The Effects of socioeconomic variables on the success of 8th grade students in SBS and Turkish ...

12 Pages·2014·0.27 MB·English

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ISSN: 2147-6284
European Journal of Research on Education, 2014, 2(Special Issue), 41-52 Education

DOI: 10.15527/ejre.201426558

The Effects of socioeconomic variables on the success of 8th grade
students in SBS and Turkish course
Yasin KILIÇ a *, Akif ARSLAN b †*
aAssist. Prof. Dr. Ağrı İbrahim Çeçen Uni. Eğitim Fak. Ağrı, and 4200, Turkey
b Assist. Prof. Dr. Ağrı İbrahim Çeçen Uni. Fen-Edebiyat Fak. Ağrı, and 4200, Turkey

Abstract
The aim of this study is to determine whether a significant relationship exists between socioeconomic situation and success in
SBS exam (The placement test for admission to high schools in Turkey) and Turkish course for 8th grade students. According to
this, the socioeconomic variables were determined as the income states of parents and their education levels, students ‘sexes,
whether they attended kindergarten or not, number of siblings, access to computer and internet for education. That a significant
relationship exists between these variables and students’ Turkish course scores and SBS scores were analysed by means of chi
square method.
The research was conducted at 4 grade schools in Ağrı city centre in 2012-2013 school year spring semester. To determine the
socioeconomic situations of students and their levels of success in SBS and Turkish courses a questionnaire consisting of 11
subjects were prepared and they were applied to 415 8th grade students.
The findings obtained from the questionnaire were analysed with SPSS 15.0 and the answers of students were calculated as
frequency and percentage. The significance of these answers according to independent variables was tested with the “chi square”
method.
Although this study is descriptive, it is evaluated as a relational research due to the fact that it deducts significance from
descriptive values. In consequence of chi square statistical analyses of the findings, it was seen that the variables indicating the
socioeconomic situations of students and their scores in SBS and Turkish courses manifest significant difference.
© 2013 European Journal of Research on Education by IASSR.
Keywords: Turkish education, socioeconomic, teaching, Turkish courses;
1. Introduction
The concept of socioeconomic is a compound word used to denote both social and economic spheres and the
relations between the two. The concept of socio used in Turkish is derived from French and it means human
community, related to individual-group interaction, concerning the social needs and problems of society (Türker,
1977: 24).

* E-mail address: [email protected]
** E-mail address: [email protected]
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Yasin KILIÇ, Akif ARSLAN
The term economic is defined as production for living, the ways of distributing these products and all the
activities emerging from these relations (www.tdk.org.tr).
The aspects reflecting the social and economic situations of individuals are called socioeconomic situation
(Yılmaz, 1995: 55).
There is no agreement about what exactly those aspects are, but by many sociologists those are defined as the
level of education of an individual, level of income and profession (Kessler, 1985: 131), (Biersted, 1973: 468).
Various studies conducted in this field indicate that the socioeconomic variables affect the success of students.
In a study in which the socioeconomic situations of students and their success in Turkish courses were examined
it was seen that the students belonging to higher levels of socioeconomic groups completed the cognitive targets
better than the ones belonging to lower segments (Beydoğan, 1993).
In another research in which the success levels of 8th grade students in Turkish courses were compared to their
socioeconomic situations it was seen that the socioeconomic situation and level of success present parallelism. That
means if students have better socioeconomic backgrounds their levels of success increase (Gelbal, 2008).
In a study concerning constructivist education and student success, it was found that there is negative correlation
between student success and low family support for education and positive correlation between success and high
family support (Abbott and Fouts, 2003).
In another research about daily hardships as determinant of academic success, it was seen that the sociocultural
support provided for students influences their academic success positively (Yıldırım, 2006).
In a thesis study about readiness in reading for kindergarten children with different socioeconomic levels it was
seen that children having poor socioeconomic situations have problems in being ready for reading while the ones
having better socioeconomic situations face no serious problems (Kılıçarslan, 1997).
In the study by Güngör (2009) about the reading habits of 5th grade students and their success in Turkish courses,
the reading habits of students, their socioeconomic situations and academic success are analysed.
In a study in which the relations between school, family cooperation and reading levels (Çelenk, 2003) is
investigated, it was understood that families having strong school-family cooperation have higher level of reading
success.
Language constitutes the base of thought, science, art, technology etc... and material and spiritual production of a
society (Aksan, 1998: 11). The subject of making use of these products is closely related to the communicative
dimension of language. The education and instruction of language and research activities in this field are very
important (Doğan, 2011: 1).
The study “The effect of socioeconomic variables on the success of SBS (The placement test for admission to
high schools in Turkey) and Turkish courses for 8th grade students” is analysed under subtopics like the problematic
and aim of research, the limits of research, the method, research model, the collection of data for setting and
sampling, the findings, conclusion and discussion.
1. 1. The problematic and aim of research
In this study, whether a significant relation exists between socioeconomic situations of students and their
academic success was determined as the problematic of the research. The relationship between socioeconomic
situations and success in SBS and Turkish course scores of 8th grade students selected from secondary schools in
Ağrı city center was determined as the aim of research. Determining the relationship between SBS scores and
Turkish course scores also were among the aims of this research.
1.2. The limits of research
1. The setting for this study is determined as secondary schools in Ağrı Province.
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The effects of socioeconomic variables on the success of 8th grade students in SBS and Turkish course
2. The research was done in four secondary schools in Ağrı Province city center in the second semester of 2012-
2013 school year.
3. The questionnaire questions prepared for this research was applied to 415 8th grade students, selected as
sample, in Ağrı city center.
2. The method
In this chapter, “the research model”, “setting and sampling”, “the collection of data” and “the analysis of data”
was emphasized.
2.1. The model of research
In this research, it was investigated whether a significant relation exists between socioeconomic situations and
SBS and Turkish course scores of 8th grades students. With questionnaire questions prepared to determine this
relation both socioeconomic situations of students and their SBS and Turkish course scores were found and data
found by SPSS 15.0 program were analyzed and interpreted.
2.2. The setting and sampling
The sampling of research consists of 415 secondary school 8th grade students in Ağrı city center in 2012-2013
school year. The questionnaire questions prepared by the researcher were applied in Ağrı city secondary schools
Kadir Has, 75. Yıl, 100. Yıl Boarding School and Cumhuriyet.
2.3. The collection of data
Although this study is descriptive, as it uses methods related to infer significance from descriptive values, it is
regarded as a relational research. In the study, the questionnaire was used as the means of collecting data. In the
questionnaire questions 3 point likert scale was used.
The questionnaire form prepared for the 8th grade students consists of 11 subjects. Previous questionnaire
questions were made use of while writing new questionnaire questions (Gelbal, 2008).
To determine the socioeconomic situations of students the income levels of parents and their levels of education,
the sexes of students, kindergarten attendance, number of siblings, the use of internet and computer for educational
purposes were used as the independent variables of the research. Since most of students’ mothers were housewives
the professions of mothers were not evaluated as a variable. The grades students had from Turkish courses in Spring
semester and SBS scores were set forth as dependent variables.
The income levels of students’ families were scaled as low-1 (0-1000 TL), normal-2 (1001-2000-) and (2001 and
more-) high-3 by taking into consideration TÜİK’s (Turkish Statistical Institution) 2012 poverty research and the
lowest civil servant salary.
The score interval for 8th grade students in Turkish courses in 2012-2013 educational year second semester were
scaled as low-1(0-2), medium-2 (3), good (4-5).
While scaling 8th grade SBS scores base points for 2013 Ağrı Province Anatolian and Science High schools were
used. The scores students got from this exam were scaled as low-1 (0-272 scores), medium-2 (273-318 scores),
good-3 (319-500 scores).
The validity of questionnaire questions prepared for determining the socioeconomic levels of 8th grade students
were ensured with the help of expert opinion.
The findings were analyzed with SPSS 15.0 and the answers of students to the questionnaire subjects were
calculated as frequency and percentage. The significance of these answers according to independent variables were
43
Yasin KILIÇ, Akif ARSLAN
tested with chi square method. The questionnaires were delivered to the sample group by hand and then they were
applied and collected.

3. The findings and comments
3.1. The findings related to the sex
Table 1. The chi square results of students in Turkish courses related to the sex variable

Turkish scores
Sex Low Medium Good Total χ2 P
Female 92 53 58
203 %48,9
45,3% 26,1% 28,6%
Male 114 41 57 212 3,697 ,157
53,8% 19,3% 26,9% %51,1
Total 206 94 115 415
49,6% 22,7% 27,7% %100

When the table 1 is analyzed in Turkish course 92 female students (45,3 %) and 114 male students (53,8 %) had
low scores, 53 female students (26,1 %) and 41 male students (19,3 %) had medium scores. 58 % of students having
good grades in Turkish course are female (28,6 %) and 57 are male (26,9 %). According to these findings, there is
no significant difference among students in terms of sex in Turkish course exam scores (χ2=3,697, sd=2,
p=,157>0,05).
Table 2. The SBS scores of students and their chi square test results related to sex variable

SBS scores
Sex Low Medium Good Total χ2 P
Female 88 58 57
203 48,9%
43,3% 28,6% 28,1%
Male 104 43 65 212 3,89 ,143
49,1% 20,3% 30,7% 51,1%
Total 192 122 415
101 24,3%
46,3% 29,4% 100%

When the table 2 is analyzed, 88 female students (43,3 %) and 104 male students (49,1 %) had low scores in
SBS, 58 female students (28,6%) and 43 male students (20,3 %) had medium scores. The 57 students having good
scores are female (28,1%) and 65 are male (30,7 %). According to these findings, there is no significant difference
among students in terms of sex in SBS scores (χ2= 3,89, sd=2, p=0,143>0,05).
3.2. The findings related to father’s profession
Table 3. The Turkish scores of students and their chi square test results related to father’s profession variable

Turkish scores
Father’s profession Low Medium Good Total χ2 P
81 40 29 150
Farmer
54,0% 26,7% 19,3% 36,1%
38 22 42 102 16,464 ,002
Civil servant
37,3% 21,6% 41,2% 24,6%
Artisan 87 32 44 163
44
The effects of socioeconomic variables on the success of 8th grade students in SBS and Turkish course
53,4% 19,6% 27,0% 39,3%
206 94 115 415
Total
49,6% 22,7% 27,7% 100,0%

When the table 3 is analyzed, students whose father are farmers (54,0 %) and artisans (53,4%) have mostly low
grades in Turkish course while students whose fathers are civil servants have better scores in this course (41,2 %).
According to these findings, it is possible to say that there is significant difference in Turkish courses in terms of
father’s profession (χ2= 16,464, sd=4, p=0,02<0,05).

Table 4. The SBS scores of students and their chi square test results related to father’s profession variable

SBS scores
Father’s profession Low Medium Good Total χ2 P
81 36 33 150
Farmer
54,0% 24,0% 22,0% 36,1%
35 23 44 102
Civil servant
34,3% 22,5% 43,1% 24,6%
14,891
76 42 45 163 ,005
Artisan
46,6% 25,8% 27,6% 39,3%
192 101 122 415
Total
46,3% 24,3% 29,4% 100,0%

When the table 4 is analyzed, in terms of SBS scores students whose fathers work as farmer (54,0%) and artisan
(46,6 %) have mostly low scores, students whose fathers work as civil servants have generally good scores (43,1 %).
According to these findings, it is possible to say that the SBS scores of student manifest significant difference in
terms of father’s profession (χ2= 14,891, sd=4, p=0, 05).
3.3. The findings related to income levels
Table 5. The chi square test results of students related to Turkish scores and income level variable

Turkish scores
Income level Low Medium Good Total χ2 P
138 35 8 181
Low
76,2% 19,3% 4,4% 43,6%
63 44 41 148
Normal
42,6% 29,7% 27,7% 35,7%
175,805 ,000
5 15 66 86
Good
5,8% 17,4% 76,7% 20,7%
206 94 115 415
Total
49,6% 22,7% 27,7% 100,0%

When the table 5 is analyzed, 181 students (43,6 %) have low incomes, 148 (19,3 %) students have normal
incomes, 86 students (20,7 %) have good incomes. According to these findings students whose families have low
(76,2 %) and normal (42,6 %) incomes have mostly low grades in Turkish while students whose families have good
incomes (76,7 %) have better grades. When these findings are analyzed it is possible to say that the Turkish scores
of students become significantly different depending their families’ income levels (χ2= 175,805, sd=4,
p=,000<0,05).
According to the findings obtained students having low incomes (76, 2 %) get mostly lower grades while
students having good incomes (76, 7 %) get usually better grades.

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Yasin KILIÇ, Akif ARSLAN

Table 6. The SBS scores of students and their chi square test results related to income level variable

SBS scores
Income level Low Medium Good Total χ2 P
149 25 7 181
Low
82,3% 13,8% 3,9% 43,6%
41 71 36 148
Normal
27,7% 48,0% 24,3% 35,7%
307,670 ,000
2 5 79 86
Good
2,3% 5,8% 91,9% 20,7%
192 101 122 192
Total
46,3% 24,3% 29,4% 46,3%

When the table 6 is analyzed, students whose families have low incomes (82,3%) have mostly low scores in SBS
while students whose families have better incomes (79, 9 %) get better scores. Students whose families have normal
incomes (48,0 %) mostly get medium level scores in SBS. According to these findings it can be said that the SBS
scores of students become significantly different depending on the incomes of families (χ2= 307,670, sd=4,
p=,000<0,05).
3.4. The findings related to attendance to kindergarten
Table 7. The chi square test results of students related to Turkish scores and attendance to kindergarten

Turkish scores
Attendance to Kindergarten Low Medium Good Total χ2 P
Yes 48 21 40 109
44,0% 19,3% 36,7% 26,3%
No 158 73 75 306
5,990 ,050
51,6% 23,9% 24,5% 73,7%
Total 206 94 115 415
49,6% 22,7% 27,7% 100,0%

When the table 7 is analyzed, 109 students among the subjects attended to kindergarten while 306 students did
not. 158 of students (51, 6%) who did not attend to kindergarten had low scores in Turkish while 40 students
(36,7%) who attended kindergarten had good scores.
According to findings obtained it is possible to say that there is significant difference in Turkish scores depending
on attending kindergarten (χ2= 5,990 sd=2, p=0,05).

Table 8. The SBS scores of students and their chi square test results related to attending kindergarten

SBS scores
Attendance to Kindergarten Low Medium Good Total χ2 P
Yes 48 19 42 109
44,0% 17,4% 38,5% 26,3%
No 144 82 80 306
7,251 ,027
47,1% 26,8% 26,1% 73,7%
Total 192 101 122 415
46,3% 24,3% 29,4% 100,0%
46
The effects of socioeconomic variables on the success of 8th grade students in SBS and Turkish course

When we look at the table 8, 42 students attending kindergarten got good scores (38,5%). 144 students (47,1%)
who did not attend to kindergarten had low scores. The number of students who had low scores although they
attended kindergarten is 48 (44,0%). According to this table we can say that there is significant difference in SBS
scores depending on attendance to kindergarten (χ2= 7,251, sd=2, p=0,027<0,05).
3.5. The findings related to number of siblings
Table 9. The Turkish scores of students and their chi square test results related to number of siblings variable

Turkish scores
Number of siblings Low Medium Good Total χ2 P
44 19 36 99
0-3
44,4% 19,2% 36,4% 23,9%
162 75 79 316
4 and more 4,906
51,3% 23,7% 25,0% 76,1% ,086
206 94 115 415
Total
49,6% 22,7% 27,7% 100,0%

When we look at the table 9, 99 students out of 415 (23,9%) have 0-3 siblings, 316 (76,1%) have 4 or more
siblings. 44 students that have 0-3 siblings (44,4%) got low scores in Turkish course, 36 students (36,4%) got good
scores. 162 students that have 4 or more siblings (51,3%) had low scores in Turkish course, 79 students (25,0%) had
good scores in Turkish course.
If we look at the table 9, we can say that the Turkish scores of students do not manifest a significant difference in
terms of number of siblings (χ2= 4,906 sd=2, p=0,086>0,05).

Table 10. The SBS scores of students and their chi square tests related to number of siblings vairable

SBS scores
Number of siblings Low Medium Good Total χ2 P
37 21 41 99
0-3
37,4% 21,2% 41,4% 23,9%
155 80 81 316
4 and more 9,130
49,1% 25,3% 25,6% 76,1% ,010
192 101 122 415
Total
46,3% 24,3% 29,4% 100,0%

When we look at the table 10, 37 students having 0-3 siblings (37,4%) had low scores in SBS, 41 students
(41,4%) had good scores. 155 students that have 4 or more siblings (49,1%) had low scores in SBS, 81 students
(25,6%) had good scores in SBS.
According to these findings we can say that the SBS scores of students manifest significant difference in terms of
number of siblings (χ2= 9,130 sd=4, p=0,010<0,05).
3.6. The findings related to use of computer
Table 11. The Turkish scores of students and their chi square test results concerning use of computer for educational reasons

Turkish scores
The use of computer Low Medium Good Total χ2 P
136 49 40 225
Never
60,4% 21,8% 17,8% 54,2%
30,865 ,000
26 21 27 74
Sometimes
35,1% 28,4% 36,5% 17,8%
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Yasin KILIÇ, Akif ARSLAN
44 24 48 116
Always
37,9% 20,7% 41,4% 28,0%
206 94 115 415
Total
49,6% 22,7% 27,7% 100,0%

When we look at the table 11, the students that never use computer for educational purposes, 60,4% of students,
had low scores in Turkish course. 35,1 % of students that sometimes use computer had low scores, 28,4 % of them
had medium scores, 36,5 % of them had good scores in Turkish course. 37, 9% of students that always use computer
had scores, 20,7 % of them had medium scores, 41,4% of them had good scores in Turkish course.
According to these results, it can be said that there is significant difference depending on the frequency variable
of using computer like never, sometimes and always (χ2= 30,865, sd=4, p=,000<0,05).

Table 12. The SBS scores of students and their chi square test results related to use of computer for educational purposes variable

SBS scores
The use of computer Low Medium Good Total χ2 P
138 45 42 225
Never
61,3% 20,0% 18,7% 54,2%
18 27 29 74
Sometimes
24,3% 36,5% 39,2% 17,8%
50,407 ,000
36 29 51 116
Always
31,0% 25,0% 44,0% 28,0%
192 101 122 415
Total
46,3% 24,3% 29,4% 100,0%

When the Table 12 is analyzed, it is seen that 138 sample students that never use computer (61,3%) had low
scores in SBS, 45 students (20,0%) had medium scores. 24,3 % of the students that sometimes use computer had
low scores, 36,5% of them had medium scores, 39,2 % of them had good scores in SBS. 29 students had good scores
in SBS. 31,0% of students that always use computer had low scores, 44,0% of them had good scores.
According to these results, it can be said that there is significant difference in students’ SBS scores depending on
the frequency variable of using computer like never, sometimes and always (χ2= 50,407, sd=4, p=,000<0,05).
3.7. The findings related to internet variable
Table 13. The Turkish scores of students and their chi square test results related to internet variable

Turkish scores
The use of internet Low Medium Good Total χ2 P
151 47 30 228
Never
66,2% 20,6% 13,2% 54,9%
24 22 21 67
Sometimes
35,8% 32,8% 31,3% 16,1%
78,753 ,000
31 25 64 146
Always
25,8% 20,8% 53,3% 35,2%
206 94 115 415
Total
49,6% 22,7% 27,7% 100,0%

When we look at the table 13, we see that there are 146 students that always use internet for educational purposes
(35,2%) and there are 67 students that sometimes use internet (16,1%). 228 students (54,9%) never use internet for
educational purposes. When we look at the table in general 66,2% of students that never use internet had low scores
in Turkish courses. 35,8% of students that sometimes use internet had low scores, 32,8% of them had medium
scores, 31,3% of them had good scores. 53,3% of students that always use internet had good scores in Turkish
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The effects of socioeconomic variables on the success of 8th grade students in SBS and Turkish course
course. The percent of students having low and medium level scores in Turkish course are 25,8% and 20,8%
respectively.
According to the findings in this table, it can be said that the Turkish scores of students manifest significance in
terms of use of internet variable (χ2= 78,753, sd=4, p=,000<0,05).

Table 14. The SBS scores of students and their chi square test results related to use of internet variable

SBS scores
The use of internet Low Medium Good Total χ2 P
154 40 34 228
Never
67,5% 17,5% 14,9% 54,9%
10 35 22 67
Sometimes
14,9% 52,2% 32,8% 16,1%
119,584 ,001
28 26 66 120
Always
23,3% 21,7% 55,0% 28,9%
192 101 122 415
Total
46,3% 24,3% 29,4% 100,0%

When the table 13 is analyzed, 67,5% of students that never use internet had low scores in SBS. 52,2% of
students that sometimes use internet had medium level scores, 32,8% of them had good scores in SBS. 55,0% of
students that always use internet had good scores in SBS. The percent of students having low and medium level
scores are 23,3% and 21,7% respectively.
According to the results of this study, it can be said that SBS scores manifest significant difference in terms of
use of internet (χ2= 119,584, sd=4, p<,001). According to the findings obtained it is seen that in terms of SBS scores
in all three categories most of students do not use internet for educational purposes and the SBS scores of those
using internet for educational purposes manifest significant difference compared to those that do not use it.
The fact that Gelbal’s research (2008:9) demonstrates that the opportunities at home positively influence
academic success of children supports the findings obtained in our research.
3.8. The findings related to mother’s education level variable
Table 15. The Turkish scores of students and their chi square test results related to mother’s education variable

Turkish scores
Mother’s education level Low Medium Good Total χ2 P
90 38 38 166
Primary school
54,2% 22,9% 22,9% 40,0%
100 44 59 203
High school
49,3% 21,7% 29,1% 48,9%
6,772
16 12 18 46 ,148
University
34,8% 26,1% 39,1% 11,1%
206 94 115 415
Total
49,6% 22,7% 27,7% 100,0%

When we look at the table 15, 166 students’ mothers (40,0%) are primary school graduates, 203 mothers are
(48,9%) high school graduates, 46 mothers (11,0%) are university graduates. According to the table, the Turkish
scores of students are as follows: 54,2 % of the students whose mothers are primary school graduates had low scores
in Turkish course. The percentage of those that have medium and good scores is 22,9%. 49,3% of the students
whose mothers are high school graduates had low scores, 21,7% of them had medium scores, 29,1% of them had
49
Yasin KILIÇ, Akif ARSLAN
good scores. 34,8% of students whose mothers are university graduates had low scores, 26,1% of these students had
medium scores, 39,1% of them had good scores.
According to these findings, it is possible to say that there is no significant difference in Turkish scores in terms
of mother’s education level variable (χ2= 6,772, sd=4, p=0,148>0,05).

Table 16. The SBS scores of students and their chi square test results related to mother education level variable

SBS scores
Mother’s education level Low Medium Good Total χ2 P
87 41 38 166
Primary school
52,4% 24,7% 22,9% 40,0%
93 49 61 203
High school
45,8% 24,1% 30,0% 48,9%
14,489
12 11 23 46 ,006
University
26,1% 23,9% 50,0% 11,1%
192 101 122 415
Total
46,3% 24,3% 29,4% 100,0%

When the table 16 is analyzed, the SBS scores of students are as follows:52,4% of the students whose mothers
are primary school graduates had low level scores. 45,8% of the students whose mothers are high school graduates
had low scores while 30,0% of them had good level scores. 50,0% of the students whose mothers are university
graduates had good scores.
According to the findings obtained it can be said that there is no significant difference in SBS scores of students
in terms of the mother’s education level variable (χ2= 14,489, sd=4, p=0,06>0,05).
3.9. The findings related to father’s education level
Table 17. The Turkish scores of students and their chi square test results related to father’s education variable

Turkish scores
Father’s education level Low Medium Good Total χ2 P
24 6 8 38
Primary school
63,2% 15,8% 21,1% 9,2%
128 55 51 234
High school
54,7% 23,5% 21,8% 56,4%
17,876
54 33 56 143 ,001
University
37,8% 23,1% 39,2% 34,5%
206 94 115 415
Total
49,6% 22,7% 27,7% 100,0%

When the table 17 is analyzed, it is seen that 38 of students’ fathers (9,2%) are primary school graduates, 234 of
them (56,4%) are high school graduates, 143 of them (34,5%) are university graduates. According to these findings
63,2% of the students whose fathers are primary school graduates had low scores in Turkish course. Also, there are a
lot of students that had low scores among those whose fathers are high school graduates (54,7%). It is also seen that
among the students whose fathers are university graduates, 23,1% of them had medium scores, 39,2% of them had
good scores and in total 62,3%.
According to the findings in the table 17, it is possible to say that there exists significant difference in Turkish
course scores in terms of father’s education level (χ2= 17,876, sd=4, p=0,01<0,05).

50