12.09.2015ib day İstanbul, turkey1 a comparative study of the ibdp and non- ibdp graduates in...

19.04.23 IB Day İstanbul, Turkey 1

A comparative study of the IBDP and non-IBDP graduates in respect of their

achievement at university entry and life

Armağan Ateşkan, PhD InstructorJale Onur, EdD Educational Consultant

Sıla Sagun, PhD student, Teacher

IBDP in Turkey

∆since 1994 number increasing continuously

∆subject to Ministry approval

∆overload and misalignment problems

∆no direct entry recognition or university credits ∆brings an international dimension/standards to existing national education


Objectives

∆ Exploration and comparison of post-secondary outcomes between

IBDP and non-IBDP graduates some attributes of IBDP and non-

IBDP graduates


Research Process∆ Relations with concerned parties

Letters sent to schools (16 out of 19) IB coordinator meetings (3) Visits to universities (4 out of 5)


Research Process


Research Question

∆ How do scores on the Turkish national university entrance exam compare between IBDP and non-IBDP graduates?


Research Question

∆ How does university academic performance compare between IBDP and non-IBDP graduates?a. university grade averageb. individual subject course gradesc. rate of continuation at the same facultyd. graduation rates


Methodology: Sample (2009-2013)

Name of University

IBDP graduates

Non-IBDP graduates

University 1(Foundation)

280 (72.7%) 268 (71.2%)

University 2(Public)

51 (13.2%) 52 (13.8%)


38 (9.9%) 40 (10.7%)


16 (4.2%) 16 (4.3%)

Total 385 376


Methodology

Comparison of academic performance at university entry

Data∆national university entrance examination scores

Data analysis∆Independent samples t-test


National university entrance examination results

IBDP graduates

Non-IBDP graduates

Exam category Scores Scores

TM-1 380.729 407.652

TM-2 418.174 447.976

MF-4 465.446 486.805


Methodology

Comparison of academic performance at university

Data∆cGPAs∆Individual subject scores

Turkish, English, mathematics, chemistry and physics

∆Rate of continuation at the same faculty∆Graduation rate

Data analysis∆Independent samples t-test


Results-Academic performance at university

IBDP Graduates

Non-IBDP graduates

Scores (out of 4)

cGPA 3.04 2.69

Turkish 3.59 3.24

English 3.27 2.58

Mathematics 2.49 2.32

Chemistry 2.75 2.44

Physics 2.54 2.29



Rate of continuation at the same faculty

IBDP graduate

Non-IBDP graduate

Yes 75.1% 94.4%

No 24.9% 5.6%



Graduation rate (4 years)(2009 cohort)

IBDP graduate Non-IBDP graduate

Yes 61.4%N=43

22.9%N=16

No 38.6%N=27

77.1%N=54


Research Question

∆ How do IBDP and non-IBDP graduates perceive that their high school programs prepared them for university?a. sense of belonging to the universityb. critical thinking skillsc. academic preparation d. time management


Methodology

SampleInstruments∆An online questionnaire to collect data on

time management (Britton & Tesser, 1991) and sense of belonging (Goodenow, 1993),

∆SHL Critical Thinking Test of the International CEB SHL Company. ∆Focus group interviews


Methodology Participants

Instruments IBDP graduates

Non-IBDP graduates

Total

Online questionnaire

43 38 81

Critical thinking test

39 33 72

Focus group interviews

39 33 72


SENSE OF BELONGING


Results-Sense of belonging

Quantitative results of questionnaires

PSSM Mean (out of 5)

IBDP graduates (n=43)

3.98

Non-I8BDP graduates (n=38)

3.97



Positive (High School Impact)

• easy to adjust• same friends• similar school culture• similar background

• variety of high school subjects

• flexibility

Negative (High School Impact)

• more belonging to high school

• long adjustment period

• same friends

• no impact



Positive (Life at university)

• activities (clubs)• same friends• English

proficiency/no prep year

• Transfer possibility

• extra-curricular activities• variety of student profile• time spent at university • proud of campus • English prep year• Interaction with instructors

Negative (Life at university)

• exclusion• not enough social life• Lack of rigour• Peers’ language

proficiency

• Workload• Adjustment to courses


Non-IBDP Focus group member:

“It is really like my home. Even though I am living in dormitory, I am stating that I am going home. ”


CRITICAL THINKING SKILLS


Results-Critical Thinking SkillsQuantitative results

IBDP graduates

Non-IBDP graduates

NMG1 18.36 20.18

VMG1 34.46 35.82

DC3.1 28.64 29.70


Results-Critical Thinking Skills

The definition of Critical Thinking

IBDP graduate Non-IBDP graduate• analysis• creativity• finding solutions• questioning• different perspectives/alternatives• acknowledgement of

prejudice

• analysis• values of others’ ideas• considering advantages

and disadvantages of a situation



Positive (High school impact)

• extended essay• TOK• essays• science exam questions

• class discussion• inquiry based

according to teacher

Negative (High school impact)

• no negative comments • Memorization, didactic

• exam oriented• no social activities• dershane (cram

courses)


IBDP Focus group member:

“None of the physics or mathematics questions we answered in IBDP were solved with formulas directly. You needed to think first, for example, you needed to ask yourself ‘should the uncertainties be included?’ or ‘should I calculate this one?’. I think this part is very different.”


Non-IBDP Focus group member:

“… in terms of learning, we learned the information in a way that will be asked in the exam instead of discussing it in different ways, I think. That was how it happened for me. Now, it has changed at university, we actually have experienced the gap between high school and university education.”




• no taboos• questioning• discussion of

movies

• variety of friends• different perspectives and

ideas• in-class discussions• CTS improved• research (technology)

Negative (Life at university)• memorization,

didactic teaching • no HOTs questions


IBDP graduate focus group member:

“Simply I love watching movies, I watch them very often. For example, I can see and catch the fine details such as a criticism or an image easily. While my friends are watching the same movie, they do not notice the details, they try to see. I can see the details now … again, for example, there are people who say ‘the movie was good, I liked it’ and there are people who discuss the movie. I am in the second group.”


ACADEMIC PREPARATION


Results-Academic preparationStudy habits


• last day study as a

group

• individual study

• note taking

• regular study• continuous• listen well in class• complete assignments• review course material,

summarize• study during exam period• private tutoring




• critical thinking skills• self-confidence • both MoNEP and IBDP• multi-tasking• precise answering skills

• prepared better for mathematics/science

• analytical skills


• does not help to improve regular study habits

• Didactic, training for exams, no essays

• chronological• education system different

from university




• no need to work hard• timesaving (similar course materials-

novels)• get more courses

• applied classes at university

• lots of homework-practice

• critical and analytical


• lots of homework-busy work

• grade concern


IBDP focus group member:

“Thanks to TOK and English courses that I have taken at high school, the English courses in my first year (and even a humanity course in my second year which included 600-800 word assignments) were OK. Some of my classmates had a hard time to complete these assignments, which were very easy for me to complete because of the courses that I took at high school.”


TIME MANAGEMENT SKILLS


Results-Time Management SkillsQuantitative results

IBDP graduates Non-IBDP graduates

Time management questionnaire results(out of 5)

3.06 2.92


Results-Time Management Skills

The definition of TM

IBDP graduate Non-IBDP graduate• calm• meet due dates• prioritize• use organizer

• multitasking• use scarce resources efficiently• flexibility• control• balance• plan (daily/monthly)• prioritize• use to do list




• multitasking• extended essay• crisis management

• counselling


• no regular study habits• national university

entrance examination pressure

• no organizer• no room for self-

planning




• university schedule

• attendance requirement


• stress due to high/unrealistic expectations

• living in dormitory• no room for self-planning


Conclusion

∆ Quantitative data analysis, both for cGPAs and individual subject areas show that IBDP graduates perform better compared to the non-IBDP group even though the national university entrance examination scores of non-IBDPs were higher.


Conclusion

∆ IBDP graduates have a higher graduation rate at the end of the normal four years of university study.

∆ The education received at high school plays an important role on how a student can use his or her potential at university.


Conclusion

∆IBDP education seems to help students activate their potential and convert it into competencies that they can use better in university compared to the non-IBDP graduates.


References∆ Ateşkan, A, Onur, J, Sagun, S, Sands, M and Corlu, MS.

2015. Alignment between the DP and MoNEP in Turkey and the effects of these programmes on the achievement and development of university students. Bethesda, MD, USA. International Baccalaureate Organization.

∆ Britton, B., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405.

∆ CEB SHL Talent Measurement Company. Critical Thinking Test. http://ceb.shl.com/uk

∆ Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90.


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12.09.2015ib day İstanbul, turkey1 a comparative study of the ibdp and non- ibdp graduates in...

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