worthy J., Patterson E., Salas R., Prater S. & Turner M. (2002). “More Than Just Reading: The Human Factor in Reaching Resistant Readers”. Reading Research & Instruction 41/2 (2002) 177-202.
  • Zimmerman B. J. & Clearly T. J. (2009). “Motives to Self–Regulate Learning: A Social Cognitive Account”. Eds. K. R. Wentzel and A. Wigfield. Handbook of Motivation at School (2009) 247-264. New York.
  • Zimmerman B. J. & Martinez-Pons M. (1986). “Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies”. American Educational Research Journal 23/4 (1986) 614-628.
  • Zimmerman B. J. & Martinez-Pons M. (1990). “Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use”. Journal of Educational Psychology 82/1 (1990) 51-59.
There are 54 citations in total.

Details

Primary Language English
Subjects Educational Sociology
Journal Section Araştırma Makaleleri
Authors

Tolga Coşguner This is me

Cem Güzeller

Publication Date June 30, 2015
Published in Issue Year 2015 Volume: 5 Issue: 1

Cite

APA Coşguner, T., & Güzeller, C. (2015). The Factors Effecting Reading Literacy in the Programme for International Students’ Achievement (PISA) 2009. Akdeniz İnsani Bilimler Dergisi, 5(1), 191-206.
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Akdeniz İnsani Bilimler Dergisi
Akdeniz Üniversitesi, Edebiyat Fakültesi
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mjh@akdeniz.edu.tr