Bilingual and monolingual students’ out-of-school learning environment in Turkey - A comparative study based on PISA 2018 data

Oct 15, 2026

Uploaded by Aran

Students’ out-of-school learning environment strongly influences school success and can reproduce inequities that disadvantage specific groups. In Turkey, bilingual students are often disadvantaged because they frequently come from immigrant families with low socioeconomic status. Using PISA 2018 data, this study compares monolingual and bilingual students’ out-of-school learning conditions across multiple variables, finding meaningful differences with medium effect sizes. The results suggest an inequity issue requiring system-wide reforms, while targeted precautions such as parental training and improved access to educational sources and technologies may mitigate negative effects.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Abstract

Citation and Publication History

1. Introduction

1.1. Problem

Method

Results

Discussion and Conclusion

References

Asian Journal of Education and Training Vol. 9, No. 3, 75-80, 2023 ISSN(E) 2519-5387 DOI: 10.20448/edu. v9i3 .4985 © 2023 by the author; licensee Asian Online Journal Publishing Group Bilingual and monolingual students’ out-of-school learning environment in Turkey: A comparative study based on PISA 2018 data Cenan Isci Karamese Dokuz Eylul University, Turkey. Email: [iscicenan@gmail.com](iscicenan@gmail.com) Abstract Students’ out-of-school learning environment is one of the most prominent factors affecting their school success, which is mostly a source of inequity unfavoring disadvantaged groups. In some countries including Turkey, bilingual students are among disadvantaged groups because most of them are from immigrant families with low socioeconomic status. PISA provides extensive data about students’ out-of-school learning environment to be analyzed. In this context, the purpose of this study is to compare monolingual and bilingual students’ out-of-school learning environment based on PISA 2018 data. The participants of this study are the PISA 2018 sample of Turkey including 6890 15-year-old students selected from 186 schools through stratified random sampling. PISA 2018 data were collected by PISA Student Questionnaire, which is an online data collection instrument. Results showed that there are meaningful differences between monolingual and bilingual students with respect to all variables representing their out-of-school learning environment with medium effect sizes. These findings indicate a possible inequity problem in the Turkish Education System with respect to out-of-school learning environments unfavoring bilingual students. To achieve a permanent solution, socio-economic inequities need system-wide reforms that are often difficult to execute. However, it is possible to reduce the negative effects of this problem by means of some precautions. In this regard, providing training for parents and increasing the accessibility of schools’ educational sources and technologies for disadvantaged students were suggested in this study. Keywords: Bilingualism, Inequity, Out-of-school learning environment, PISA 2018, Socioeconomic status. Citation | Karamese, C. I. (2023) . Bilingual and monolingual students’ out-of-school learning environment in Turkey: A comparative study based on PISA 2018 data. Asian Journal of Education and Training, 9(3), 75–80. 10.20448/edu.v9i3.4985 History: Received: 26 May 2023 Revised: 10 July 2023 Accepted: 28 August 2023 Published: 15 September 2023 Licensed: This work is licensed under a Creative Commons Attribution 4.0 License Publisher: Asian Online Journal Publishing Group Funding: This study received no specific financial support. Institutional Review Board Statement: The Ethical Committee ofthe Dokuz Eylul University, Turkey has granted approval for this study (Ref. No. 715202 (347992)) . Transparency: The author confirms that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing. Competing Interests: The author declares that there are no conflicts of interests regarding the publication of this paper. Contents 1. Introduction ...................................................................................................................................................................................... 76 2. Method ............................................................................................................................................................................................... 77 3. Results ................................................................................................................................................................................................ 78 4. Discussion and Conc

FAQs

What is the purpose of the study?

The study compares monolingual and bilingual students’ out-of-school learning environment using PISA 2018 data to identify differences linked to inequity.

Who participated and how was the sample selected?

Participants are the PISA 2018 sample of Turkey, including 6,890 15-year-old students selected from 186 schools through stratified random sampling.

What do the results show about monolingual and bilingual students?

Meaningful differences were found between monolingual and bilingual students across variables representing out-of-school learning environment, with medium effect sizes.

What measures does the study suggest to address the problem?

The study recommends system-wide reforms to address socioeconomic inequities and suggests precautions such as training for parents and increasing disadvantaged students’ access to school educational resources and technologies.

Oct 15, 2026

Uploaded by Aran