The Relative Effect of Student, Family and School-Related Factors on Math Achievement by Location of the School

Autor/inn/en	Tomul, Ekber; Önder, Emine; Taslidere, Erdal
Titel	The Relative Effect of Student, Family and School-Related Factors on Math Achievement by Location of the School
Quelle	In: Large-scale Assessments in Education, 9 (2021), Artikel 22 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tomul, Ekber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-0739
DOI	10.1186/s40536-021-00117-1
Schlagwörter	Mathematics Achievement; School Location; Urban Schools; Rural Schools; Institutional Characteristics; Family Characteristics; Student Characteristics; Elementary School Students; Grade 4; Self Efficacy; Numeracy; Achievement Tests; Foreign Countries; Correlation; Turkey; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulgelände; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; School year 04; 4. Schuljahr; Schuljahr 04; Self-efficacy; Selbstwirksamkeit; Rechenkompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Korrelation; Türkei
Abstract	This study aims to examine the relative effects of student, family and school-related characteristics on 4th grade students' math achievement according to location of the school in Turkey. The data of 6435 students studying at 260 primary schools were analyzed using TIMSS-2015 database. The dependent variable of the study was students' math scores and 19 factors constituting the student, family and school-related characteristics were the independent variables. The location of the school was classified as urban, suburban, medium-size city and village. The data was analyzed via single level multiple linear regression. The results revealed that the entire models explained the largest amount of variance (52%) in the schools located in the villages and the least amount of variance (44%) in those located in the urban area. Although all of the student, family and school-related characteristic sets were found to be significantly related with the achievement, the student-related characteristics explained the largest amount of variance in achievement. Students' confidence in math contributed almost the highest amount of variance, and the early numeracy tasks, absenteeism in school, parents' highest education level, parents' highest occupation level, early numeric activities before school explained small amounts of variance in students' math achievement in the schools of all locations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01