International Student Achievement Assessment Program examination (PISA) 2015 of the students who participated in Turkey, individual, familial, and school related variables, examining the state of the science of success with the procedure

This research, International Student Achievement Assessment Program in Turkey (PISA) individual students participating in the exam in 2015, aims to determine the relationship between science achievement with family and variables of school. PISA 2015 data set was used in the study. The sample of the study was 5895 students (159 students were excluded from the study because they were not suitable for analysis). In this relational survey type, the dependent variable is science achievement. Independent variables are; individual variables (gender, language spoken at home, early childhood education and care time, school feeling, test anxiety, motivation, science self-efficacy, epistomological beliefs, science activities, enjoyment of learning science), family variables (parents' emotional support, home cultural assets, home education resources, economic, social and cultural status index), school variables (discipline conditions in science classes, teacher support in student elective science classes, science teaching and learning exercises based on inquiry, teacher oriented science teaching, interest in wide science subjects, instrumental motivation, teacher justice). According to the results of hierarchical multiple linear regression, the language spoken at home, age of starting pre-school education, test anxiety, motivation, science self-efficacy, epistemological beliefs, science activities, learning to enjoy science, home cultural assets, home education resources, economic, social and cultural It can be said that variables such as status index, discipline conditions in science classes, science teaching and learning exercises based on inquiry, teacher guided science teaching, teacher justice variables are significant predictors of science achievement. It can be said that there is no significant relationship between science achievement and gender, school feeling, parents' emotional support, teacher support in student elective science classes, interest in broad science subjects, instrumental motivation variables. According to the findings reached by the variable most predictive science achievement in Turkey, economic, social and cultural status index. Based on this result, it is thought that in our education system, policies and regulations that will eliminate the economic, social and cultural differences arising from the families of each student should be made.