Identifying the Factors Affecting Science and Mathematics Achievement Using Data Mining Methods

Autor/inn/en	Kiray, S. Ahmet; Gok, Bilge; Bozkir, A. Selman
Titel	Identifying the Factors Affecting Science and Mathematics Achievement Using Data Mining Methods
Quelle	In: Journal of Education in Science, Environment and Health, 1 (2015) 1, S.28-48 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-214X
Schlagwörter	Science Achievement; Information Retrieval; Data Analysis; Middle School Students; Reading Skills; Problem Solving; Cognitive Ability; Affective Behavior; Influences; Foreign Countries; Graphs; Visual Aids; Multivariate Analysis; Adolescents; Models; Predictor Variables; Scores; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Achievement; Mathematics Tests; Science Tests; Secondary School Students; Turkey; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Auswertung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading skill; Lesefertigkeit; Problemlösen; Denkfähigkeit; Affective disturbance; Active behaviour; Affektive Störung; Influence; Einfluss; Einflussfaktor; Ausland; Grafische Darstellung; Anschauungsmaterial; Multivariate Analyse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Analogiemodell; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Türkei
Abstract	The purpose of this article is to identify the order of significance of the variables that affect science and mathematics achievement in middle school students. For this aim, the study deals with the relationship between science and math in terms of different angles using the perspectives of multiple causes-single effect and of multiple causes-multiple effects. Furthermore, the study examines and reveals how the reading skills, problem solving skills, cognitive and affective variables influence the math and science achievement. The data was collected from the results of Turkish students who participated in three international examinations; TIMSS 1999, PISA 2003 and PISA 2006. We analyzed the data using two data-mining methods (decision trees and clustering). The findings show that science or mathematics achievement is not influenced by the course-specific variable alone but also by other related variables. The following variables are the most important; the students' reading and problem-solving skills affected both mathematics and science achievement; the mathematics achievement affected the science achievement; and the science achievement affected the mathematics achievement. It is also found that the affective variables have almost equally significant effects on the science and mathematics achievement. (As Provided).
Anmerkungen	Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01