Prediction strength of student and teaching-learning processes on the learning level of 9th grade physisc course

This study aims to determine (1) the prediction strength of student and teaching-learning processes on the learning level of physics course, (2) whether these variables are significantly differing from school achievement levels, and (3) teachers' and students' views on variables predicting learning level of physics course. This is a descriptive study, and quantitative and qualitative data collection techniques were used. Purposeful sampling technique was used in determining the study group in accordance with the purpose of the study. The study group included 621 ninth grade students. The qualitative data of the study were obtained from 26 students and 9 physics teachers selected from the study group. Data collection tools were developed by the researcher. One-way analysis of variance (One Way ANOVA), Kruskal-Wallis H-test, simple linear regression and multiple regression analysis techniques (stepwise) were used to analyze quantitative data. As a result of the study, it was determined that all variables were a significant predictor on the learning level. The most strength predictor of learning level is the Cognitive Entry Behaviors. Explanatory strength of Cognitive Entry Behaviors is 59.9%, Academic Self-Concept is 18.1%, and the Perception of Quality of Instruction is 17.1% at the learning level of physics course. The correlation between Learning Time and Learning Level is negative, and explanatory strength of Learning Time is 2.9% at the learning level of physics course. When stepwise regression analysis is performed for all variables, explanatory strength of all variables is 62.7% at the learning level of physics course.