Literaturnachweis - Detailanzeige
| Autor/in | Yavuz, Mustafa |
|---|---|
| Titel | Factors that Affect Mathematics-Science (MS) Scores in the Secondary Education Institutional Exam: An Application of Structural Equation Modeling |
| Quelle | In: Educational Sciences: Theory and Practice, 9 (2009) 3, S.1557-1572 (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1303-0485 |
| Schlagwörter | Secondary Education; Family Income; Structural Equation Models; Foreign Countries; Scores; Science Achievement; Mathematics Achievement; Secondary School Students; Educational Attainment; Parent Influence; Fathers; Mothers; Hypothesis Testing; Turkey |
| Abstract | Discovering what determines students' success in the Secondary Education Institutional Exam is very important to parents and it is also critical for students, teachers, directors, and researchers. Research was carried out by studying the related literature and structural equation modeling techniques. A structural model was created that consisted of students' mathematics and science scores used by the College of Science Schools in addition to family income, attendance at private test preparatory courses, and parents' educational levels. The study's population consisted of 23,895 students who took the Secondary Education Institutional Exam in Konya/Turkey. The study sample consisted of 310 randomly selected students from the study population. The results show that parents' educational levels have a direct effect, and that increased incomes due to both the father's educational level and a preparatory course attendance have indirect effects on mathematics-science scores. (Contains 2 tables and 3 figures.) (As Provided). |
| Anmerkungen | Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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