Religion and school success - an international comparative study based on PISA results

In this thesis, the relationship between PISA exams and common religion (sect) and religious education statuses of countries is examined through macro data. In the study, the average scores of the countries that took the PISA exam in 2000 and 2015 were initially analyzed. The effects of the economic indicators of countries listed in PISA 2000 and 2015, science and mathematics literacy, and reading comprehension mean scores were respectively evaluated using the regression method. In addition, the effects of population indicators, human development and education indexes, number of students, enrollment rates, and compulsory and elective religion courses in the PISA exam were analyzed using the regression analysis. The variation in the education states of the countries participating in PISA exams from 2000 to 2015 according to their religious status was analyzed by using a quantitative research design. Moreover, in this thesis, the effect of religion on education has been put forward within the framework of different variables based on PISA results. The results of the regression coefficients and the PISA results in different years were reported and tabulated. Findings from these tables were interpreted. The result of the study showed that the influence of religion on education has decreased over the years. In countries dominated by religion, academic success has largely declined. However, human development and high economic level bear positive effects on PISA achievements. Based on the analysis, it was discovered that being successful in any type of exam means success in other types of examination. In addition, our study revealed that the demographic indicators of the countries had no effect on the PISA exam.