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    Curriculum Theory: Ralph Winfred Tyler's Contributions
    (Bayburt University, 2024) Kuzu, Hateme Aysel; Erdem, Cahit
    Curricula are based on a comprehensive and interconnected process that extends from paradigm to theory and from theory to models. Hence, theoretical background of curricula is of great significance. Today, the models, which are seen as the practical face of the curriculum, stand out, but the curriculum theories underlying the models are not sufficiently addressed in the literature in Türkiye. This study draws attention to the importance of curriculum theory and focuses on Ralph Winfred Tyler, one of the pioneers of the field, and his curriculum theory. In the first part of the study, the relationship between paradigm, theory and model and the classification of curriculum theories are mentioned. In the next part, Ralph W. Tyler's life, his perspective on education and curriculum, and curriculum theory were explained. After the curriculum development model was expressed, the past and present reflections of Tyler's work were discussed. A better understanding and discussion of Tyler's rationale, which continues to be influential today, in the light of various developments will contribute to the field of curriculum theory.
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    A meta-analysis of the effect of parental involvement on students’ academic achievement
    (Commonwealth of Learning, 2020) Erdem, Cahit; Kaya, Metin
    This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature. © 2020, Commonwealth of Learning. All rights reserved.
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    Socioeconomic status and wellbeing as predictors of students' academic achievement: evidence from a developing country
    (Cambridge Univ Press, 2023) Erdem, Cahit; Kaya, Metin
    The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students' academic achievement, particularly in developing countries; thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students' achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country.
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    Socioeconomic status and wellbeing as predictors of students' academic achievement: Evidence from a developing country
    (Cambridge University Press, 2023) Erdem, Cahit; Kaya, Metin
    The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students' academic achievement, particularly in developing countries; thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students' achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country. © The Author(s), 2021. Published by Cambridge University Press.
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    Students' Well-Being and Academic Achievement: A Meta-Analysis Study
    (Springer, 2021) Kaya, Metin; Erdem, Cahit
    A considerable amount of literature has been published on students' well-being, but empirical research has yielded ambiguous results regarding the relationship between well-being and academic achievement. Meta-analysis studies on this issue are scarce, and the available studies focus on a single domain of well-being. Meta-analyses investigating students' general well-being and academic achievement are needed. To this end, we carried out a meta-analysis study on the association between students' general well-being and academic achievement based on data from correlational studies involving 54,426 participants in 81 independent samples. We report a significant and positive but small effect size based on this dataset. The effect sizes differ significantly in terms of the moderator variables of publication year, age, school level, and publication type, while the correlation is robust across well-being domains, academic areas, scale types, and development levels of countries. Results are discussed and implications are suggested in line with the literature.