Factors affecting the mathematical literacy of students in Türkiye within the scope of PISA 2022

The purpose of this research is to determine the factors affecting the mathematical literacy of students in Turkey based on the data of the Programme for International Student Assessment (PISA 2022). The study examined individual, familial, school-based, and socioeconomic variables influencing students' mathematics performance. A relational survey model was employed. The population consisted of 15-year-old students included in Turkey's PISA 2022 sample. Data were obtained from the PISA 2022 student questionnaire and mathematical literacy test results. Descriptive statistics, multiple linear regression, and hierarchical linear modeling (HLM) were used for data analysis. The findings revealed that socioeconomic status, school climate, teacher support, access to digital resources, and attitudes toward mathematics were the strongest predictors of mathematical literacy. Among family-related variables, parents' educational level and the presence of learning resources at home had a significant impact on performance. At the school level, teacher quality, learning environment, and school socioeconomic composition were found to be important determinants. The results indicated that students' success is shaped not only by cognitive abilities but also by affective and contextual factors. The PISA 2022 results showed a limited improvement in Turkey's average mathematics score compared to previous years; however, the proportion of students reaching high proficiency levels remains low. These findings highlight the need to ensure equity in education, revise curricula in alignment with the PISA framework, and strengthen teachers' measurement and evaluation competencies. This study provides data-driven insights to guide educational policies aimed at improving mathematical literacy in Turkey.