Investigation of turkiye 8th grade students' 2015 TIMSS science achievement in terms of some variables

This thesis was carried out on data for 2015 TIMSS 8th-grade students in Turkey answers obtained in the survey. In science education, students' attitudes towards the course and future educational goals, teachers' attitude during the course of study, parents' educational status and the effects of different variables such as the attitude of the course on the achievement of the current conditions were realized to understand. In this study, in addition to the one-way analysis of variance (ANOVA) and posthoc tests, to examine the effects of variables related to teachers, students and parents on science achievement without neglecting the relationship between them and to determine the conditions under which the variable has effect on success, different structural equation models have been developed based on the same data set. Thus, the effect of different variables on science achievement was measured by using both analysis techniques and the indirect relationship between latent variables was determined by determining the effect levels of these variables. In the study, where three different structural models were developed, it was observed that the parent's education and attitude was the most important variable affecting the achievement of science in the first structural equation model. The implicit variable is the second important variable that positively affects science achievement. It is the implicit variable that has the least effect between the three implicit variables groups related to the teacher's course and student relations. In all three models, the educational status of the parents positively affects the science achievement of the student. Although the third model was created to modify the model fit from the acceptable model to the well-fit model, the most descriptive variable and group variation were obtained in the second model. Although the effect coefficients of students' attitudes and motivation change, in each model, these implicit variables and derivatives have positive effects on science achievement. Especially in the second model, the implicit variable grouped as Ogrenci_Tutumu_1 is the most influential variable on science achievement. Below this implicit variable; Achievement of the variables of boredom from the lesson, difficulty against the lesson and determining the future goals in education stands out as good predictors in terms of increasing the science achievement. Key Words: TIMSS, International Measurement and Evaluation of Education, SPSS, ANOVA, Structural Equation Modeling