Abstract:

The purpose of this study is to investigate the differences between low- and high- performing schools with regard to socio-economic factors and school activities in reading using Turkish PISA 2009 data set. 2302 students (661 females, 1341 males) selected among 2009 PISA administration in Turkey are considered for this study. Binary logistic regression was performed to reveal the effects of socio-economic factors and selected school related factors on students’ success in PISA 2009 reading test. Regression analysis indicated that high socio-economic status, disciplined classes, and the use of student-centered instructional strategy and elaboration strategy had positive effects on student’s reading skills. On the other hand, student-centered measurement and evaluation strategies, memorization strategy and control strategy had negative effects on students’ reading skills.

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