Factors affecting science literacy scores: The case of PISA 2022 in Turkey, the United Kingdom and the United States

This study aims to comparatively examine the PISA 2022 science literacy scores of 15-year-old students in Turkey, the United Kingdom, and the United States with respect to gender, grade level, and science motivation variables. The research was conducted using a correlational survey model and utilized student data published by the OECD within the framework of PISA 2022. The study focuses on analyzing the impact of individual factors on science literacy in an international context. Data were analyzed using SPSS 27.0. Descriptive statistics were first calculated, followed by independent samples t-tests and one-way analysis of variance (ANOVA) for each country. Pearson correlation analysis was employed to examine the relationships among variables, while simple and multiple linear regression analyses were conducted to determine the predictive power of the variables on science literacy. The findings revealed that science literacy scores differed significantly across the three countries. Among these, the United Kingdom demonstrated the highest performance, whereas Turkey's scores were close to the OECD average. Furthermore, science motivation was found to be a significant predictor of science literacy, and this effect varied across countries. Gender and grade level were also significant but had a limited impact on science literacy. This research provides valuable insights into the role of individual factors on science literacy across different educational systems and offers an original contribution to comparative education studies. The results highlight the importance of strategies aimed at enhancing science motivation and inform policymakers about the development of effective educational practices.