DETERMINATION OF THE FACTORS AFFECTING STUDENTS' SCIENCE ACHIEVEMENT LEVEL IN TURKEY AND SINGAPORE: AN APPLICATION OF QUANTILE REGRESSION MIXTURE MODEL

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JOURNAL OF BALTIC SCIENCE EDUCATION, cilt.19, sa.2, ss.247-260, 2020 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 19 Sayı: 2
  • Basım Tarihi: 2020
  • Doi Numarası: 10.33225/jbse/20.19.247
  • Dergi Adı: JOURNAL OF BALTIC SCIENCE EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.247-260
  • Anahtar Kelimeler: finite mixture models, Programme for International Student Assessment, quantile regression mixture models, science performance, MATHEMATICS ACHIEVEMENT, GENDER-DIFFERENCES, PERFORMANCE, ATTITUDES, EDUCATION, CONTEXT, STEM
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students' science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students' science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs.