The role of teacher support and in-class teaching practices on reading performance: Evidence from PISA 2018 outcomes for Turkiye

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dc.authorid0000-0003-2532-9104
dc.contributor.authorBozkurt, Başak Ümit
dc.date.accessioned2024-09-25T19:59:47Z
dc.date.available2024-09-25T19:59:47Z
dc.date.issued2022
dc.departmentBAİBÜ, Eğitim Fakültesi, Türkçe ve Sosyal Bilimler Eğitimi Bölümü en_US
dc.description.abstractThe study deals with the variation of Turkish students' reading comprehension performance according to perceived teacher support and reading activities in the classroom. This study, which is grounded on the data drawn from the PISA 2018 database, investigates the relationship between certain variables. In the analyses performed on the PISA IDE server, the PISA 2018 reading literacy general averages of Turkiye were associated with the identified variables, and the differences in the averages were examined. As a result, perceived teacher support, teacher's adaptation of the course, and stimulation of reading engagement have a positive relationship with reading comprehension; however, it was found out that the frequency of receiving feedback had a negative relationship with reading performance. In addition, the general reading average of the students who reported that they had not performed activities such as summarizing, comparing the content of the text with their own experiences, comparing the text they have read with other texts written on similar topics, and writing about the text that has been read was much higher than those who reported that they had performed these activities. These results have strengthened the conclusion that teachers give feedback to poor readers more frequently. On the other hand, it is possible that good readers may find the learning activities in the course inadequate. In summary, reading comprehension performance is positively or negatively affected by teacher support, adaptive instruction, feedback, and engagement in reading activities in the classroom.en_US
dc.identifier.doi10.21449/ijate.1132980
dc.identifier.endpage178en_US
dc.identifier.issn2148-7456
dc.identifier.startpage162en_US
dc.identifier.trdizinid1144527en_US
dc.identifier.urihttps://doi.org/10.21449/ijate.1132980
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1144527
dc.identifier.urihttps://hdl.handle.net/20.500.12491/13919
dc.identifier.volume9en_US
dc.identifier.wosWOS:001017634500012en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorBozkurt, Başak Ümit
dc.institutionauthorid0000-0003-2532-9104
dc.language.isoenen_US
dc.publisherIzzet Karaen_US
dc.relation.ispartofInternational Journal of Assessment Tools in Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.subjectPISA 2018en_US
dc.subjectReading Performanceen_US
dc.subjectTeacher Supporten_US
dc.subjectFeedbacken_US
dc.subjectStimulationen_US
dc.subjectIn-class Teaching Practicesen_US
dc.titleThe role of teacher support and in-class teaching practices on reading performance: Evidence from PISA 2018 outcomes for Turkiyeen_US
dc.typeArticleen_US

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