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The Bayesian Model Averaging (BMA) Approach for Determining the Factors Affecting the Achievement of Students with Low Socioeconomic Status

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  • Derya Topdağ

    (Bandırma Onyedi Eylül Üniversitesi, İktisadi ve İdari Bilimler Fakültesi Ekonometri Bölümü, Bandırma, Türkiye)

  • Ebru Çağlayan Akay

    (Marmara Üniversitesi, İktisat Fakültesi, Ekonometri Bölümü, İstanbul, Türkiye)

Abstract

Analyzing the relationship between academic achievement and socioeconomic background is an important subject in educational research. Even though the percentage of students with low socioeconomic status in Türkiye is higher than the international average, these students’ average mathematics achievement scores can be shown to relatively higher than international average scores. This study aims to identify the variables that influence the mathematics achievement of students with low socioeconomic status in Türkiye using the small sample size and modeling flexibility provided by the Bayesian approach. Data were employed for this purpose from the 2019 International Survey of Mathematics and Science Trends (TIMSS) 8th-grade mathematics assessment. The study uses the Bayesian model averaging (BMA) approach to determine which variables should be included in the model when working with large-scale educational data and a large number of independent variables. According to the Bayesian model averaging results, the number of books at home, students’ academic expectations, sense of belonging to school, attitudes toward mathematics, absenteeism, and exposure to bullying are the strongest predictors of mathematics achievement. The findings from this study show the mathematics failure of students with low socioeconomic status to be closely associated with negative attitudes toward school and mathematics courses, exposure to bullying, and greater frequency of homework. Furthermore, the study has determined mother’s educational level to have no influence on the mathematics achievement of students with low socioeconomic status, while gender does have an effect in terms of father’s education level. The results show students with low socioeconomic status to be impacted by the components of inequalities inside and outside of school. Consequently, education policies are expected to provide equitable opportunities for students with low socioeconomic status by taking socioeconomic inequalities into account.

Suggested Citation

  • Derya Topdağ & Ebru Çağlayan Akay, 2024. "The Bayesian Model Averaging (BMA) Approach for Determining the Factors Affecting the Achievement of Students with Low Socioeconomic Status," Istanbul Journal of Economics-Istanbul Iktisat Dergisi, Istanbul Journal of Economics-Istanbul Iktisat Dergisi, vol. 0(40), pages 1-11, June.
    • Handle: RePEc:ijs:journl:v:0:y:2024:i:40:p:1-11
    DOI: :10.26650/ekoist.2024.40.1254248
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    References listed on IDEAS

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    1. Tommaso Agasisti & Francesco Avvisati & Francesca Borgonovi & Sergio Longobardi, 2021. "What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using PISA Data," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 157(2), pages 749-781, September.
    2. Zeugner, Stefan & Feldkircher, Martin, 2015. "Bayesian Model Averaging Employing Fixed and Flexible Priors: The BMS Package for R," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 68(i04).
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