Page 37 - IO1-Report

KA201 - Strategic Partnerships for School Education
The Universal Language of Mathematics (2018-1-TR01-KA201-059704)

Refugee Students Turkish Students
Girls Boys Girls Boys

Do you think Yes 79% ≈ 80% 93% ≈ 96%
you’ll be No 21% ≈ 20% 7% ≈ 4%
successful
in school? No reply - - - -
Table – 11: Confidence about their success.
(Note: The sign ≈ means that the difference is not statistically significant.)

About the school adaptation of RS, Table-12 uncovers a vital fact. There is high amount of uncertainty
on their willingness to stay in school education. Under the presumption that “the belief to be successful”
determines the willingness to continue school education, the situation of integrating RS to TES becomes
more promising. A student who cannot be confidence about his/her success in school education loses
his/her willingness to stay in school. This fact can be seen when Turkish students’ panels of Table-11
and Table-12 are compared. Table-12 reports that the ratio of desperate RS who do not want to continue
school education is close to the ratio of desperate Turkish students. Therefore, the difference between
refugee and Turkish students’ belief to be successful reported in Table-11 is originated from the
uncertain life conditions that RS face with. Thus, if supportive programs and policies reduce the
uncertainty about the life conditions of RS and/or convince RS about the additive structure of education,
willingness of RS can be raised to comparative levels.

Refugee Students Turkish Students
Girls Boys Girls Boys
Yes 72% > 59% 93% ≈ 96%
Do you want to No 1% < 7% 7% ≈ 4%
continue your
school education? Don’t know 22% ≈ 27% - -
No reply 5% ≈ 7% - -
Table – 12: Willingness to stay in school education.
(Note: The sign ≈ means that the difference is not statistically significant.)

Like the belief to be successful, family help is an important determinant of willingness to continue school
life. As seen in Table-13, RS who do not want to stay in school education suffers from inadequate family
help in their lessons. While 75% of RS boys who want to continue education receive family help, this
fraction is 57% for RS boys who do not want to continue. Therefore, families would be informed about
the TES and importance of education for their children, and they would be trained to be able to support
their children.

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