The Variation in Turkish Students’ Reading Skills Based on Pisa 2018

The Effects of the Teaching and Learning Process/Razlike u čitalačkoj pismenosti kod turskih učenika prema istraživanju Pisa 2018: Utjecaj procesa učenja i poučavanja

Bibliographic Data

ID20243993
AuthorsHarun Şahin (0000-0001-8307-4328, Akdeniz University), Çiğdem Güzle Kayır (0000-0001-5283-2990, Akdeniz University)
Year2023
Volume25
Issue2
Publication date2023-06-28
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCroatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje (JOURNAL)
Journal identifiersISSN: 1848-5189 • E-ISSN: 1848-5197
PublisherFaculty of Teacher Education, University of Zagreb (PUBLISHER • HR)
DOI10.15516/cje.v25i2.4671
OpenAlexW4386227825
LanguageEN
References cited10

Revealing the effect of the learning-teaching process on reading literacy is essential as it can undergo intervention and as it is one of the essential elements of the curriculum development process. The purpose of this study is to investigate the differences between low and high-performing schools in Turkey concerning the teaching and learning process using PISA 2018 data set. The PISA 2018 reading literacy test and student questionnaire were used as data collection tools. Descriptive analysis and Binary Logistic Regression were performed. Regression analysis indicated that disciplined classes, transfer of knowledge, mental readiness, and limitation of mental effort positively affected students' reading skills. On the other hand, adequate support had adverse effects on students' reading skills.Key words: PISA2018, reading literacy, the learning-teaching process---SažetakOtkrivanje utjecaja procesa učenja i poučavanja na čitalačku pismenost je neophodno jer sam proces podliježe intervenciji s obzirom da je jedan od osnovnih elemenata procesa razvoja kurikula. Svrha je ovoga istraživanja proučiti razlike između škola s visokim i škola s niskim postignućima u Turskoj, a vezano uz proces učenja i poučavanja koristeći se se podatcima iz PISA istraživanja 2018. Rezultati PISA istraživanja 2018. testa čitalačke pismenosti i upitnik za učenike korišteni su kao instrumenti za prikupljanje podataka. Provedene su deskriptivna analiza i binarna logistička regresija. Regresijska analiza ukazala je na to da disciplinirani razredi, transfer znanja, mentalna spremnost i ograničenje mentalnoga napora pozitivno utječu na čitalačku pismenost učenika. S druge strane, odgovarajuća podrška imala je nepovoljan utjecaj na čitalačku pismenost učenika. Ključne riječi: čitalačka pismenost; PISA 2018; proces učenja i poučavanja

Humanities · Mathematics education · Pedagogy · Political science · Educational Methods and Analysis · Educational Methods and Media Use · Philosophy · Psychology · Technology-Enhanced Education Studies

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