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Yerli ve Göçmen Öğrencilerde Matematik Başarısının Yordayıcıları: Türkiye, İngiltere ve Rusya Örneği.

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Title: Yerli ve Göçmen Öğrencilerde Matematik Başarısının Yordayıcıları: Türkiye, İngiltere ve Rusya Örneği.
Alternate Title: A study of Predictors of Mathematics Achievement in Native and Immigrant Students: The Case of Türkiye, England, and Russia.
Authors: Uçarer, Büşra1 busra_ucarer22@trabzon.edu.tr, Çelik, Derya2 deryacelik@trabzon.edu.tr
Source: Journal of Kirsehir Education Faculty / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. 2026, Vol. 27 Issue 2, p848-881. 34p.
Subject Terms: *Immigrant students, *Mathematical ability, *Educational equalization, *Educational evaluation, Countries
Geographic Terms: Türkiye, Russia, England
Company/Entity: Trends in International Mathematics & Science Study
Abstract (English): This study comparatively examines student and school variables that predict mathematics achievement among eighth grade native and immigrant students in Türkiye, England, and Russia, using TIMSS 2019 data. Using a correlational survey model, the study analyzed student-level variables, such as gender, frequency of test language use at home, parental education level, educational opportunities at home, and number of books, as well as school-level variables, such as the location of the school, proportion of disadvantaged students, and proportion of high-income students. The findings show that Türkiye and England exhibit similar patterns regarding native and immigrant students, while Russia differs in some respects. Overall, parental education level, number of books at home, and educational opportunities at home were identified as common predictors of mathematics achievement in all three countries. Regarding school variables, it was concluded that the achievements of native students in all three countries were affected by the socioeconomic characteristics of the school. For immigrant students, the ratio of disadvantaged students was the strongest common predictor. These findings suggest that policies aimed at strengthening educational equality for immigrant students should provide differentiated support at the school level. [ABSTRACT FROM AUTHOR]
Abstract (Turkish): Bu araştırmanın amacı, Türkiye, İngiltere ve Rusya'daki 8. sınıf yerli ve göçmen öğrencilerin TIMSS 2019 verileri üzerinden matematik başarısını yordayan öğrenci ve okul değişkenlerini karşılaştırmalı olarak incelemektedir. İlişkisel tarama modeline dayalı araştırmada, öğrenci düzeyinde cinsiyet, test dilinin evde kullanılma sıklığı, ebeveyn eğitim düzeyi, evdeki eğitim imkânları ve kitap sayısı; okul düzeyinde ise okulun bulunduğu yerleşim birimi, dezavantajlı öğrenci oranı ve geliri iyi öğrenci oranı değişkenleri analiz edilmiştir. Bulgular, Türkiye ve İngiltere'nin yerli ve göçmen öğrenciler açısından benzer örüntüler sergilediğini, Rusya'nın ise bazı yönleriyle ayrıştığını göstermektedir. Genel olarak her üç ülkede de ebeveyn eğitim düzeyi, evdeki kitap sayısı ve evdeki eğitim imkânlarının matematik başarısının ortak yordayıcıları olduğu belirlenmiştir. Okul değişkenleri açısından, üç ülkenin tümünde yerli öğrencilerin başarılarının okulun sosyo-ekonomik özelliklerinden etkilendiği, göçmen öğrenciler için ise dezavantajlı öğrenci oranının en güçlü ortak yordayıcı olduğu sonucuna ulaşılmıştır. Bu bulgular, göçmen öğrencilerin eğitimsel eşitliğini güçlendirmeye yönelik politikaların okul düzeyinde farklılaştırılmış desteklerle ele alınması gerektiğini ortaya koymaktadır. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study comparatively examines student and school variables that predict mathematics achievement among eighth grade native and immigrant students in Türkiye, England, and Russia, using TIMSS 2019 data. Using a correlational survey model, the study analyzed student-level variables, such as gender, frequency of test language use at home, parental education level, educational opportunities at home, and number of books, as well as school-level variables, such as the location of the school, proportion of disadvantaged students, and proportion of high-income students. The findings show that Türkiye and England exhibit similar patterns regarding native and immigrant students, while Russia differs in some respects. Overall, parental education level, number of books at home, and educational opportunities at home were identified as common predictors of mathematics achievement in all three countries. Regarding school variables, it was concluded that the achievements of native students in all three countries were affected by the socioeconomic characteristics of the school. For immigrant students, the ratio of disadvantaged students was the strongest common predictor. These findings suggest that policies aimed at strengthening educational equality for immigrant students should provide differentiated support at the school level. [ABSTRACT FROM AUTHOR]
ISSN:21471037
DOI:10.29299/kefad.1814026