Page 38 - IO1-Report

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

Does your family help you
in your lessons?

Girls Boys

Do you want to Yes 58% < 75%
continue your No 40% < 57%
school education? Don’t know 46% < 65%

Table – 13: The effect of refugee students’ family support to lessons on their willingness to stay
in school education. (Note: The sign ≈ means that the difference is not statistically significant.)

The comparison of RS with Turkish students in terms of family help they receive is presented in Table-
14. For Turkish student, the difference between boys and girls is not statistically significant and the vast
majority (82% - 86%) of Turkish students take advantage of family help in their lessons. However,
lower fraction of RS can receive family help. There is a significant discrimination against RS girls and
the lowest ratio of family help is observed. 56% of RS girls are supported by their families in their school
education. As a result of great efforts in TES, discrimination against girls is in phase of elimination and
a similar effort is needed again to promote family help to RS girls.

Refugee Students Turkish Students

Girls Boys Girls Boys

Does your family Yes 56% < 70% 82% ≈ 86%
help you No 44% > 30% 18% ≈ 14%
in your lessons? No reply - - - -

Table – 14: Family support to lessons.
(Note: The sign ≈ means that the difference is not statistically significant.)

The willingness to stay in education is among the most important inputs of school adaptation. All
adaptation policies and programs become meaningless and useless, if students do not want to continue
their education. Alike family help, this survey further investigates the other possible factors which are
capable of affecting willingness to continue education. The effects of Turkish language level on school
continuation is reported in Table-15.
As seen, all reported Turkish language levels pretty high and close to “good” level of Turkish. The results
of RS boys are a bit misleading: the highest Turkish score (4.32) belongs to boys who do not want to
go to school (Table-15). Thus, for boys there is no rational relationship between desire to go to school
and Turkish language level. However, generally, refugee students who get the lowest Turkish scores
are those who are not sure whether he/she is able to continue education. This fact is valid for both
refugee girls (3.54; the lowest score among girls) and refugee boys (3.72; the lowest score among
boys). At this stage it is difficult to identify the direction of causality. The uncertainty on the life condition
of RS may restrain them to improve their Turkish language.

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