Abstract:

The aim of this study is to identify the variables affecting mathematical success of approximately five thousand students participating in the PISA (International Student Success Assessment Program) 2012 in Turkey. The PISA 2012 data was used. The data is collected from the OECD’s official PISA website http://www.oecd.org/pisa/data/ In this relational type of study, the influence on mathematical success is the variables studied; parent-parent education level, gender, language spoken at home, ESCS (economic, social and cultural status) index, students' concerns and attitudes to mathematics. Multiple Regression Analysis has been used to determine the relationship of these variables with mathematical success. According to the findings of the study, other independent variables except the father’s educational level (p>,05) significantly process the individual-dependent variable (F(7:1487) =54,758, p<,05). The study found how many variables affect mathematical success, and the analysis found that the most important variable on mathematical success was the ESCS index (β=306). When the standardized beta (B) values are studied, the relative importance order on the mathematical scores of the input variables is as follows: ESCS index (β=,306), mathematical anxiety (β=-,210), gender (β=,089), mother education level (β=,064), language spoken at home (β=-,063), mathematical attitude (β=-,054). When the significance levels of the regression ratio are studied, all of these variables are statistically meaningful subjective variables. These findings have come to the conclusion that socio-economic and cultural variables are important determinants in the success of mathematics in Turkey. The findings obtained are aimed at bringing light to decision makers, practitioners, researchers in education.

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