scholarly journals Examination of Factors Affecting PISA 2012 Mathematical Literacy through Mediation Model

2015 ◽  
Vol 40 (179) ◽  
Author(s):  
Hakan Koğar
Keyword(s):  
Mediation Model ◽  
Mathematical Literacy ◽  
Factors Affecting ◽  
Pisa 2012

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

2018 ◽  
Vol 7 (1) ◽  
pp. 57
Author(s):  
Yesim Ozer Ozkan ◽  
Nesrin Ozaslan
Keyword(s):  
Student Assessment ◽  
Multiple Choice ◽  
Question Type ◽  
Multiple Choice Questions ◽  
Mathematical Literacy ◽  
Constructed Response ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Question Types ◽  
Literacy Test

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

scholarly journals Factors affecting the academic achievement in socioeconomically disadvantaged students

2018 ◽  
Vol 8 (2) ◽  
pp. 253-280
Author(s):  
Emine Önder ◽  
Şeyma Uyar
Keyword(s):  
Structural Equation ◽  
Equation Model ◽  
Socioeconomic Background ◽  
High Achievement ◽  
Socioeconomically Disadvantaged ◽  
Low Achievement ◽  
Factors Affecting ◽  
Pisa 2012 ◽  
Achievement In Mathematics ◽  
Research Students

The aim of this research is to assess factors affecting achievement of students coming from low socioeconomic background in PISA 2012 and with high and low achievement in mathematics performance. The research population consists of students who were 15 years old as of the date of PISA 2012 assessment. In the Turkey sample, there are 4848 students from a total of 170 schools from 57 cities in 12 statistical region units in PISA 2012. In this research, students within the lowest 33.00% section according to the economic sociocultural status index in the Turkey sample were included. The research was carried out with 218 students showing low achievement in mathematics and 173 students showing high achievement in mathematics including them all in socioeconomically disadvantaged group. As a result of the structural equation model applied considering students’ affective traits and achievement in mathematics, it is observed that the variable “attitude towards school” is a positive and significant predictor in the low achievement group. It is observed that the variable “affective characteristics towards mathematics” is a positive and significant predictor in the high achievement group while “attitude towards school” is a negative predictor of achievement in mathematics. These results can initiate attempts to review educational investments towards students’ achievement and can lead to fund transfers towards fields that can result in higher increase in achievement.

scholarly journals Factors Affecting on Student Math Self-efficacy of Korea and Singapore based on PISA 2012

2015 ◽  
Vol 54 (1) ◽  
pp. 49-63
Author(s):  
Xiaoqing Xiang ◽  
Sichang Yum ◽  
Daejung Kang
Keyword(s):  
Self Efficacy ◽  
Factors Affecting ◽  
Pisa 2012

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

2018 ◽  
Vol 7 (1) ◽  
pp. 57 ◽  
Author(s):  
Yesim Ozer Ozkan ◽  
Nesrin Özaslan
Keyword(s):  
Student Assessment ◽  
Multiple Choice ◽  
Question Type ◽  
Multiple Choice Questions ◽  
Mathematical Literacy ◽  
Constructed Response ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Question Types ◽  
Literacy Test

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

scholarly journals ANALISIS LITERASI MATEMATIKA SISWA DALAM MEMECAHKAN SOAL MATEMATIKA PISA KONTEN RUANG DAN BENTUK

2017 ◽  
Vol 7 (1:) ◽  
pp. 7-12
Author(s):  
Subaidah Subaidah ◽  
Erik Valentino ◽  
Evi Wijayanti
Keyword(s):  
Real Life ◽  
Structured Interview ◽  
Research Subjects ◽  
Mathematical Literacy ◽  
Descriptive Research ◽  
Pisa 2012 ◽  
Video Recordings ◽  
Life Context ◽  
Qualitative Descriptive ◽  
Math Problems

Penelitian ini bertujuan untuk menganalisis literasi siswa dalam memecahkan soal matematika. Penelitian ini menghasilkan deskripsi mengenai literasi matematika siswa yaitu merumuskan (formulate), menerapkan (employ), dan menafsirkan (interpret) dalam memecahkan soal PISA 2012. Siswa yang dipilih sebagai subjek berjumlah 2 siswa kelas X SMA. Instrumen yang digunakan adalah tiga soal PISA konten ruang dan bentuk yang diterjemahkan ke dalam bahasa Indonesia. Penelitian yang dilakukan merupakan penelitian deskriptif kualitatif dimana peneliti melakukan wawancara terhadap subjek penelitian untuk menggali informasi sebanyak mungkin tentang literasi matematika siswa. Data diperoleh menggunakan pedoman wawancara semiterstruktur, lembar jawaban siswa, serta rekaman video. Selanjutnya data yang diperoleh dianalisis dengan menggunakan triangulasi sumber. Berdasarkan hasil dan pembahasan diperoleh kesimpulan bahwa siswa mempunyai literasi matematika dalam menyelesaikan soal PISA konten ruang dan bentuk. Kemampuan merumuskan (formulate) nampak dari hasil kerja dan penjelasan siswa dalam menyelesaikan soal Pembelian Apertemen (soal PISA 2012 kode : PM00FQ01 – 019). Siswa mampu menjelaskan sisi-sisi minimal yang harus diketahui untuk menentukan luas apartemen tersebut. Kemampuan menerapkan (employ) nampak dari hasil kerja dan penjelasan siswa dalam menyelesaikan soal Tumpahan Minyak (soal PISA 2012 kode : PM00RQ01 – 019). Siswa mampu menentukan taksiran luas minyak dengan pendekatan luas persegipanjang. Kemampuan menafsirkan (interpret) nampak dari hasil kerja dan penjelasan siswa dalam menjelaskan soal Tumpukan Dadu (soal PISA 2012 kode : PM937Q01 – 0129). Siswa mampu menafsirkan dan menentukan jumlah titik yang nampak dari atas dengan cara mengaitkan dengan konteks kehidupan nyata. Kata Kunci: literasi matematika, PISA, ruang dan bentuk Abstract This study aims to analyze students' literacy in solving math problems. This research produces a description of students' mathematical literacy that formulate, apply, and interpret in solving PISA 2012. The students are selected as subject of 2 students of class X SMA. The instruments used are three PISA questions of space and form content translated into Indonesian. The research is a qualitative descriptive research where researchers conduct interviews on research subjects to explore as much information as possible about students' mathematical literacy. Data were obtained using semi-structured interview guidelines, student answer sheets, and video recordings. Further data obtained were analyzed by using source triangulation. Based on the results and the discussion obtained the conclusion that students have the math literacy in solving the problem of PISA content space and shape. The ability to formulate appears from the work and explanation of students in solving the problem of Purchase Apartment (PISA 2012 question code: PM00FQ01 - 019). Students are able to explain the minimum sides that must be known to determine the area of the apartment. Ability to apply (employ) visible from the work and explanation of students in solving the problem Oil Spill (about PISA 2012 code: PM00RQ01 - 019). Students are able to determine the wide estimate of oil with wide-ranging approach. Ability to interpret (interpret) visible from the work and explanation of students in explaining the problem of Dice Pile (about PISA 2012 code: PM937Q01 - 0129). Students are able to interpret and determine the number of points that appear from above by linking with the real-life context. Keywords: mathematical literacy, PISA, space and shape

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