Boğaziçi Üniversitesi Tezleri

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A study on construct validity of science items in pisa 2006: the case of Turkey
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2009., 2009.) Çirci, Ruhan.; Baykal, Ali.
This study was designed for three major goals. The first goal is to investigate construct validity in the Turkish version of the PISA 2006 science units including stimuli (e.g. text, graphs, and pictures) and items in terms of positive and negative entities embedded in them. The second goal is to understand the effect of the negative entities detected in the science units on total test and at item level by achievement scores of 15 year-old students. The third goal that emerged through the study aimed to explore the 15 year-old students’ familiarity with PISA science units in terms of the students’ unique learning experiences. The study consists of three phases. The first phase is the exploration of eight science units including eight stimuli and 25 items. In order to analyze these science units, content analysis was implemented for all of the stimuli and items in the science units. An Item Rating Form was developed and used in order to compose categories of the content analysis from the revisions of the teachers (80 secondary school science teachers in total) working at different regions in Istanbul. Content analysis results showed that there were five main categories defined for the negative entities (content, language, typicality, presentation and structure) and four main categories formed for the positive entities (context, content, science process and composition). The number of the thematic units of the negative entities was more than the thematic units of the positive entities. The second phase of the study based on the results of the content analysis from first phase. For the second phase the revisions on the science units were made for recovery of the negative entities described in the science units. Hence, two tests were present, one of them is PISA-Original Turkish test (PISA-OT test) which includes Turkish science units used in PISA 2006 study and the other is PISA-Revised Turkish (PISA-RT test) which contains revised versions of science units made at the second phase of the present study. At the second phase the effect of the negative entities on the achievement scores of the students examined by using two instruments (PISA-OT and PISA- RT). The results of the second phase showed that there was a statistically significant effect of the negative entities included in the revision process on the total achievement levels of the students. Although the results of analysis at the item level showed that there were significant differences between the two comparison groups for eleven of the items, there was no significant difference for the remaining eleven items. In addition, it is found that the mean scores for the group who answered the PISA- Revised Turkish test were higher than the means of the group who took the PISA-Original Turkish test on each of the 22 items. The third phase is the examination for the answer of the third research question related with the familiarity of students with the stimuli of PISA science units in terms of language, lay-out, school knowledge and daily life experiences. It is found that students tend to be moderately familiar with the PISA stimuli. Based on the results of the three phases, it can be concluded that the aim of selection and formation of the items for the science literacy test is important from the point of construct validity. However, released PISA stimuli and items in Turkish form achieved this aim partially.
An examination of fifth and sixth grade students’ proportional reasoning
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Atabaş, Şebnem.; Öner, Diler.
The aim of the study was to investigate 5th and 6th grade students’ understanding of proportional and non-proportional situations. The study also looks at reasons of erroneous solutions in proportional and non-proportional problems depending on the type of numbers used in the problems as integer ratio or non-integer ratio. Data collection instrument was a 12-item test that included four types of word problems, additive, constant, proportional comparison (PC), and proportional missing-value (PM), each with an integer and non-integer ratio. One hundred and twenty 5th and 101 6th grade students in a private school participated in the study. 5th and 6th grade students solved proportional and non-proportional situational problems with different success rates. In detail, constant problems were solved with the lowest success rate, while proportional missing-value problems with the highest success rate in both grades. When the use of erroneous strategies was calculated in percentages, the tendency to overuse proportional strategy in non-proportional situations was observed in both grade levels. The study also examined number effect on students’ success rate in proportional and non-proportional situations. The analysis showed that, fifth grade students’ success rates in integer and non-integer numbered problems were significantly different in only additive problems. However, in the 6th grade the success rates differed significantly in additive and PC problems. Additionally, 5th grade students’ choice of the methods significantly differed depending on the number change in only additive problems, while 6th grade students’ choice of the strategies significantly differed in constant and PC problems. In constant problems when problems included integer ratios 5th and 6th grade students tended to use proportional methods, and when problems included non-integer ratios they tended to prefer additive methods. Use of “other” method in the 5th grade also increased significantly by the number change in the problems. In additive problems, when numbers changed from integer ratio to non-integer ratio, there was a significant difference in the overuse of proportional methods. However, the expected difference in the overuse of additive strategies in proportional problems when numbers form non-integer ratios was not observed. Qualitative findings revealed two important points. One of these points was students’ understanding about “building-up” strategy. One another point was students’ decision of the solution strategy without a full understanding of the problem. Frequently, students had a tendency to rely their solution strategy on the relation between numbers in the problems. Besides, students’ difficulty in explaining their way of thinking, and students’ beliefs about mathematical problems supported their insufficient understanding of the problem.
Effects of history of mathematics integrated instruction on mathematics self-efficacy and achievement
(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2011., 2011.) Albayrak, Özlem.; Yontar, Ayşenur.
This study was conducted to develop an instruction integrated with history of mathematics on volume of pyramids, cone and sphere topics; and to implement it with an experimental design in order to measure the effectiveness of this instruction on mathematics self-efficacy and achievement. The instruction was developed after precise consideration of the suggestions and cautions raised in the literature and its effectiveness was determined by a quasiexperimental design. The implementation of the instruction was carried out in two public schools in Đstanbul with participation of 131 eight grade students. Both quantitative and qualitative data were gathered. Data gathered from the sample were analyzed on the purpose of examining the changes in students’ mathematics achievement levels, self-efficacy toward mathematics and their views on history of mathematics integrated instructions. Paired sample t-test was used for analysis of data obtained from both regular and experimental groups in two schools indicated that there were significant differences between the pretest (Pretest Volume-Part3) and posttest (Posttest Volume-Part2) scores of students in terms of their mathematics achievements. Independent sample t-test was used for analysis of data if there was a significant effect of type of instruction on mathematics achievement levels of control and experimental groups in both schools. Results display that there was a significant difference on posttest scores of experimental and control group students only in one school. Namely it means that in one of the treatment schools, students’ achievement levels in experimental group were significantly higher than the control group students in posttest which assess their achievement in treatment topics. Also, paired sample t-test pointed that both types of instructions were not effective in providing a significant development over the mean values between the pre and posttest levels of students in Mathematics Self efficacy Scale, and, independent sample t-test indicated that there was not any significant difference on posttest scores of the experimental and control group students in both schools. The results attained from qualitative data showed that experimental group students generally had favorable declarations about history of mathematics integrated instructions.
Predictive role of perfectionism on academic achievement life satisfaction
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Göç, Zeynep.; Erkman, Fatoş.
The main aim of this study was to investigate the predictive role of perfectionism on the level of achievement and life satisfaction. In this context, the impact of various perfectionism dimensions (excessive concern over mistakes, high personal standards, doubts about actions, need for organization, high parental expectations and excessive parental criticism), adaptive, maladaptive or overall perfectionism on academic achievement, various life satisfaction dimensions (friend, family, school, environment and self) and overall life satisfaction of male and female high school students was explored. The study was carried out in 3 high schools in İstanbul and 181, 10th grade students who were selected from these schools formed the sample of the study. The Turkish form of Frost Multidimensional Perfectionism Scale, the Turkish form of Multidimensional Students' Life Satisfaction Scale and demographic information form were administered to participants. Multiple regression analyses revealed that excessive criticism showed a general maladaptive pattern and predicted academic achiement, fried satisfaction and family satisfaction negatively. Adaptive perfectionism, on the other hand, made a positive contribution to the overall life satisfaction and school satisfaction. Relying on these results, it can be concluded that this study confirmed the importance of the parenting style and the quality of parent-child relationships in terms of predicting life satisfaction of adolescents and the importance of adaptive perfectionism (the combined effect of having high personal standards and of being ordered and organized) for satisfaction with life and its dimensions.
The effects of mastery learning and improved teaching on mathematics achievement for seventh grade Turkish students at a private secondary school
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1984., 1984.) Nwabueze, Boniface.; Yıldıran-Stodolsky, Güzver.
The aim of this study is not only to test the effectiveness of Mastery Learning method of instruction on achievement levels but principally to check if improved Teaching could have an additive effect when used with Mastery Learning in raising achievement levels. The study was carried out in Robert College including for classes of Orta II mathematics. The hypotheses for this Study include: Hypothesis I: The achievment level of the class under Mastery Learning method of instruction will be significantly higher than the control class. Hypothesis II: The achievement level of the class under Improved Teaching will be significantly higher than the control class. Hypothesis III: Improved Teaching will have an additive effect to Mastery Learning method of instruction. The class under Mastery Learning method of instruction combined with Improved Teaching will not only score higher than the control class but will also have the highest mean scores when compared with Mastery Learning or Improved Teaching Class. These three hypotheses of the study were statistically tested using t-test analyses, Kendall's tau correlational analyses and analysis of variance. The results of these analyses show that: 1- The achievement level of the Mastery class 1S significantly higher than the control class at the .001 level of significance. 2- The achievement leTJel of the Improved Teaching class is significantly higher than the control class at the .001 level of significance. 3- The class under the combined Mastery anj Improved Teaching methods scored significantly higher than the control class at the .001 level of significance. The class under Mastery Learning combined with Improved Teaching scored significantly higher than the Mastery class at the .005 level and higher than the Improved Teaching at the .025 level of significance. In this study, Mastery Learning alone accounted for 15 % of the variance in achievement, Improv2d Teaching accounted for 17.6 % of the variation in achievement and the combined Mastery with Improved Teaching accounted for 33% of the variation in achievement among learners. The effects of Mastery Learning and Improved Teaching are additive according to the results of this study.
The effects of using contextual problems and student centered teaching episodes on 10th grade students’ achievement and views and perceptions in the subject of trigonometry
(Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2010., 2010.) Eşlik, G. Ayça.; Güzel, Buket Yakmacı.
This study aimed to develop and measure the effectiveness of an instruction enriched with combination of contextual problems and student centered teaching episodes with regard to the extent of change in students' achievement in trigonometry, and their views and perceptions about trigonometry. In order to analyze the effectiveness of the developed instruction on trigonometry achievement, and views and perceptions about trigonometry; a true experimental design was implemented in an Anatolian High School in Istanbul with the participation of 74 (Grade 10) students. 24 students received traditional instruction (Group A), 26 students received an instruction enriched with only contextual problems (Group B) and 24 students received an instruction enriched with combination of contextual problems and student centered teaching episodes (Group C). Data obtained (through Trigonometry Achievement Pretest, Trigonometry Achievement Posttest, Views and Perceptions about Trigonometry Prequestionnaire, Views and Perceptions about Trigonometry Postquestionnaire and interviews) from the sample were analyzed to examine the effect of instruction enriched with combination of contextual problems and student centered teaching episodes. IGuscal Wallis Test was used in order to examine whether there is a significant difference between groups' trigonometry achievement after instructional sequences. The results of the analysis indicated that the group who received instruction enriched with combination of contextual problems and student centered teaching episodes (Group C) performed significantly higher than the group who received traditional instruction (Group A), the group who received instruction enriched with contextual problems (Group B) performed significantly higher than the group who received traditional instruction (Group A), but there was no statistically significant difference between the group who received instruction enriched with combination of contextual problems and student centered teaching episodes (Group C) and the group who received instruction enriched with only contextual problems (Group B) in terms of trigonometry achievement of students. As a result, a positive effect of the instruction enriched with contextual problems on students' trigonometry achievement was found compared to traditional instruction. However, results implied that instruction enriched with combination of contextual problems and additional student centered teaching episodes may not have a significant positive effect in improving trigonometry achievement compared to the instruction enriched with only contextual problems. Long term effects of instructional sequences on trigonometry achievement among groups were also explored in the study. The nonparametric test of Kruscall Wallis was used for the analysis of data and results indicated that there is significant difference in terms of retention test scores between Group A and Group B, and Group A and Group C. However, there is no significant difference between Group B and Group C in terms of retention test results. This result was parallel with the results of the immediate effects of instructional sequences on trigonometry achievement. As a further analysis, Related Samples Wilcoxon Signed Ranks Test was also carried out to compare retention test scores and posttest scores for each group. The results indicated that there is permanance of the trigonometry achievement for Group A and Group B, however there is no pelmanance of the trigonometry achievement in Group C. Views and perceptions about trigonometry after instructions were also explored for each group. Descriptive analysis done on five questions asked before interventions and six questions asked after interventions implied that instruction enriched with combination of contextual problems and student centered teaching episodes has positive effects on students' views and perceptions about trigonometry compared to the traditional instruction and instruction enriched with only contextual problems. The results also provided evidence on what students perceived to be most interesting and meaningful about the instructions.
The impact of family environment, self-concept, and school attitude on 9th grade students' academic achievement
(Thesis (M.A.)-Bogazici University. Graduate Institute of Social Sciences, 2005., 2005.) Bölükbaşı, Beyza.; Caner, Ayşe.
The study aims to investigate the predictor role of family environment, self-concept, and school attitude on children's academic achievement. The sample of the study consists of 288 (133 girls/155 boys) students in grade 9 who are enrolled in two public high schools of middle SES level. Each participant provided self-report data that included general demographic information, as well as the Turkish version of family environment, self-concept, and school attitude measures. For the data analysis, Pearson correlation, multiple regression simultaneously, and one-way ANOVA procedures were utilized.Findings from the study indicate that among the three independent variables, namely family environment, measured by the Family Environment Questionnaire (FEQ, Fowler,1980), self-concept, measured by the Piers-Harris Self-concept Scale (WIFAM, Piers-Harris, 1969), and school attitude, measured by the School Attitude Assessment Survey-Revised (SAAS-R, McCoach, 2000), the best predictor of academic achievement is attitude towards school (r=.22). The findings suggest that it is possible to improve 9th grade students' academic achievement by helping them to develop a positive attitude towards school.
The relationship between academic achievement and reading comprehension among seventh grade students
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Yurtsever, Selda Özen.; Öner, Necla.
The purpose of this study was to determine the relationship between reading comprehension and academic achievement of seventh graders in Büyükcekmece Lisesi, including 20 living in the Bliylikcekmece Orphanage. Two measures used in determining the relationship were grades and reading comprehension scores. Academic achievement as reflected in grades were obtained from the students' 1982- 83 academic year, and the first semester of 1983-84 general grade point average, and averages for Turkish and Mathematic courses. The reading comprehension scores were obtained from two Informal Reading Inventories, developed particularly for the purpose of this study. The lack of reading tests in Turkish necessitated the dev~lopment of these inventories. The major part of the study, thus, constituted the work on the inventories. Piloting for the validity of the texts chosen for reading, and the difficulty of comprehension questions was accomplished before finalizing the inventories for use in the evaluation of reading performance. The level of comprehension was the criterion in determining reading performance. There were three levels of reading comprehension. Ninety per cent comprehension of the material read corresponded to independent level, 51-89 per cent comprehension corresponded to instructional level, and 50 per cent and below corresponded to frustration level in reading. The procedure included the administration of the Informal Group Reading Inventory to all 248 seventh graders. Of this group, 20 students living in the Bliylik~ekmece Orphanage was also tested individually by use of the Informal Individual Reading Inventory. The aim here was to collect information on the details of the reading skills of a group of seventh graders. This particular orphanage group was taken because of convenience and the special interest of the investigator. This group was also expected to be relatively poor readers compared to students living with their parents. Deprived environments in which they have grown-up could have negative effect on their reading and achievement levels. The findings, in fact, supported this expectation. The achievement and the Leading comprehension levels of the orphanage students were inferior to those students living with their parents. To test the ma~n hypothesis of this study, the data obtained were analyzed by use of correlation, and chi-square techniques. The Pearson Product Moment Correlations obtained between grades and reading comprehension scores of 248 seventh graders were .48 (grade point average), .49 (Turkish) and .46 (Math). They were all significant at the .005 level. These correlations indicate that 21-24 per cent of vaLiation in academic achievement could be explained by reading comprehension scores. The chi-square analysis also confirmed the significant relationship between academic achievement and reading comprehension and supported the main hypothesis. The same hypothesis was also tested using the orphanage group, i.e., the small group of 20 students. They were administered both the group and the individual reading inventories. Significant relations were found between the grade point average, the Turkish grades and the reading comprehension scores obtained from the group inventory. These data also support the hypothesis. Correlations between the individual reading scores and the Math grades, as wellas the grade point average were not significant. This lack of significance can perhaps be explained by the homogeniety of the orphanage group, and therefore, small variance. The most overall significant finding in both groups was on the relationship between Turkish grades and reading comprehension scores. When the students were classified into independent, instructional and frustration level categories, on the basis of their reading scores, the majority fell in the category of instructional level readers. This suggests that special emphasis be given to reading programs in schools. With a remedial approach to reading, the comprehension level of students can be improved from instructional to independent level. The study failed to control 0) the selection of participants included in the pilot-study on the validity of the inventories, (2) the validity of the formula used in determining the readability of texts, (3) the number of participants in the Informal Individual Reading Inventory, and (4) the testing conditions. With these limitations in mind, the findings were interpreted to indicate that reading comprehension problems are relatively widespread among Turkish seventh graders and the majority are functioning at the instructional level. A significant relationship between academic achievement and reading comprehension encouraged the investigator to suggest the development of remedial reading programs in schools to help increase the level of reading comprehension of students from instructional to independent.
The role of perceived teacher acceptance-rejection on students' self concept, school attitude and academic achievement
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Şahan, Kenan.; Caner, Ayşe.
This study aims to investigate the relationship of perceived teacher acceptancerejection on students' self concept, school attitude and their academic achievement. The sample of the study consists of 223 (1 14 girls1109 boys) students in fifth graders enrolled in six private elementary schools of high SES level. Each participant was given general demographic information, as well as the Turkish Teacher Acceptance-Rejection QuestionnaireIControl Short Form, Piers- Harris Children Self Concept Scale and School Attitude Assessment Survey-Revised, and students' academic achievement was used. For the data analysis, Pearson product moment correlation and multiple regression analysis were used. Findings from the study showed that Perceived Teacher Acceptance-Rejection is significantly correlated with self concept school attitude and academic achievement. In addition, the best predictor of academic achievement is perceived teacher acceptance-rejection. As a result of this research, it is found that the most important factor with regards to increasing students' academic achievement is fustly depends on teacher student relationship. The findings suggest that improving teacher student relationship helps students not only to increase their academic achievement but also to have high self concept.
Understanding the relationship between socioeconomic status, language and educational achievment: |a critical analysis
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1983., 1983.) Evans, Lorna.; Öner, Necla.
This study draws on literature from English speaking countries to explore the relationship between social class, lanouage and educational achievment. It refers specifically to societies where differences within the common language and between social classes seem to predispose certain children to educational failure. The study finds a concensus of opinion that membership of a particular social class influences the dialect, or variety of language, acquired by the young child. The different socialisin0 orocess experienced by children of different socioeconomic status are commonly held to be responsible for this ohenomenon. The research indicates that the child of low socioeconomic status performs less well in school than his higher socioeconomic status counterpart, due to the child usinq a dialect which does not correspond with the language used in school. This study explores the possibility that other factors may account for that poor educational performance of the low socio-economic status child. Recent research indiactes that this poor academic performance may be attributable to a multitudel,of factors. It may be that dialect llsed by the low soci oeconomic status ch ild does not refl ect the accepted values and thought pattern esteemed by the middle-class oriented academic environments. Likewise, it may not be any instrinsic quality in the child's dialect that disenables him, but rather either people's reactions to it, which may be negative, or the inconsequence between the values reflected by the child's language and his expression style. The low prestige accorded to nonstandard dialects is often extended to those who use such dialects and the low exoectatations of teachers for such children may become a selffulfilling prophecy. Society is becoming increasinqly aware of the problems of the low socioeconomic status child, and is instituting programmes both general and language specific, to help him. This study makes a critical analysis of some of the latter programmes. It finds that although the aims of programmes still vary from el iminatinq nonstandard dialects to fostering only nonstandard dialects, educators are learnina from nast exoeriences how best to develop programmes which will fully benefit the youna child. Its conclusion is one of hope, for with increased knowledqe and commitment, the educational future of the low socio-economic status child must surely improve.

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