Page 39 - IO1-Report

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

What is your
level of Turkish language?

Girls Boys

Do you want to Yes 3.98 4.01
continue your No 3.71 4.32
school education? Don’t know 3.54 3.72

Table – 15: The effect of refugee students’ Turkish level on their willingness to stay in school education. (Note:
5-very good, 4-good, 3-fair, 2-weak and 1-very weak.)

Another factor which can affect the want to go to school is age. As seen in Table-16, there is no
significant difference in average age. Therefore, age cannot explain the wish to continue school
education.

Average age
Girls Boys

Do you want to Yes 12.62 12.51
continue your No 12.61 12.14
school education? Don’t know 12.52 12.67

Table – 16: The effect of refugee students’ age on their willingness to stay in school education.

Finally, the frequency of communication with teachers is considered as the possible determinant of the
willingness to continue school education. The related scores are shown in Table-17. The average
communication frequency of RS girls who want to go to school is 2.57 which is slightly above the score,
2.33, of RS girls who do not want to go to school. The difference between scores are very small to
explain the desire to go to school. But as expected, a student who does not want to stay in school
education prefers not to communication with teachers. In accordance with this, the lowest frequency of
communication with teachers belongs to students who do not want to go to school (Table-17).

How often do you speak Turkish with
your teachers?

Girls Boys
Do you want to Yes 2.57 2.71
continue your No 2.33 2.47
school education? Don’t know 2.48 2.51
Table – 17: The effect of refugee students’ communication with teachers on their willingness to stay in school
education. (Note: How often do you speak Turkish with your teachers? 3-Always, 2-Sometimes, 1-Rarely.)

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