Relationship between family, school, peer, and student characteristics and student scientific literacy in Azerbaijan

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This study examined the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study analyzed data from the Program of International Student Assessment (PISA) 2006 data collected from 171 schools and 5,184 students in Azerbaijan. Hierarchical Linear Modeling (HLM) was utilized to analyze the effects of school, family, peer and student individual characteristics on scientific literacy scores. The study found that student-level factors explain a slightly higher proportion of variance than school-level predictors. Several student-level effects (gender, parental education and occupation, ability, self-efficacy) and school-level factor (peer academic effects in mathematics) were found to be significantly associated with scientific literacy scores. Other school-level factors (peer socio-economic effects and school inputs) and student-level characteristics (index of home possessions) were not significantly related to scientific literacy scores. The analysis concluded with policy recommendations and offered suggestions for future research.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational leadership and policy analysis (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2012

Author dc:creator

• Ganiyeva, Lala, 1970-

Advisor dc:contributor.advisor

• Curs, Bradley R.

• Literacy scores
• Students in Azerbaijan

Statement dc:rights

• Access to files is limited to the University of Missouri--Columbia with SSO login.

Language dc:language.iso

eng, English

Identifier URI

https://doi.org/10.32469/10355/43175

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/43175