Determinants of Academic Achievement in Turkey
The relationship of in-school and out-of-school factors with academic achievement has been subject to long-term discussion in the context of educational equality. In Turkey, the achievement gap between schools is relatively high, therefore, examining the factors related to achieveme...
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| Format: | Article |
| Language: | English |
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Istanbul University Press
2021-12-01
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| Series: | Journal of Economy Culture and Society |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/en/download/article-file/1756578 |
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| author | Bekir S. Gür Sadri Şensoy Mahmut Özer Eren Suna Prof. Dr. Selahattin Gelbal Petek Aşkar |
| author_facet | Bekir S. Gür Sadri Şensoy Mahmut Özer Eren Suna Prof. Dr. Selahattin Gelbal Petek Aşkar |
| author_sort | Bekir S. Gür |
| collection | DOAJ |
| description | The relationship of in-school and out-of-school factors with academic achievement has been subject to long-term discussion in the context of educational equality. In Turkey, the achievement gap between schools is relatively high, therefore, examining the factors related to achievement is crucial to the mitigation of these differences. Related studies generally utilize international large-scale assessments and yield results for particular school types. Therefore, the current study aims to determine the factors related to academic achievement by using data from a student population who took the 2020 High School Transition System (LGS). Accordingly, thisstudy is novel in that it examined the factors related to academic achievement in a high-stake test in Turkey. Data analysis used two-level hierarchical linear modeling. The results demonstrated that between-school variance in LGS achievement is relatively low compared with international large-scale assessments, such as the PISA and TIMSS. The variable with the most significant relationship with student achievement is socioeconomic status followed by teacher seniority, school size, and class size. Moreover, the relationships of the student–teacher ratio and participation in in-service training to achievement are nonsignificant. The results highlight the importance of academic support for socioeconomically disadvantaged students. |
| format | Article |
| id | doaj-art-f174c41441cd4a1bad4d069abc1a66ce |
| institution | Kabale University |
| issn | 2645-8772 |
| language | English |
| publishDate | 2021-12-01 |
| publisher | Istanbul University Press |
| record_format | Article |
| series | Journal of Economy Culture and Society |
| spelling | doaj-art-f174c41441cd4a1bad4d069abc1a66ce2025-02-04T10:15:48ZengIstanbul University PressJournal of Economy Culture and Society2645-87722021-12-016414316210.26650/JECS2021-9342114Determinants of Academic Achievement in TurkeyBekir S. Gür0https://orcid.org/0000-0001-8397-5652Sadri Şensoy1https://orcid.org/0000-0002-2430-7520Mahmut Özer2https://orcid.org/0000-0001-8722-8670Eren Suna3https://orcid.org/0000-0002-6874-7472Prof. Dr. Selahattin Gelbal4https://orcid.org/0000-0001-5181-7262Petek Aşkar5https://orcid.org/0000-0003-1946-9274YILDIRIM BEYAZIT ÜNİVERSİTESİT.C. MİLLİ EĞİTİM BAKANLIĞIT.C. MİLLİ EĞİTİM BAKANLIĞIT.C. MİLLİ EĞİTİM BAKANLIĞIHACETTEPE ÜNİVERSİTESİHACETTEPE ÜNİVERSİTESİThe relationship of in-school and out-of-school factors with academic achievement has been subject to long-term discussion in the context of educational equality. In Turkey, the achievement gap between schools is relatively high, therefore, examining the factors related to achievement is crucial to the mitigation of these differences. Related studies generally utilize international large-scale assessments and yield results for particular school types. Therefore, the current study aims to determine the factors related to academic achievement by using data from a student population who took the 2020 High School Transition System (LGS). Accordingly, thisstudy is novel in that it examined the factors related to academic achievement in a high-stake test in Turkey. Data analysis used two-level hierarchical linear modeling. The results demonstrated that between-school variance in LGS achievement is relatively low compared with international large-scale assessments, such as the PISA and TIMSS. The variable with the most significant relationship with student achievement is socioeconomic status followed by teacher seniority, school size, and class size. Moreover, the relationships of the student–teacher ratio and participation in in-service training to achievement are nonsignificant. The results highlight the importance of academic support for socioeconomically disadvantaged students.https://dergipark.org.tr/en/download/article-file/1756578academic achievementschool characteristicsequality of opportunitylgssocioeconomic statusakademik başarıokul özelliklerieğitimde fırsat eşitliğilgssosyoekonomik düzey |
| spellingShingle | Bekir S. Gür Sadri Şensoy Mahmut Özer Eren Suna Prof. Dr. Selahattin Gelbal Petek Aşkar Determinants of Academic Achievement in Turkey Journal of Economy Culture and Society academic achievement school characteristics equality of opportunity lgs socioeconomic status akademik başarı okul özellikleri eğitimde fırsat eşitliği lgs sosyoekonomik düzey |
| title | Determinants of Academic Achievement in Turkey |
| title_full | Determinants of Academic Achievement in Turkey |
| title_fullStr | Determinants of Academic Achievement in Turkey |
| title_full_unstemmed | Determinants of Academic Achievement in Turkey |
| title_short | Determinants of Academic Achievement in Turkey |
| title_sort | determinants of academic achievement in turkey |
| topic | academic achievement school characteristics equality of opportunity lgs socioeconomic status akademik başarı okul özellikleri eğitimde fırsat eşitliği lgs sosyoekonomik düzey |
| url | https://dergipark.org.tr/en/download/article-file/1756578 |
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