Academic journal article Education Research International

A Structural Equation Modeling on Factors of How Experienced Teachers Affect the Students' Science and Mathematics Achievements

Academic journal article Education Research International

A Structural Equation Modeling on Factors of How Experienced Teachers Affect the Students' Science and Mathematics Achievements

Article excerpt

Serhat Kocakaya 1 and Ferit Kocakaya 2

Academic Editor:Yi-Shun Wang

1, Department of Science and Mathematics Education, Education Faculty, Yüzüncü Yil University, 65280 Van, Turkey 2, Department of Science and Mathematics Education, Education Faculty, Dicle University, 21280 Diyarbakir, Turkey

Received 24 January 2014; Revised 27 May 2014; Accepted 2 June 2014; 24 June 2014

This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

1. Introduction and Literature Review

The main purpose of education systems is to reveal desired behaviors to students. The most important of these desired behaviors is the academic achievement of the students performed at school. Students' academic success and factors affecting students' science and mathematics achievement parallel to this study have been research subject of many researchers [1-13] as well as many different institutions and have come to the fore in the results of universally made exams such as TIMSS and PISA. The third international mathematics and science study (TIMSS) is the broadest study which is carried out by IAE (International Association for the Evaluation of Educational Achievement) and takes in the students of 38 countries in which Turkey was included in 1999. The main purpose of TIMSS, generalizability of which is admitted to be high in terms of sample which is used also by researchers [4], is to constitute a basis which will provide the countries to see their own programs and teaching methods and present the relation between the programs and methods with students' mathematics and science achievements, in order to develop the teaching and learning of mathematics and science worldwide [14]. According to TIMSS reports, as a result of the exam which is made to 8th grade students who receive education in Turkey, Turkey is ranked at the 33rd place in science and 31st place in mathematics [15, 16]. Similar results are seen in the results of Program for International Student Assessment made by OECD. PISA results indicate that Turkey, among many countries, is ranked at a place that can be regarded as the last place in science and mathematics achievement [11]. Besides institutional studies such as TIMSS and PISA, the factors affecting students' achievement as well as their achievement at school are also analyzed by education researchers. Researches show that there are several different extents of these factors such as intelligence, students' cognitive and learning styles, and environmental factors [17].

One of the most important environmental factors which affect the students' academic achievement's configuration process is the school factor. Properties like school's physical medium, physical resources, teacher/student rate, teacher sufficiency, number of teachers, age of teachers, teacher experiences, and teachers' level of education (having master's or doctoral degree) stand out as school factor. Wendling and Cohen [18] determined a positive correlation between teachers' average experiences, having master's or doctoral degree variables, and students' achievements in the study they made. Greenwald et al. [19] stated that teachers having more than 5-year experience are more productive; Goldhaber and Brewer [20] with Wayne and Youngs [21] stated that the students of teachers who have done graduate work are more successful than the students of the teachers who have not done graduate work. Hanushek and Rivkin [22] stated that there is low correlation between teachers' experience and education and students' performance. In his study, Hanushek [23] stated that there is a very low effect of teacher sufficiency as the explanatory factor of student achievement, analysing the reports of National Assessment of Educational Progress (NAEP, 1969-1999), which is made in the USA, and TIMSS, which is made worldwide. …

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