Bir zihin mimarisi modelinin öğrencilerin fen ve matematik başarılarını yordama durumunun incelenmesi: 2019 TIMSS sınavı
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Date
2023-07-07
Authors
Acar, Mustafa
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu çalışmanın amacı bir zihin mimarisi modeli kurmak ve bu modelin öğrencilerin fen ve matematik başarılarını yordama durumunu incelemektir. Bu kapsamda gerçeklik algısı ve beynin çalışma prensiplerini temel alan ve metafizik, fizik, biyoloji ve sosyoloji olmak üzere dört temadan oluşan bir zihin mimarisi modeli kurulmuştur. İkinci aşamada ise TIMSS 2019Türkiye verilerinde bu modelin öğrencilerin fen ve matematik başarısını yordama durumu incelenmiştir. Bu şekilde böyle bir modelin var olup olmadığı ve öğrenci başarısını şekillendiren etmenlerin basit bir modelde tematik olarak gruplanıp gruplanamayacağı ortaya çıkarılmaya çalışılmıştır. Yöntem olarak teorik modelin kurulması sürecinde literatürdeki temel teoriler ve bilimsel makaleler incelenmiş ve bu çalışmalar temellendirilmiş teorinin esaslarından yararlanılarak modellenmiştir. Geliştirilen modelin başarıyı yordama durumu için iki aşama takip edilmiştir. Birinci aşamada Türkiye’den toplamda 4077 sekizinci sınıf öğrencisinin 2019 TIMSS sınavındaki öğrenci anketinde yer alan çeşitli maddeler zihin mimarisindeki temalara göre gruplandırılmıştır. İkinci aşamada ise aynı öğrencilerin fen ve matematik başarı puanının bu gruplama tarafından nasıl yordandığını anlamak için hiyerarşik regresyon analizi yapılmıştır. Çalışma sonuçları öğrenci anketinde yer alan çeşitli maddelerin geliştirilen zihin mimarisi modeline uygun olarak öğrenci başarısını yordadığını göstermiştir. Diğer bir ifadeyle geliştirilen zihin mimarisi modelinin öğrenci değişkenleri ile başarı arasındaki ilişkiyi anlamada geçerli ve güçlü bir model olduğu anlaşılmıştır.
The aim of this study is to construct a cognitive architecture model and examine its predictive capacity on students achievement in science and mathematics. Within this framework, a cognitive architecture model comprising four themes - metaphysics, physics, biology, and sociology - has been developed, drawing upon the perception of reality and principles of brain functioning. In the second phase, the predictive ability of this model on students science and mathematics achievement was investigated using TIMSS 2019 data from Turkey. Thus, the study sought to ascertain the existence of such a model and determine whether factors influencing student achievement could be effectively grouped thematically within a simple model. The method employed involved a comprehensive review of fundamental theories and scientific articles during the process of constructing the theoretical model, which was subsequently modeled based on the principles derived from these studies. The predictive capacity of the developed model for achievement was assessed through a two-stage approach. In the first stage, various items from the student questionnaire in the 2019 TIMSS examination, completed by a total of 4,077 eighth-grade students from Turkey, were categorized according to the themes in the cognitive architecture model. In the second stage, hierarchical regression analysis was conducted to discern how this categorization predicted the students' scores in science and mathematics.The findings of the study demonstrated that the various items in the student questionnaire effectively predicted student achievement in accordance with the developed cognitive architecture model. In other words, the developed cognitive architecture model was deemed valid and robust in comprehending the relationship between student variables and achievement.
The aim of this study is to construct a cognitive architecture model and examine its predictive capacity on students achievement in science and mathematics. Within this framework, a cognitive architecture model comprising four themes - metaphysics, physics, biology, and sociology - has been developed, drawing upon the perception of reality and principles of brain functioning. In the second phase, the predictive ability of this model on students science and mathematics achievement was investigated using TIMSS 2019 data from Turkey. Thus, the study sought to ascertain the existence of such a model and determine whether factors influencing student achievement could be effectively grouped thematically within a simple model. The method employed involved a comprehensive review of fundamental theories and scientific articles during the process of constructing the theoretical model, which was subsequently modeled based on the principles derived from these studies. The predictive capacity of the developed model for achievement was assessed through a two-stage approach. In the first stage, various items from the student questionnaire in the 2019 TIMSS examination, completed by a total of 4,077 eighth-grade students from Turkey, were categorized according to the themes in the cognitive architecture model. In the second stage, hierarchical regression analysis was conducted to discern how this categorization predicted the students' scores in science and mathematics.The findings of the study demonstrated that the various items in the student questionnaire effectively predicted student achievement in accordance with the developed cognitive architecture model. In other words, the developed cognitive architecture model was deemed valid and robust in comprehending the relationship between student variables and achievement.
Description
Keywords
Fen ve matematik başarısı, Öğrenci, TIMSS, Zihin mimarisi modeli, Mathematics and science achievement, Students, The cognitive architecture model
Citation
Acar, M. (2023). Bir zihin mimarisi modelinin öğrencilerin fen ve matematik başarılarını yordama durumunun incelenmesi: 2019 TIMSS sınavı. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.