Öğrencilerin matematik okuryazarlığını etkileyen faktörlerin PISA 2012 verilerine göre kültürler arası incelenmesi

The main purpose of this study is to determine factors affecting mathematics literacy level of participating countries based on the framework of Programme for International Student Assessment (PISA) 2012. In this study, the dependent variable was the mathematics literacy scores whereas the independent variables were index scores of factors i.e. mathematics self-efficacy, mathematics self-concept, teacher-student relations, index of economic, social and cultural status, mathematics teacher's classroom management, mathematics anxiety, attitude towards school: learning outcomes, attitude towards school: learning activities, sense of belonging to school, and mathematics interest. The data were first analysed using multiple linear regression for three different achievement strata of countries (high-, normal- and low-achieving). Then using the standardized regression coefficients, three separate cluster analyses were conducted to group the countries within each group. At the end of the study, a general framework of the relationship between factors of index scores and mathematics literacy scores were obtained. The results of this framework showed that mathematics self-efficacy, index of economic, social and cultural status, mathematics interest and mathematics anxiety did not indicate distinguishing properties among countries' groups. In general, variable of sense of belonging to school had negative relationship with mathematic achievement in high-achieving countries as teacher-students relations indicate negative relationship with mathematics achievement in low-achieving countries' groups.