Cross country study of school environment effects on reading comprehension performance<p>Okul ortamlarının okuduğunu anlama performansı üzerinde etkisinin ülkeler arası incelenmesi
Keywords:
Programme for international student assessment (PISA), reading comprehension, school enviroment, cross-country studies, Uluslararası öğrenci değerlendirme programı (PISA), okuduğunu anlama, okul ortamı, ülkeler arası karşılaştırmaAbstract
Reading comprehension skills is in the basic skills that are tried to gain in students. It is likely that a person who has not reached the reading comprehension skill will face many difficulties, whether in daily life or professional life.
In the study, the characteristics of school environment of different countries have been determined and the similarities and differences between the countries have been revealed based on the results. The sample included students from Netherlands, Korea and Turkey in PISA 2009 practice. Data was used from reading achievement test and from school questionnaire. For analyzes two levels of Hierarchical Linear Models was used. According to the findings, the most valuable and common variable is the school size, than student behavior for Holland and Korea. The number of the girl at school and student-teacher ratio variables are significant for Turkey.
Extended English abstract is in the end of Full Text PDF (TURKISH) file.Özet
Öğrencilerde kazandırılmaya çalışılan temel beceriler içerisinde okuduğunu anlama becerisi gelmektedir. Okuduğunu anlama becerisine erişememiş bir birey günlük hayatta ve profesyonel hayatta birçok zorlukla karşılaşması muhtemeldir. Araştırmada, öğrencilerin okuduğunu anlama performanslarıyla ile ilişkili olduğu düşünülen okul düzeyindeki değişkenlerin etkisi araştırılmıştır. PISA 2009 uygulamasına katılan Hollanda, Kore ve Türkiye’deki öğrenciler örneklemi oluşturmaktadır. Veri toplama araçları PISA 2009 okuma becerileri testi ve okul anketleridir. İki düzeyli Hiyerarşik Doğrusal Modellerler kullanılarak analizler yapılmıştır. Araştırmanın sonuçlarına göre Hollanda ve Kore’de öğrencinin okuduğunu anlama performansı okul içi davranışlar ve okul mevcuduna göre değişmektedir. Türkiye’de öğrencilerin okuma performansları öğrenci öğretmen oranına ve okuldaki kız öğrenci oranına göre değişmektedir.
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