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The Effect of Socioeconomic Level on Academic Achievement: Evidence from PISA

Yıl 2023, Cilt: 16 Sayı: 4, 925 - 947, 29.10.2023
https://doi.org/10.30831/akukeg.1279154

Öz

This research aims to examine the predictive relationship between the economic, social and cultural level index (ESCS) and academic achievement in the context of PISA 2018 Turkey sample. Research used secondary data analysis, a quantitative research method. In this regard, advanced analyzes were carried out in line with the new and different research questions on the data set obtained for the Turkish sample within the scope of PISA 2018. The sample of the research consists of 186 schools representing 12 regions and 6890 students representing these schools, which were selected in two stages by random stratified sampling from students in the 15-age group and continuing formal education in 2018. The findings revealed that the ESCS index is an important predictor of students' reading, mathematics and science scores in terms of both public and private schools. According to the findings, ESCS index explains greater variance in terms of academic achievement within the sample of private schools. The research also showed that the ICT resources index has emerged as a more effective predictor of academic success compared to the other sub-variables of ESCS such as educational resources index, parent education level and parent professional level.

Kaynakça

  • Agasisti, T., & Longobardi, S. (2017). Equality of educational opportunities, schools’ characteristics and resilient students: An empirical study of EU-15 countries using OECD-PISA 2009 data. Social Indicators Research, 134(3), 917-953. https://doi.org/10.1007/s11205-016-1464-5.
  • Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018). Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA. OECD Education Working Papers 167, OECD Publishing. https://dx.doi.org/10.1787/e22490ac-en
  • Akinsanya, O. O., Ajayi, K. O., & Salomi, M. O. (2011). Relative effects of parents’ occupation, qualification and academic motivation of wards on students’ achievement in senior secondary school mathematics in Ogun State. British Journal of Arts and Social Sciences, 3(2), 242-252. https://core.ac.uk/download/pdf/234636069.pdf
  • Akram, M., & Ghani, M. (2013). The relationship of socioeconomic status with language learning motivation. International Journal of English and Education, 2(2), 406-413. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1084.5445&rep=rep1&type=pdf
  • Apple, M. W. (2004). Ideology and curriculum (3rd ed). Routledge. https://doi.org/10.4324/9780203487563 Artelt, C., Baumert, J., Julius-McElvany, N., & Peschar, J. (2003). Learners for life: Student approaches to learning: Results from PISA 2000. OECD Publishing
  • Aslanargun, E., Bozkurt, S., & Sarıoglu, S. (2016). The impacts of socioeconomic variables on the academic success of the students. Usak University Journal of Educational Sciences, 9(3), 201-234. https://dergipark.org.tr/en/pub/usaksosbil/issue/24734/261548
  • Avvisati, F. (2020). The measure of socioeconomic status in PISA: A review and some suggested improvements. Large-scale Assessments in Education, 8, 1-37. https://doi.org/10.1186/s40536-020-00086-x
  • Barone, C. (2006). Cultural capital, ambition and the explanation of inequalities in learning outcomes: A Comparative Analysis. Sociology, 40(6), 1039–1058. https://doi.org/10.1177/0038038506069843
  • Bindak, R. (2018). Modeling students’ achievement in PISA research with logistic regression analysis. Journal of Econometrics and Statistic, 14(28), 57-74. https://dergipark.org.tr/en/download/article-file/539128
  • Bourdieu, P. (1974). The school as a conservative force: Scholastic and cultural inequalities. In J. Eggleston (Ed.), Contemporary research in the sociology of education (pp. 32-46). Methuen.
  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education. New York: Greenwood.
  • Bowles, S., & Gintis, H. (2002). Schooling in capitalist America revisited. Sociology of Education, 75(1), 1-18. https://doi.org/10.2307/3090251
  • Buckingham, J. (2000). The truth about private schools in Australia. https://www.semanticscholar.org/paper/The-Truth-about-Private-Schools-in-Australia-Buckingham/e039511019f6501348df285b3f27688df2c00a1a
  • Cabiness, C., Donovan, L., & Green, T. D. (2013). Integrating Wikis in the support and practice of historical analysis skills.” TechTrends, 57(6), 38-48. https://link.springer.com/content/pdf/10.1007/s11528-013-0700-y.pdf
  • Chiu, M. M. (2010). Inequality, family, school, and mathematics achievement: Country and student differences. Social Forces, 88(4), 1645-1676. https://doi.org/10.1353/sof.2010.0019
  • Chiu, M. M., & Chow, B. W. Y. (2010). Culture, motivation, and reading achievement: High school students in 41 countries. Learning and Individual Differences, 20(6), 579-592. https://doi.org/10.1016/j.lindif.2010.03.007
  • Chiu, M. M., & Chow, B. W. Y. (2015). Classmate characteristics and student achievement in 33 countries: Classmates’ past achievement, family socioeconomic status, educational resources, and attitudes toward reading. Journal of Educational Psychology, 107(1), 152-169. https://doi.org/10.1037/a0036897
  • Coleman, J. (1967). The concept of equality of educational opportunity. Harvard Educational Review, 38(1), 7-22. https://files.eric.ed.gov/fulltext/ED015157.pdf
  • Crosnoe, R., & Cooper, C. E. (2010). Economically disadvantaged children’s transitions into elementary school: Linking family processes, school contexts, and educational policy. American Educational Research Journal, 47(2), 258-291. https://doi.org/10.3102/0002831209351564
  • Daoud, R., Starkey, L., Eppel, E., Vo, T. D., & Sylvester, A. (2020). The educational value of internet use in the home for school children: A systematic review of literature. Journal of Research on Technology in Education, 53(4), 1-22. https://doi.org/10.1080/15391523.2020.1783402
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304. https://doi.org/10.1037/0893-3200.19.2.294
  • Devine, P. (2003). Secondary data analysis. In R. L. Miller & J. D. Brewer (Eds.), The A-Z of social research (pp. 285-288). Sage Publications.
  • Dronkers, J., & Robert, P. (2008). Differences in scholastic achievement of public, private government-dependent, and private independent schools. Educational Policy, 22(4), 541–577. https://doi.org/10.1177/0895904807307065
  • Early, E., Miller, S., Dunne, L., Thurston, A., & Filiz, M. (2020). The influence of socioeconomic background and gender on school attainment in the United Kingdom: A systematic review. Review of Education, 8(1), 120–152. https://doi.org/10.1002/rev3.3175
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  • Erdem, C., & Kaya, M. (2021). Socioeconomic status and well-being as predictors of students’ academic achievement: evidence from a developing country. Journal of Psychologists and Counsellors in Schools, 3, 1–19. https://doi.org/10.1017/jgc.2021.10
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Sosyoekonomik Düzeyin Akademik Başarı Üzerindeki Etkisi: PISA’dan Kanıtlar

Yıl 2023, Cilt: 16 Sayı: 4, 925 - 947, 29.10.2023
https://doi.org/10.30831/akukeg.1279154

Öz

Bu araştırmanın amacı PISA 2018 Türkiye örneklemi bağlamında ekonomik, sosyal ve kültürel düzey indeksi (ESCS) ile akademik başarı arasındaki yordayıcılık ilişkisini incelemektir. Araştırma nicel araştırma yöntemlerinden ikincil veri analizi yöntemiyle gerçekleştirilmiştir. Bu doğrultuda PISA 2018 uygulaması kapsamında Türkiye örneklemine ilişkin elde edilmiş veri seti üzerinden yeni ve farklı araştırma soruları bağlamında ileri analizler yürütülmüştür. Araştırmanın örneklemini Türkiye’de 2018 yılında 15 yaş grubu içerisinde yer alan ve örgün eğitime devam eden öğrencilerden seçkisiz tabakalı örnekleme yoluyla iki aşamalı olarak seçilen, 12 bölgeyi temsil eden 186 okul ve bu okulları temsil eden 6890 öğrenci oluşturmaktadır. Araştırmadan elde edilen bulgularda ESCS indeksinin hem devlet okul hem de özel okullar bağlamında öğrencilerin okuma, matematik ve fen puanlarının önemli yordayıcısı olduğu tespit edilmiştir. Elde edilen bulgulara göre ESCS indeksi özel okullar bağlamında akademik başarının daha etkili bir yordayıcısıdır. ESCS alt değişkenleri açısından bilişim kaynakları indeksinin üç puan türünde de akademik başarının anlamlı bir yordayıcısı olduğu görülmüştür. Bilişim kaynakları indeksinin diğer alt değişkenler olan eğitim kaynakları indeksi, ebeveyn eğitim düzeyi ve ebeveyn mesleki düzeyine kıyasla akademik başarının açılanmasında daha etkili bir yordayıcı olarak ortaya çıkması araştırmadan elde edilen önemli bulgular arasındadır.

Kaynakça

  • Agasisti, T., & Longobardi, S. (2017). Equality of educational opportunities, schools’ characteristics and resilient students: An empirical study of EU-15 countries using OECD-PISA 2009 data. Social Indicators Research, 134(3), 917-953. https://doi.org/10.1007/s11205-016-1464-5.
  • Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018). Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA. OECD Education Working Papers 167, OECD Publishing. https://dx.doi.org/10.1787/e22490ac-en
  • Akinsanya, O. O., Ajayi, K. O., & Salomi, M. O. (2011). Relative effects of parents’ occupation, qualification and academic motivation of wards on students’ achievement in senior secondary school mathematics in Ogun State. British Journal of Arts and Social Sciences, 3(2), 242-252. https://core.ac.uk/download/pdf/234636069.pdf
  • Akram, M., & Ghani, M. (2013). The relationship of socioeconomic status with language learning motivation. International Journal of English and Education, 2(2), 406-413. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1084.5445&rep=rep1&type=pdf
  • Apple, M. W. (2004). Ideology and curriculum (3rd ed). Routledge. https://doi.org/10.4324/9780203487563 Artelt, C., Baumert, J., Julius-McElvany, N., & Peschar, J. (2003). Learners for life: Student approaches to learning: Results from PISA 2000. OECD Publishing
  • Aslanargun, E., Bozkurt, S., & Sarıoglu, S. (2016). The impacts of socioeconomic variables on the academic success of the students. Usak University Journal of Educational Sciences, 9(3), 201-234. https://dergipark.org.tr/en/pub/usaksosbil/issue/24734/261548
  • Avvisati, F. (2020). The measure of socioeconomic status in PISA: A review and some suggested improvements. Large-scale Assessments in Education, 8, 1-37. https://doi.org/10.1186/s40536-020-00086-x
  • Barone, C. (2006). Cultural capital, ambition and the explanation of inequalities in learning outcomes: A Comparative Analysis. Sociology, 40(6), 1039–1058. https://doi.org/10.1177/0038038506069843
  • Bindak, R. (2018). Modeling students’ achievement in PISA research with logistic regression analysis. Journal of Econometrics and Statistic, 14(28), 57-74. https://dergipark.org.tr/en/download/article-file/539128
  • Bourdieu, P. (1974). The school as a conservative force: Scholastic and cultural inequalities. In J. Eggleston (Ed.), Contemporary research in the sociology of education (pp. 32-46). Methuen.
  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education. New York: Greenwood.
  • Bowles, S., & Gintis, H. (2002). Schooling in capitalist America revisited. Sociology of Education, 75(1), 1-18. https://doi.org/10.2307/3090251
  • Buckingham, J. (2000). The truth about private schools in Australia. https://www.semanticscholar.org/paper/The-Truth-about-Private-Schools-in-Australia-Buckingham/e039511019f6501348df285b3f27688df2c00a1a
  • Cabiness, C., Donovan, L., & Green, T. D. (2013). Integrating Wikis in the support and practice of historical analysis skills.” TechTrends, 57(6), 38-48. https://link.springer.com/content/pdf/10.1007/s11528-013-0700-y.pdf
  • Chiu, M. M. (2010). Inequality, family, school, and mathematics achievement: Country and student differences. Social Forces, 88(4), 1645-1676. https://doi.org/10.1353/sof.2010.0019
  • Chiu, M. M., & Chow, B. W. Y. (2010). Culture, motivation, and reading achievement: High school students in 41 countries. Learning and Individual Differences, 20(6), 579-592. https://doi.org/10.1016/j.lindif.2010.03.007
  • Chiu, M. M., & Chow, B. W. Y. (2015). Classmate characteristics and student achievement in 33 countries: Classmates’ past achievement, family socioeconomic status, educational resources, and attitudes toward reading. Journal of Educational Psychology, 107(1), 152-169. https://doi.org/10.1037/a0036897
  • Coleman, J. (1967). The concept of equality of educational opportunity. Harvard Educational Review, 38(1), 7-22. https://files.eric.ed.gov/fulltext/ED015157.pdf
  • Crosnoe, R., & Cooper, C. E. (2010). Economically disadvantaged children’s transitions into elementary school: Linking family processes, school contexts, and educational policy. American Educational Research Journal, 47(2), 258-291. https://doi.org/10.3102/0002831209351564
  • Daoud, R., Starkey, L., Eppel, E., Vo, T. D., & Sylvester, A. (2020). The educational value of internet use in the home for school children: A systematic review of literature. Journal of Research on Technology in Education, 53(4), 1-22. https://doi.org/10.1080/15391523.2020.1783402
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304. https://doi.org/10.1037/0893-3200.19.2.294
  • Devine, P. (2003). Secondary data analysis. In R. L. Miller & J. D. Brewer (Eds.), The A-Z of social research (pp. 285-288). Sage Publications.
  • Dronkers, J., & Robert, P. (2008). Differences in scholastic achievement of public, private government-dependent, and private independent schools. Educational Policy, 22(4), 541–577. https://doi.org/10.1177/0895904807307065
  • Early, E., Miller, S., Dunne, L., Thurston, A., & Filiz, M. (2020). The influence of socioeconomic background and gender on school attainment in the United Kingdom: A systematic review. Review of Education, 8(1), 120–152. https://doi.org/10.1002/rev3.3175
  • Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning inequality during the COVID-19 pandemic. SocArxiv, Center for Open Science. https://ideas.repec.org/p/osf/socarx/ve4z7.html
  • Erdem, C., & Kaya, M. (2021). Socioeconomic status and well-being as predictors of students’ academic achievement: evidence from a developing country. Journal of Psychologists and Counsellors in Schools, 3, 1–19. https://doi.org/10.1017/jgc.2021.10
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  • Gursel, S., Uysal, G., & Acar, A. (2013). Türkiye’de her dört çocuktan biri yoksul. [One in every four children is poor in Turkey]. Bahcesehir University Economic and Social Research Center. https://betam.bahcesehir.edu.tr/wp-content/uploads/2013/04/ArastirmaNotu147.pdf
  • Harwell, M., Maeda, Y., Bishop, K., & Xie, A. (2017). The surprisingly modest relationship between SES and educational achievement. The Journal of Experimental Education, 85(2), 197–214. https://doi.org/10.1080/00220973.2015.1123668
  • Hellmann, T., Schmidt, P., & Heller, S. M. (2019). Social justice in the EU and OECD: Index report 2019. Bertelsmann Stiftung. https://www.politico.eu/wp-content/uploads/2019/12/Social-Justice-Index-2019.pdf
  • İş Güzel, C., Berberoglu, G., Demirtasli, N., Arikan, S., & Tuncer, C. O. (2009). Öğretim programlarının öğrenme çıktıları açısından değerlendirilmesi. Cito Eğitim Kuram ve Uygulama, 6, 10–30. https://www.researchgate.net/publication/321179367_Ogretim_Programlarinin_Ogrenme_Ciktilari_Acisindan_Degerlendirilmesi
  • Johnson, G. (2010). Internet use and child development: The techno-microsystem. Australian Journal of Educational and Developmental Psychology, 10, 32-43. http://hdl.handle.net/20.500.11937/41084
  • Johnston, M. P. (2014). Secondary data analysis: A method of which the time has come. Qualitative and Quantitative Methods in Libraries, 3(3), 619-626. http://www.qqml-journal.net/index.php/qqml/article/view/169
  • Karaagac, Z. (2019). The effects of economic, social and cultural status on transition to high school. [Doctoral dissertation]. Yıldırım Beyazıt University. Council of Higher Education Thesis Center.
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  • Kolikant, Y. B. D. (2009). Students’ perceptions of the appropriateness and usefulness of the internet for schoolwork and the value of school. Journal of Educational Computing Research, 41(4), 407-429. https://doi.org/10.2190%2FEC.41.4.b
  • Korlu, Ö. (2019). Bir bakışta Eğitim: 2019’a göre Türkiye’de eğitimin durumu. [Education at a Glance: State of Education in Turkey in 2019]. Education Reform Initiative. https://www.egitimreformugirisimi.org/wp-content/uploads/2010/01/Bir-Bakışta-Eğitim-2019’a-Göre-Türkiye’de-Eğitimin-Durumu.pdf
  • Kumar, D., & Choudhury, P. K. (2021). Do private schools really produce more learning than public schools in India? Accounting for student’s school absenteeism and the time spent on homework. International Journal of Educational Development, 83, 102395. https://doi.org/10.1016/j.ijedudev.2021.102395
  • Kuru Cetin, S., & Taskin, P. (2016). Parent involvement in education in terms of their socioeconomic status. Eurasian Journal of Educational Research, 66, 105-122. https://files.eric.ed.gov/fulltext/EJ1149044.pdf
  • Lareau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American Sociological Review, 67(5), 747-776. https://www.jstor.org/stable/3088916
  • Lei, J., & Zhou, J. (2012). Digital divide: How do home internet access and parental support affect student outcomes? Education Sciences, 2(1), 45-53. https://doi.org/10.3390/educ2010045
  • Lubienski, C. A., & Lubienski, S. T. (2013). The public school advantage. University of Chicago Press. https://doi.org/10.7208/chicago/9780226089072.001.0001
  • Maldonado, J., & De Witte, K. (In press). The effect of school closures on standardised student rest. British Educational Research, 48(1), 49-94. https://doi.org/10.1002/berj.3754
  • Miller, G. E., Yu, T., Chen, E., & Brody, G. H. (2015). Self-control forecasts better psychosocial outcomes but faster epigenetic aging in low-SES youth. Proceedings of the National Academy of Sciences, 112(33), 10325–10330. https://www.pnas.org/content/pnas/early/2015/07/08/1505063112.full.pdf.
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  • Mooney, A., Redmond, G., & Kaambwa, B. (2023). Does socioeconomic status impact the relationship between school absence and outcomes?. The Australian Educational Researcher, 50, 901-964. https://doi.org/10.1007/s13384-022-00535-2
  • OECD (Organisation for Economic Cooperation and Development). (2017a). Education at a Glance 2017: OECD Indicators. Paris: OECD Publishing. https://doi.org/10.1787/eag-2017-en
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  • OECD. (2017b). Context questionnaire development. In PISA 2015 Technical Report. Paris: OECD Publishing. https://www.oecd.org/pisa/data/2015-technical-report/PISA2015_TechRep_Final.pdf
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  • OECD.(2021). Statistics: Child well being: Adolescent (15 years-old) with a desk and a quite place to study at home. https://stats.oecd.org//Index.aspx?QueryId=81155#
  • Ozkan, U. B. (2020). Öğrencilerde eudaimonianın ve akademik başarının yordayıcısı olarak ekonomik, sosyal ve kültürel düzey. [Economic, social and cultural level as a predictor of eudaimonia and academic success in students]. Journal of Education for Life, 34(2), 344-359. https://doi.org/10.33308/26674874.2020342208 Pagani, L., Argentin, G., Gui, M., & Stanca, L. (2016). The impact of digital skills on educational outcomes: Evidence from performance tests. Educational Studies, 42(2), 137-162. https://doi.org/10.1080/03055698.2016.1148588
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  • Sirin, 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
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  • TUIK (Turkish Statistical Institute). (2019). Hanehalkı tüketim harcaması. [Household consumption expenditure]. https://data.tuik.gov.tr/Bulten/Index?p=Household-Consumption-Expenditures-2019-33593. UNICEF (United Nations International Children’s Emergency Fund). (2018). UNICEF Türkiye 2018 yıllık raporu. [UNICEF Turkey 2018 annual report]. https://www.unicef.org/turkey/media/7351/file/UNICEF%20TÜRKİYE%20YILLIK%20RAPORU%20-%202018.pdf
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  • Ünsal, S., & Çetin, A. (2019). Özel okul ve devlet okulunda görev yapmış sınıf öğretmenlerinin öğretim programlarını uygulamada karşılaştıkları farklılıklar. Kastamonu Eğitim Dergisi, 27(4), 1541–1551. https://doi.org/10.24106/kefdergi.3131
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Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Emrullah Esen 0000-0002-7301-4986

Oktay Cem Adıgüzel 0000-0002-7985-4871

Erken Görünüm Tarihi 29 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Gönderilme Tarihi 7 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 4

Kaynak Göster

APA Esen, E., & Adıgüzel, O. C. (2023). The Effect of Socioeconomic Level on Academic Achievement: Evidence from PISA. Journal of Theoretical Educational Science, 16(4), 925-947. https://doi.org/10.30831/akukeg.1279154