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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2019 / Cilt: 34 - Sayı: 4

A Comparative Analysis of the Effect of Students’ Affective Characteristics on Their Science Performance between Countries Based on PISA 2015 Data

PISA 2015 Sonuçlarına Göre Duyuşsal Özelliklerin Öğrencilerin Fen Performansları Üzerine Etkisinin Ülkeler Arası Karşılaştırılmasır Arası Karşılaştırılması

Mehmet İkbal YETİŞİR
Kaan BATI
Gökhan GÜNEŞ
Pages
999–1014
Publication Date
2022-10-19
DOI
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AI Summary & Key Takeaways

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

According to the results, it was determined that the students' affective characteristics predicted their science performance by 30% regardless of the achievement level.

📌 3 Key Takeaways

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Objective & Hypothesis:Based on the results of the Programme for International Student Assessment (PISA) 2015, this study aimed to determine the extent to which affective characteristics such as epistemic beliefs, motivation and self-efficacy predicted students’ performance in science and whether this differed between countries that exhibited different levels of achievement.
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Key Findings & Data:In accordance with the purpose of the study, two countries were randomly selected from each of the three achievement levels defined by PISA (above average, average, and below average) and all the students that took the test from the selected countries were included in the analysis.
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Conclusion & Impact:According to the results, it was determined that the students' affective characteristics predicted their science performance by 30% regardless of the achievement level.
🔬Design:Research Article
📍Scope:2015 Verileri
⚙️Variables:Domain Parameters

Abstract

Based on the results of the Programme for International Student Assessment (PISA) 2015, this study aimed to determine the extent to which affective characteristics such as epistemic beliefs, motivation and self-efficacy predicted students’ performance in science and whether this differed between countries that exhibited different levels of achievement. In accordance with the purpose of the study, two countries were randomly selected from each of the three achievement levels defined by PISA (above average, average, and below average) and all the students that took the test from the selected countries were included in the analysis. A simple linear regression analysis was performed using the IDB Analyzer program, which facilitated the analysis of the layered data collected in this study. According to the results, it was determined that the students' affective characteristics predicted their science performance by 30% regardless of the achievement level.

Özet

Bu araştırma kapsamında PISA 2015 sonuçlarına göre, epistemelojik inanç, motivasyon ve öz yeterlik gibi duyuşsal özelliklerin, öğrencilerin fen performanslarını ne derece açıkladığı ve bu açıklama düzeyinin farklı başarı performansı sergileyen ülkeler arasında farklılık gösterip göstermediğinin belirlenmesi amaçlanmıştır. Araştırmanın amacına uygun olarak, PISA tarafından tanımlanmış üç başarı düzeyinin (ortalama üstü, ortalama düzey, ortalama altı) her birinden seçkisiz yolla ikişer ülke seçilmiş ve seçilen ülkelerdeki sınava giren öğrencilerin tamamı analize dâhil edilmiştir. Verilerin analizi için, PISA verilerinin katmanlı yapısı sebebiyle IDB Analyzer programı kullanılmış ve değişkenlerin öğrencilerin fen performanslarını yordama düzeylerinin tespiti için doğrusal regresyon analizi yapılmıştır. Elde edilen sonuçlara göre hangi başarı diliminde olursa olsun, öğrencilerin duyuşsal özelliklerinin fen performanslarını %30 oranında yordadığı tespit edilmiştir.

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Cite This Article

YETİŞİR, M. İ., BATI, K., GÜNEŞ, G. (2022). A Comparative Analysis of the Effect of Students’ Affective Characteristics on Their Science Performance between Countries Based on PISA 2015 Data. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 34 - Sayı: 4, 999–1014. https://ajindex.com/articles/531614

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