PISA 2018 TÜRKİYE MATEMATİK OKURYAZARLIĞINI AÇIKLAYAN DEĞİŞKENLERİN CHAID ANALİZİ İLE İNCELENMESİ

Abstract

This study aims to investigate the variables explaining mathematics literacy of Turkish students who attended at Programme for International Student Assessment (PISA). The topic of the study is at utmost importance due to the potential findings that will identify the variables influencing mathematical literacy in our education system and generate recommendations aimed at addressing shortcomings.This study utilizes the answers given to the PISA student questionnaire, which are analysed by correlational survey design.Stratified sampling design is used in the selection of 6890 students in Turkish sample. After excluding the missing data, the sample of the study consists of 5293 participants. Chi-squared Automatic Interaction Detection (CHAID) method, which is one of the data mining decision tree algorithms, is used for data analysis. According to the results of the study, the most important variable explaining Turkish students’ mathematic literacy is the number of the books at home. Father’s education level, highest parental education level, accessibility of ICT both at home and school, and time allocated per week to study mathematics are other variables explaining mathematics literacy.