Differences among low- and high performing schools on socio-economic factors and in-school activities in reading based on pisa 2009 results in Turkey

The purpose of this study was to investigate the differences among low- and high performing schools on socio economic factors and in-school activities in reading using Programme for International Student Assessment2009 (PISA2009) data set.The research design of the study was a causal-comparative study. The population of the research was 15-years-old students in Turkey; and the sample of the research consisted of 2302 15-year-old-students which were selected from 4996 15-year-old students that participated PISA2009.As data collection instrument, reading skill test and student?s questionnaire, which gives demographic information on students, were used.Data analysis was carried out in two basic steps. At the first step, missing data analysis and out lier analysis was carried out and independent variables were described as descriptive analysis with the help of SPSS.17 package program. At the second step, binary logistic regression was carried out as inferential analysis.The results indicate that; high socio-economic status, disciplined classes, student-centered instructional strategy, elaboration strategy have positive effects on student?s reading achievement. On the other hand good communication between the teacher and student, student-centered measurement and evaluation strategies, memorization strategy and control strategy have negative effects on student?s reading achievement.As a conclusion; the results of the research will shed light to curriculum developers while they are developing new curricula, to teachers and school administers while implementing the program, to parents while preparing the study environment of students at home.Key Words: Reading skills, socio-economic status, in-school activities, PISA2009