Students’ Mathematics Achievement and Its Relationship with Parents’ Education Level, and Socio-Economic Status In Turkey

Rusli Rusli(1*),

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Abstract


This paper aimed to investigate the impact of gender, parents’ education level, and socio-economic status on students’ mathematics performance. Population of this paper was obtained from PISA 2009 conducted in Turkey. The method used in this study was an independent t-test analysis, Oneway ANOVA, correlation and linear regression. The results of this study revealed that gender differences and mathematics achievement in Turkish students who participated in PISA 2009 are statistically significant but practically is not significant. Parents’ education level of Turkish students in this research has an impact on Turkish students’ mathematics achievements. The most significant difference is found between group ISCED 5A, 6 and none highest education level of parents and practically this difference is significant. The last main point of the result in this study is Index of Economic, Social, and Cultural Status (ESCS) has a positive impact on mathematics achievement. ESCS and mathematics achievement show a positive and linear relationship. ESCS is a significant predictor of mathematics achievements.

Keywords: mathematics achievement, gender, parents’ education level, socio-economic status

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