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Donnish Journal of Educational Research and Reviews

June 2015 Vol. 2(5), pp. 061-065

Copyright © 2015 Donnish Journals




Original Research Article


Science Achievement in Finland, Slovenia, Kazakhstan and Turkey with Respect to TIMSS 2011 Results


Ilkay Abazaoğlu1* and Murat Yatağan2

1Ph.D of Science Education, Education Expert, General Directorate of Teacher Training and Development, Ministry of National Education, Ankara, Turkey.
2Ph.D of Biology Education, Teacher, General Directorate of Educational Technologies, Ministry of Education, Ankara, Turkey.

Corresponding Author E-mail: ilkayabaza@hotmail.com

Accepted 13th May, 2015.



Abstract


In order to obtain an adequate amount of information on what the students have achieved and how students can improve their learning, it is necessary to understand the educational contexts where the learning takes place. In this study, the structural relation between studentsí science achievement and educational context variables were examined among four countries, including Finland, Slovenia, Kazakhstan and Turkey using TIMSS 2011 data. The educational contextual variables were selected from the questionnaires for teachers and students to analyse the intended curriculum of each country. Having science achievement score as an indicator of attained curriculum, this study tries to model the school effectiveness and examine which factors mostly affect science achievement. A 2-level model of student and teacher were analysed. In result, this study found out the educational contextual characteristics of high performance and reasons why these countries outperformed other countries well in spite of many involved factors, and the social and cultural differences between countries.

Keywords: Context variables, TIMSS 2011, Science achievement, Student characteristics, Teacher characteristics.

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Cite This Article:

Ilkay Abazaoğlu and Murat Yatağan. Science Achievement in Finland, Slovenia, Kazakhstan and Turkey with Respect to TIMSS 2011 Results. Donnish Journal of Educational Research and Reviews 2(5) 2015 pp. 061-065.


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