An Investigation of the Relationship between High Schools' Instructional Capacity and Academic Achievement

Autor/inn/en	Yalçin, Mehmet Tufan; Eres, Figen
Titel	An Investigation of the Relationship between High Schools' Instructional Capacity and Academic Achievement
Quelle	In: i.e.: inquiry in education, 13 (2021) 1, Artikel 12 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Correlation; High School Students; Capacity Building; School Effectiveness; Instructional Effectiveness; Teacher Effectiveness; Instructional Materials; Instructional Leadership; Learning Readiness; Academic Achievement; Achievement Gains; Educational Environment; Resource Allocation; Placement Tests; Scores; Teacher Student Ratio; Vocational High Schools; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schuleffizienz; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Instruction; Leadership; Bildung; Erziehung; Führung; Lernbereitschaft; Schulleistung; Achievement gain; Leistungssteigerung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ressourcenallokation; Lehrer-Schüler-Relation; Ausland
Abstract	The purpose of this study was to examine the relationship between high schools' instructional capacities and students' achievement gains. Designed using a relational screening model descriptive research method, the study draws upon the statistical data on students' high school and UPE success scores obtained from Ministry of National Education and Center for Evaluation, Selection, and Placement as well as teachers' responses to the data collection tool in this study. The Instructional Capacity Scale (ICS) was the data collection instrument the researchers developed. The ICS has six subscales, including instructional management practices, teacher quality, quality and quantity of curriculum and materials, instructional climate, students' readiness to learn, and financial resources. The data were analyzed using multilevel structural equation modeling (ML-SEM) to determine the direct or indirect relationships between dependent variables and independent variables. The findings show that teacher quality and students' readiness to learn affect students' achievement directly, while there is an indirect relationship between instructional climate and instructional management practices. There is also evidence to suggest that the previous achievement level of students is the most effective variable for predicting academic achievement. The findings have confirmed the model presenting that instructional capacity components affect the academic achievement of the students either directly or indirectly. In this sense, the most effective variable on the students' academic achievement was the previous academic achievement level (SBS base scores). Several limitations and recommendations for future research are provided. (As Provided).
Anmerkungen	Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01