SavedAdd your journal

Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2026 / Cilt: 27 Sayı: 2

A study of Predictors of Mathematics Achievement in Native and Immigrant Students: The Case of Türkiye, England, and Russia

Yerli ve Göçmen Öğrencilerde Matematik Başarısının Yordayıcıları: Türkiye, İngiltere ve Rusya Örneği

Büşra Uçarer(TC MİLLİ EĞİTİM BAKANLIĞI TRABZON)0009-0008-6810-6414
Derya Çelik(Trabzon Üniversitesi)0000-0003-2043-4431
Pages
848–881
Publication Date
2026-06-01
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Overall, parental education level, number of books at home, and educational opportunities at home were identified as common predictors of mathematics achievement in all three countries.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study comparatively examines student and school variables that predict mathematics achievement among eighth grade native and immigrant students in Türkiye, England, and Russia, using TIMSS 2019 data.
📊
Key Findings & Data:Using a correlational survey model, the study analyzed student-level variables, such as gender, frequency of test language use at home, parental education level, educational opportunities at home, and number of books, as well as school-level variables, such as the location of the school, proportion of disadvantaged students, and proportion of high-income students.
💡
Conclusion & Impact:Overall, parental education level, number of books at home, and educational opportunities at home were identified as common predictors of mathematics achievement in all three countries.
🔬Design:Survey & Empirical Study
📍Scope:2019 Verileri
⚙️Variables:Göçmen ve yerli öğrenciler · TIMSS 2019 · matematik başarısı

Abstract

This study comparatively examines student and school variables that predict mathematics achievement among eighth grade native and immigrant students in Türkiye, England, and Russia, using TIMSS 2019 data. Using a correlational survey model, the study analyzed student-level variables, such as gender, frequency of test language use at home, parental education level, educational opportunities at home, and number of books, as well as school-level variables, such as the location of the school, proportion of disadvantaged students, and proportion of high-income students. The findings show that Türkiye and England exhibit similar patterns regarding native and immigrant students, while Russia differs in some respects. Overall, parental education level, number of books at home, and educational opportunities at home were identified as common predictors of mathematics achievement in all three countries. Regarding school variables, it was concluded that the achievements of native students in all three countries were affected by the socioeconomic characteristics of the school. For immigrant students, the ratio of disadvantaged students was the strongest common predictor. These findings suggest that policies aimed at strengthening educational equality for immigrant students should provide differentiated support at the school level.

Özet

Bu araştırmanın amacı, Türkiye, İngiltere ve Rusya’daki 8. sınıf yerli ve göçmen öğrencilerin TIMSS 2019 verileri üzerinden matematik başarısını yordayan öğrenci ve okul değişkenlerini karşılaştırmalı olarak incelemektedir. İlişkisel tarama modeline dayalı araştırmada, öğrenci düzeyinde cinsiyet, test dilinin evde kullanılma sıklığı, ebeveyn eğitim düzeyi, evdeki eğitim imkânları ve kitap sayısı; okul düzeyinde ise okulun bulunduğu yerleşim birimi, dezavantajlı öğrenci oranı ve geliri iyi öğrenci oranı değişkenleri analiz edilmiştir. Bulgular, Türkiye ve İngiltere’nin yerli ve göçmen öğrenciler açısından benzer örüntüler sergilediğini, Rusya’nın ise bazı yönleriyle ayrıştığını göstermektedir. Genel olarak her üç ülkede de ebeveyn eğitim düzeyi, evdeki kitap sayısı ve evdeki eğitim imkânlarının matematik başarısının ortak yordayıcıları olduğu belirlenmiştir. Okul değişkenleri açısından, üç ülkenin tümünde yerli öğrencilerin başarılarının okulun sosyo-ekonomik özelliklerinden etkilendiği, göçmen öğrenciler için ise dezavantajlı öğrenci oranının en güçlü ortak yordayıcı olduğu sonucuna ulaşılmıştır. Bu bulgular, göçmen öğrencilerin eğitimsel eşitliğini güçlendirmeye yönelik politikaların okul düzeyinde farklılaştırılmış desteklerle ele alınması gerektiğini ortaya koymaktadır.

🔖

Cite This Article

Uçarer, B., Çelik, D. (2026). A study of Predictors of Mathematics Achievement in Native and Immigrant Students: The Case of Türkiye, England, and Russia. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 27 Sayı: 2, 848–881. https://doi.org/10.29299/kefad.1814026

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (67)

  1. Açıkyıldız, G. (2024). 2018-2022 arasındaki lise giriş sınavı matematik sorularının TIMSS bilişsel alanlarına göre analizi. International Journal of Eurasia Social Sciences, 15(58), 1645–1671. http://dx.doi.org/10.35826/ijoess.4574
  2. Akyüz, G. (2014). TIMSS 2011'de öğrenci ve okul faktörlerinin matematik başarısına etkisi. Eğitim ve Bilim, 39(172), 150–162.
  3. Akyüz, G. ve Berberoğlu, G. (2010). Teacher and classroom characteristics and their relations to mathematics achievement of the student in the TIMSS. New Horizons in Education, 58(1), 77–95.
  4. Alpaydin, Y. (2017). An analysis of educational policies for school-aged Syrian refugees in Turkey. Journal of Education and Training Studies, 5(9), 36–44. https://doi.org/10.11114/jets.v5i9.2476
  5. Altinkalp, I., Vonkova, H. ve Moore, A. (2022). The policy of inclusion: A comparative analysis of refugee education policies in Germany and Turkey. Bulgarian Comparative Education Society, 20, 94–100. https://eric.ed.gov/?id=ED622674
  6. Amini, C. ve Commander, S. (2012). Educational scores: How does Russia fare? Journal of Comparative Economics, 40(3), 508–527. http://dx.doi.org/10.1016/j.jce.2012.02.006
  7. Andon, A., Thompson, C. G. ve Becker, B. J. (2014). A quantitative synthesis of the immigrant achievement gap across OECD countries. Large-Scale Assessments in Education, 2, 1–20. https://doi.org/10.1186/s40536-014-0007-2
  8. Areepattamannil, S. (2012). First- and second-generation immigrant adolescents' multidimensional mathematics and science self-concepts and their achievement in mathematics and science. International Journal of Science and Mathematics Education, 10, 695–716.
  9. Areepattamannil, S. ve Kaur, B. (2013). Factors predicting science achievement of immigrant and non-immigrant students: A multilevel analysis. International Journal of Science and Mathematics Education, 11(5), 1183–1207. https://doi.org/10.1007/s10763-012-9369-5
  10. Arifoğlu, A. (2019). Öğrenci başarısına okul etkisinin araştırılması: TIMSS 2015 Türkiye verisine göre çok düzeyli bir analiz [Doktora tezi, Hacettepe Üniversitesi]. Ulusal Tez Merkezi.
  11. Arikan, S., Vijver, F. V. D. ve Yagmur, K. (2020). Mainstream and immigrant students' primary school mathematics achievement differences in European countries. European Journal of Psychology of Education, 35, 819–837.
  12. Berberoğlu, G., Çelebi, Ö., Özdemir, E., Uysal, E. ve Yayan, B. (2003). Üçüncü uluslararası matematik ve fen çalışmasında Türk öğrencilerin başarı düzeylerini etkileyen etmenler. Eğitim Bilimleri ve Uygulama, 2(3), 3–14.
  13. Bodovski, K., Muñoz, I. G. ve Byun, S. Y. (2020). Do education system characteristics moderate the socioeconomic, gender and immigrant gaps in math and science achievement? International Journal of Sociology of Education, 9(2), 122–154. https://doi.org/10.17583/rise.2020.4807
  14. Büyüköztürk, Ş. (2015). Veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Pegem Akademi.
  15. Cerna, L., Brussino, O. ve Mezzanotte, C. (2021). The resilience of students with an immigrant background: An update with PISA 2018 (OECD Education Working Papers No. 261). OECD Publishing. https://doi.org/10.1787/e119e91a-en
  16. Chen, Q. (2014). Using TIMSS 2007 data to build mathematics achievement model of fourth graders in Hong Kong and Singapore. International Journal of Science and Mathematics Education, 12(6), 1519–1545.
  17. Chiu, M. M. (2010). Effects of inequality, family and school on mathematics achievement: Country and student differences. Social Forces, 88(4), 1645–1676. https://doi.org/10.1353/sof.2010.0019
  18. Cook, R. D. ve Weisberg, S. (1982). Residuals and influence in regression. Chapman & Hall.
  19. Cuibus, M. V. (2024). Migrants in the UK: An overview. Migration Observatory.
  20. Çelik, D., Uçarer, B. ve Gürsoy, K. (2023). Comparing the mathematics achievement of immigrant and native students according to TIMSS 2019: Turkey, Qatar, USA, Singapore and England. Turkish Journal of Mathematics Education, 4(2), 75–100. https://tujme.org/index.php/tujme/article/view/86
  21. Dewi, M. S. (2022). Student and school factor's influencing the mathematics achievement: An HLM analysis of Indonesian data in TIMSS 2015. Jurnal Tazkiya, 10(1), 28–39. https://doi.org/10.15408/tazkiya.v10i1.24890
  22. Erberber, E., Stephens, M., Mamedova, S., Ferguson, S. ve Kroeger, T. (2015). Socioeconomically disadvantaged students who are academically successful: Examining academic resilience cross-nationally (Policy Brief No. 5). International Association for the Evaluation of Educational Achievement.
  23. Ersan, O. ve Rodriguez, M. C. (2020). Socioeconomic status and beyond: A multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey. Large-Scale Assessments in Education, 8(15), 1–32. https://doi.org/10.1186/s40536-020-00093-y
  24. Fishbein, B., Foy, P. ve Yin, L. (2021). TIMSS 2019 user guide for the international database. TIMSS & PIRLS International Study Center.
  25. Garcia-Crespo, F. J., Suarez-Alvarez, J., Fernandez-Alonso, R. ve Muniz, J. (2022). Academic resilience in mathematics and science: Europe TIMSS-2019 data. Psicothema, 34(2), 217–225. https://doi.org/10.7334/psicothema2021.486
  26. Ghafar, M. N., Othman, R. ve Mohammadpour, E. (2011). Multilevel analysis of achievement in mathematics of Malaysian and Singaporean students. Journal of Educational Psychology and Counseling, 2, 285–304.
  27. Güçlüten, Ç. (2024). Access to education of Syrians under temporary protection in the changing and developing Turkish education system: Barriers and suggestions. İçtimaiyat, 77–93. https://doi.org/10.33709/ictimaiyat.1513907
  28. Hair, J. F., Anderson, R. E., Tatham, R. L. ve Black, W. C. (1998). Multivariate data analysis (5. bs.). Prentice Hall.
  29. Han, S. W., Son, J. W. ve Kang, C. (2017). What do TIMSS studies show about math achievement inequality? A sociological perspective. J.-W. Son, T. Watanabe ve J.-J. Lo (Eds.), What matters? Research trends in international comparative studies in mathematics education (ss. 289–314) içinde. Springer.
  30. Hox, J. J., Moerbeek, M. ve van de Schoot, R. (2010). Multilevel analysis: Techniques and applications. Routledge.
  31. Işlak, O. (2020). TIMSS 2015 uygulamasına katılan öğrencilerin matematik başarılarının öğrenci, aile ve okul değişkenlerine göre yordanması [Doktora tezi, Mehmet Akif Ersoy Üniversitesi]. Ulusal Tez Merkezi.
  32. Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri. Asil Yayın Dağıtım.
  33. Kara, M. (2023). TIMSS 2019 matematik başarısını açıklayan değişkenlerin çok düzeyli yapısal eşitlik modeli ile incelenmesi [Yüksek lisans tezi, Hacettepe Üniversitesi]. Ulusal Tez Merkezi.
  34. Karabay, E. (2013). Aile ve okul özelliklerinin PISA okuma becerileri, matematik ve fen okuryazarlığının yordama gücünün yıllara göre incelenmesi [Yüksek lisans tezi, Gazi Üniversitesi]. Ulusal Tez Merkezi.
  35. Karakus, M., Courtney, M. ve Aydin, H. (2022). Understanding the academic achievement of the first- and second-generation immigrant students: A multi-level analysis of PISA 2018 data. Educational Assessment, Evaluation and Accountability, 34(3), 309–334. https://doi.org/10.1007/s11092-022-09395-x
  36. Korkmaz, Y. N. (2023). TIMSS 2019 uygulamasına katılan 4. ve 8. sınıf öğrencilerinin matematik başarısını etkileyen değişkenlerin yapısal eşitlik modeli ile incelenmesi [Yüksek lisans tezi, Gazi Üniversitesi]. Ulusal Tez Merkezi.
  37. Liu, S., Liu, P., Wang, M. ve Zhang, B. (2023). The roles of family contextual factors on immigrant students' academic achievement: A meta-analysis. Current Psychology, 43(13), 11642–11661. https://doi.org/10.1007/s12144-023-05046-6
  38. Marks, G. N. (2005). Accounting for immigrant non-immigrant differences in reading and mathematics in twenty countries. Ethnic and Racial Studies, 28(5), 925–946. https://doi.org/10.1080/01419870500158943
  39. McAuliffe, M. ve Oucho, L. A. (Eds.). (2024). World migration report 2024. International Organization for Migration.
  40. Millî Eğitim Bakanlığı. (2020). TIMSS 2019 Türkiye ön raporu. Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü.
  41. Millî Eğitim Bakanlığı. (2024a). TIMSS 2023 Türkiye raporu. T.C. Millî Eğitim Bakanlığı Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü.
  42. Millî Eğitim Bakanlığı. (2024b). TIMSS ulusal raporlar. Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü.
  43. Mittal, O., Scherer, R. ve Nilsen, T. (2022). Assessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden. Large-Scale Assessments in Education, 10(1), 13.
  44. Mohammadpour, E. ve Ghafar, M. N. (2012). Mathematics achievement as a function of within- and between-school differences. Scandinavian Journal of Educational Research, 58(2), 1–33.
  45. Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L. ve Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center.
  46. Muñoz-Jorquera, S. ve Mendoza-Lira, M. (2023). Rendimiento académico de estudiantes migrantes: Influencia del estatus migratorio y factores socioeducativos. ESE-Estudios Sobre Educación, 44, 177–198. https://doi.org/10.15581/004.44.009
  47. Nilsen, T., Kaarstein, H. ve Lehre, A. C. (2022). Trend analyses of TIMSS 2015 and 2019: School factors related to declining performance in mathematics. Large-Scale Assessments in Education, 10(1), 15. https://doi.org/10.1186/s40536-022-00132-w
  48. Özer, Y. ve Anıl, D. (2011). Öğrencilerin fen ve matematik başarılarını etkileyen faktörlerin yapısal eşitlik modeli ile incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41(41), 313–324.
  49. Pivovarova, M. ve Powers, J. M. (2019). Generational status, immigrant concentration and academic achievement: Comparing first and second-generation immigrants with third-plus generation students. Large-Scale Assessments in Education, 7, 1–18. https://doi.org/10.1186/s40536-019-0075-4
  50. Qiu, X. L. ve Leung, F. K. (2022). Equity in mathematics education in Hong Kong: Evidence from TIMSS 2011 to 2019. Large-Scale Assessments in Education, 10(1), 3. https://doi.org/10.1186/s40536-022-00121-z
  51. Samuk, S. (2018). Metamorphosis of educational understanding: Temporary integration regarding Syrians in Turkey. Border Crossing, 8(2), 332–354. https://doi.org/10.33182/bc.v8i2.449
  52. Sarı, M. H., Arıkan, S. ve Yıldızlı, H. (2017). 8. sınıf matematik akademik başarısını yordayan faktörler-TIMSS 2015. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 8(3), 246–265. https://doi.org/10.21031/epod.303689
  53. Sarıer, Y. (2016). Türkiye'de öğrencilerin akademik başarısını etkileyen faktörler: Bir meta-analiz çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(3), 609–627.
  54. Schnepf, S. V. (2007). Immigrants' educational disadvantage: An examination across ten countries and three surveys. Journal of Population Economics, 20, 527–545. https://doi.org/10.1007/s00148-006-0102-y
  55. Schotte, K., Rjosk, C. ve Edele, A. (2021). Do teachers' cultural beliefs matter for students' school adaptation? A multilevel analysis of students' academic achievement and psychological school adjustment. Social Psychology of Education, 25(2), 233–258. https://doi.org/10.1007/s11218-021-09669-0
  56. Sikora, J. ve Roberts, P. A. (2023). Do linguistically diverse migrants dominate advanced mathematics? Comparing Greater Sydney with the rest of New South Wales. Australian Educational Researcher, 51(2), 487–507. https://doi.org/10.1007/s13384-023-00642-8
  57. Şirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
  58. Tabachnick, B. G. ve Fidell, L. S. (2007). Using multivariate statistics (5. bs.). Allyn & Bacon/Pearson Education.
  59. Tabachnick, B. G. ve Fidell, L. S. (2013). Çoklu regresyon. M. Baloğlu (Ed.), Çok değişkenli istatistiklerin kullanımı (K. Atalay Kabasakal, Çev., ss. 117–196) içinde. Nobel Akademik Yayıncılık.
  60. Tian, M. (2021a). Analysis of the factors affecting student achievement in TIMSS mathematics test for the eighth grade in Saudi Arabia at the student and school levels using hierarchical linear modeling. Journal of Educational and Human Sciences, 15(4), 283–312. https://doi.org/10.21608/jehs.2024.405678
  61. Tian, M. (2021b). A quantile regression analysis of family background factor effects on mathematical achievement. Journal of Data Science, 4(4), 283–298. https://doi.org/10.6339/JDS.2006.04(4).283
  62. Uçarer, B. (2025). Yerli ve göçmen öğrencilerin TIMSS 2019 matematik başarılarını etkileyen öğrenci ve okul değişkenlerinin karşılaştırmalı incelenmesi: Türkiye, Rusya ve İngiltere örneği [Yüksek lisans tezi, Trabzon Üniversitesi]. Ulusal Tez Merkezi.
  63. Wang, Z. E., Osterlind, S. J. ve Bergin, D. A. (2012). Building mathematics achievement models in four countries using TIMSS 2003. International Journal of Science and Mathematics Education, 10, 1215–1242. https://doi.org/10.1007/s10763-011-9328-6
  64. Wiberg, M. (2019). The relationship between TIMSS mathematics achievements, grades, and national test scores. Education Inquiry, 10(4), 328–343. https://doi.org/10.1080/20004508.2019.1579626
  65. Wiberg, M. ve Rolfsman, E. (2023). Students' self-reported background SES measures in TIMSS in relation to register SES measures when analyzing students' achievements in Sweden. Scandinavian Journal of Educational Research, 67(1), 69–82. https://doi.org/10.1080/00313831.2021.1983863
  66. Yıldırım, E., Coşkun, C. D. ve Şensin, C. (2022). Göçmen çocuklara yönelik eğitim politikaları: İngiltere, Almanya ve Türkiye karşılaştırması. Anı Yayıncılık.
  67. Zhu, Y. ve Leung, F. K. (2011). Motivation and achievement: Is there an East Asian model? International Journal of Science and Mathematics Education, 9, 1189–1212.