Effect of Parental Education and Home Educational Resources to Students' Results of PISA Reading Skills Test

Murat İnce, F. Dilek Gözütok

Öz


The aim of this study is to evaluate whether the results of the PISA reading skills test vary according to educational status of parents and educational opportunities provided by their parents, to students in 7th, 8th and 9th grades. Survey design was used in the study. The population of the study was comprised of 9th grade students in Anatolian High Schools in the province of Zonguldak, and 7th and 8th grades students in the secondary schools of the same province. Student Questionnaire and the PISA Reading Skills Test were used for data collection. According to result of the study, the scores obtained by students in the PISA reading skills test increased as the educational levels of their parents increased. Furthermore, it was also revealed that there was a high correlation between the reading proficiencies of the students and the socio-economic levels of their families. 

Keywords: PISA reading skills, Parental education, Home educational resources


Tam Metin:

PDF (English)

Referanslar


Ardahan, H. ve Ersoy, Y. (2004). İlköğretim okullarında kesirlerin öğretimi. http://www.matder.org.tr adresinden 18 Ocak 2015 tarihinde alınmıştır.

Bennet, E. (2009). An investigation of the influence of metacognition, reading comprehension skill, and background knowledge on studying (Doctoral dissertation) Available from ProQuest Dissertations and Theses datebase. (UMI No. 3212531).

Berberoğlu, G. ve Kalender, İ. (2005). Öğrenci başarısının yıllara, okul türlerine, bölgelere göre incelenmesi: ÖSS ve PISA analizi. Eğitim Bilimleri ve Uygulama, 4(7), 21-35.

Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri, (5. Baskı). Ankara: Pegem Akademi Yayıncılık.

Cullinan, B. (2006). Independent reading and school achievement. Research Journal of the American Association of School Librarians, 3(2), 321-338.

Dickinson, D. K and Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. (5th Ed.). Baltimore: MD: Brookes Publishing.

Erkuş, A. (2005). Bilimsel araştırma sarmalı. (1. Baskı). Ankara: Seçkin Yayıncılık.

Gülleroğlu, D., Bilican, S. ve Demirtaşlı, N. (2014). Türk öğrencilerinin PISA 2003-2006-2009 dönemlerindeki okuma becerilerini yordayan sosyoekonomik ve kültürel değişkenlerin araştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 47(2), 201-222.

Gürsakal, S. (2012). PISA 2009 öğrenci başarı düzeylerini etkileyen faktörlerin değerlendirilmesi. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 17(1), 441-452.

Jehangir, K., Glas, C. and Van den Berg, S. (2015). Exploring the relation between socio-economic status and reading achievement in PISA 2009 through an intercepts-and-slopes-as-outcomes paradigm. International Journal of Educational Research, 71(2),1-15.

Jhang Fang, H. (2015). The influences of inductive instruction and resources on students' attitudes toward reading: Evidence from PISA 2012. Educational Research and Evaluation, 20(5), 386-410.

Karaman, K. (2010). “Küreselleşme ve eğitim”, Journal of World of Turks, 2(3), 131–144.

MEB. (Milli Eğitim Bakanlığı) (2006). İlköğretim Türkçe dersi (6–8) öğretim programı. Ankara: Devlet Kitapları Müdürlüğü Basımevi.

Mikk, J. (2015). Explaining the difference between PISA 2009 reading scores in Finland and Estonia. Educational Research and Evaluation, 21(4) 324-342.

OECD (Organisation for Economic Co-operation and Development) (2011). Building on PISA’S knowledge base. Paris: OECD Publications.

OECD (Organisation for Economic Co-operation and Development) (2013). PISA 2012 Results booklet. Paris: OECD Publications.

Olkun, S., Altun, A. ve Aydoğdu, T. (2003). İlköğretim öğrencilerinin bilgisayar deneyimleri ile uzamsal düşünme ve geometri başarıları arasındaki ilişki. The Turkish Online Journal of Educational Technology, 21(4), 45-58.

Schleicher, A. (2016). Global perspectives on education and skills. http://oecdeducationtoday.blogspot.com.tr/2016/05/latvia-is-determined-to-build-on-its.html adresinden 19 Mayıs 2016 tarihinde alınmıştır.

Spörer, N., Brunstein, J.C. and Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286

Steenseel, R. V. (2006). Relations between socio-cultural factors, homeliteracy environment and childrens’ literacy development in the first years of primary education. Journal of Research in Reading, 29(1), 367-382.

Şengül, A. (2011). Türk öğrencilerinin PISA 2009 okuma becerilerini açıklayan değişkenlerin CHAID analizi ile belirlenmesi (Yayımlanmamış yüksek lisans tezi). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden 22 Mart 2014 tarihinde alınmıştır.

West, J., Denton, K. and Reaney, L. (2000). The Kindergarten Year (NCES 2001- 023). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

World Bank. (2016). Shangai’s top ranking in reading, math and science. http://www.worldbank.org/en/news/press-release/2016/05/16/world-bank-study-shows-shanghais-1-global-ranking-in-reading-math-science-rests-on-strong-education-system-with-great-teachers adresinden 19 Mayıs 2016 tarihinde alınmıştır.

Xu, J. (2006). Families, Investments in Children and Education: A Cross-National Approach. (Doctoral dissertation) Available from ProQuest Dissertations and Theses datebase. (UMI No. 3597934).


Refback'ler

  • Şu halde refbacks yoktur.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

 

 

Creative Commons Lisansı

İlköğretim Online Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

ISSN: 1305-3515