Examining the characteristics of students with high success in extreme value in the field of science literacy according to PISA 2015 Turkey data

In this master thesis, some variables' effects on scientific literacy success to the influence of low achievers in the usual outliers with students who demonstrate high achievement in the extreme value than usual in their schools using data and other students were investigated in not differ using the data of PISA 2015 Turkey. The independent variables of the research were science activity, time devoted to weekly out-of-school study, enjoyment from collaboration, enjoyment of science, scientific self-efficacy, epistemological belief, time devoted to weekly science learning, inquiry-based science education, classroom discipline environment and teacher-led science education. Variables were grouped as student and grade level according to their characteristics. In addition, it was aimed to create a logistic regression model with these variables. Z scores of 187 schools participating in PISA 2015 were taken first, 50 schools that do not have students with Z scores of 2 or above or -2 and below are excluded. 142 students with a Z score of +2, +3 from 137 schools were successful, 79 students with a Z-score of -2, -3 were determined to be unsuccessful, and In addition, a sample was created by adding 136 students to the 79 students in the unsuccessful category, with a randomly selected Z score close to 0, with 215 students and the other category. In the research, forward and backward selection was applied to the variables using logistic regression. As a result of the study, it was determined that the variables of epistemological belief, scientific self-efficacy, enjoyment of science and enjoyment of collaboration positively and that the time spent for weekly out-of-school study negatively affect student achievements at student level. In the grade level, it was determined that the time allocated to weekly science learning and teacher-oriented science education were positive, and the science education based on inquiry and the discipline environment in the classroom had a negative effect.