© Kamla-Raj 2015 Anthropologist, 21(3): 482-488 (2015)

School Culture and Academic Achievement of Students:

A Meta-analysis Study
Fatih Bektas1, Nazim Çogaltay2, Engin Karadag3 and Yusuf Ay4
1,3,4
Eskisehir University, Faculty of Education, Department of Educational Sciences,
Eskisehir, Turkey
2
Mus Alparslan University, Faculty of Education, Department of Educational Sciences,
Mus, Turkey
E-mail: 1<[email protected]>, 2<[email protected]>,
3
<[email protected]>, 4<[email protected]>
KEYWORDS Academic Achievement. Meta-analysis. Culture. Society

ABSTRACT The relationship between school culture and academic achievement was tested through meta- analysis
in this paper. 54 studies of which only 25 can be included to the meta- analysis were examined in literature review.
Through this paper, sample group of 20287 people was formed by gathering 25 independent studies. Based on the
findings of analysis which were made by using random effects model, there were no publication bias in the obtained
data and it was confirmed that school culture had a statistically significant effect on students’ academic achievement.

INTRODUCTION Hofman et al. 2002; Macneil et al. 2009; Pritchard

et al. 2005; Worrel 2014). Many variables have
Culture is a product of the interaction between impact on the academic achievement of students,
various factors. As a subject of many fields such and this paper aims to employ a meta-analysis
as anthropology, ethnography and sociology, method on the results of studies on school cul-
(Güvenç 1994) culture can be defined as a collec- ture and student achievement.
tive thinking schedule depending on the exist-
ence and unity of an interacting group of people, METHODOLOGY
and it differentiates a group of people from oth-
ers (Hofstede 1980; Sisman 2002). Research Design
Likewise culture, every organization can have
a culture unique to itself (Hofstede 1991). School The effect of school culture on students’ ac-
is a distinctive organization. In this regard, it has ademic achievement was tested through meta-
subjective properties and it is hard to analyze analysis. Meta-analysis is a technique to find an
and understand it with an objective approach effect size by combining the findings of inde-
(Balci 2007; Demirtas 2010a; 2010b; Hoy and Mis- pendent quantitative studies on a specific issue
kel 2010; Sisman and Turan 2005). Many vari- statistically (Lipsey and Wilson 2001).
ables such as socialization, rituals, language, au-
thority, economics, and technology have an im- Literature Review Strategy and Inclusion/
pact on this process (Waller 1932). Organizations Exclusion Criteria
such as schools in particular, are products of the
cultural paradigm in the society. Moreover, ev- First, a literature review was carried on the
ery school cultivates a culture that separates it Higher Education Council Proquest and Ebsco
from other schools depending on the special en- academic databases in order to identify the stud-
vironment, varying inputs and processes (Dim- ies to be included in the meta-analysis. At this
mock and Walker 2005; Marzano et al. 2005; stage, the review was performed using academic
Morey and Luthans 1985). achievement and student achievement terms
Despite the uniqueness and hard-to-identify based on school culture term. Due date for the
objective aspect of school culture, it affects many included studies is April 2014. The study includes
variables related to schools (Bass 2004; Bektas doctorate and postgraduate theses and research-
and Ocal 2012; Bellou 2010; Sezgin 2010; Yavuz es in peer-reviewed journals.
2010), and it is among the most important factors Various strategies are used to determine the
in explaining student achievement (Brown 2005; suitable studies for the meta-analysis. Literature
SCHOOL CULTURE AND ACADEMIC ACHIEVEMENT 483

review was first reduced to subject, keyword and ment value of the power and direction of rela-
abstract factors, and a research pool of 54 stud- tions between study variables (Borenstein et al.
ies was finalized with all related school culture 2009). Correlation coefficient takes a value be-
and academic achievement studies. 29 studies tween +1 and -1, which means that the r value
were excluded according to the below criteria. was converted into the value in z table for the
Descriptive statistics of the said 25 studies are calculations (Hedges and Olkin 1985).
given in Table 1. There are two basic models used in meta-
The study employed the following inclusion analysis studies: fixed effect model and random
criteria: effect model. To decide on which model to use,
ƒ Researches during the 2004-2014 period, characteristics of researches included in the meta-
ƒ Required statistical data for correlational analysis are analyzed in terms of meeting the pre-
meta-analysis (n and r or R2 value), requisites of models (Borenstein et al. 2009; Hedg-
ƒ Researches measuring school culture and es and Olkin 1985; Kulinskaya, et al. 2008; Little et
student achievement, al. 2008). If researches are not deemed to be func-
The study employed the following exclusion tionally equal, and if it is aimed to make a general-
criteria: ization in bigger populations with the calculated
ƒ No quantitative data (such as compilations, effect size, random effect model should be the
theoretical studies, and qualitative studies), preferred method. Given all these conditions, ran-
ƒ No correlation value in the study, dom effect model was employed in the meta-anal-
ysis operations. Comprehensive Meta-analysis
Coding Process was used for data analysis.

Coding process, which aims to extract clear RESULTS

and suitable data from complex data, is basically
a data sorting process (Çogaltay et al. 2014). For Publication bias was determined before mov-
this purpose, first a coding form was created and ing on to the analysis of researches included in
coding was carried out before moving on to sta- the meta-analysis. Publication bias is basically
tistical analysis. To determine the reliability of dependent on the assumption that not all re-
the coding process, coding was performed by searches on a subject could be published. Since
two researchers. Cohen’s Kappa inter-rater reli- researches with no statistically significant rela-
ability coefficient was calculated as .91. Coding tions or low level of relations are not seen fit for
form was finalized by taking research references, publication, this situation negatively affects the
sample data and quantitative data into account. total effect size and creates a biased increase in
the average effect size (Borenstein et al. 2009;
Statistical Procedure Hanrahan et al. 2013; Kulinskaya et al. 2008). This
publication bias, which is also called as missing
Pearson Correlation Coefficient (r) is used in data, negatively affects the total effect of meta-
calculating the effect size, a standard measure- analysis studies. In this sense, publication bias

Table 1: Characteristics of researches included in the meta-analysis

Options 1 2 3 4 5 6 Total

Publication Date of Research 2014 2012 2010 2009 2008 2007 25100
N 1 4 4 3 3 4
% 4 16 16 12 12 16
2006 2005 2004 - - -
N 1 3 2
% 4 12 8
Research Type Thesis Article - - - - -
N 15 9 25
% 60 40 100
Sample Group Principal Teacher Student - - -
N 3 16 6 25
% 12 64 24 100
484 FATIH BEKTA, NAZIM ÇOGALTAY, ENGIN KARADAG ET AL.

Fig. 1. Funnel plot of publication bias

is taken into consideration in meta-analysis stud- ie’s (2000) trim and fill test are given in Table 2 in
ies (Çogaltay 2014). The following questions were order to evaluate the influence quantity of pub-
answered to analyze the publication bias of this lication bias obtained from the meta-analysis. As
study: seen in Table 2, there is no difference between
ƒ Is there any proof of a publication bias? the observed effect size and the virtual effect
ƒ Can general effect size be the result of a size created to correct the publication bias
publication bias? effect.
ƒ What percent of the total effect size depends After determining that there is no publica-
on publication bias? tion bias effect in the studies included after the
A set of calculation methods were used in
meta-analyses to give statistical answers to the funnel pilot and Duval and Tweedie’s (2000) trim
above questions. The primary method is funnel and fill test, meta-analysis calculation on school
plot. Funnel plot of the studies included in this culture and academic achievement of students
research is given in Figure 1. Figure 1 shows no was performed next. Table 3 shows a positive
proof of an effect caused by publication bias in relationship between school culture and academ-
the studies included in the meta-analysis. This ic achievement. The effect value of school cul-
research shows no proof of publication bias in ture on academic achievement is calculated as
25 studies included in the meta-analysis. .23. This value shows a low level (see Cohen
While there is no proof of publication bias in 1988) effect of school culture of the academic
the funnel plot, the results of Duval and Tweed- achievement of students.
Table 2: Duval and Tweedie’s (2000) trim and fill test results

Excluded study Point estimate CI (Confidence Interval) Q

Lower Upper
limit limit

Observed values .23 .14 .31 965,466 *

Corrected values 0 .23 .14 .31 965,466 *
SCHOOL CULTURE AND ACADEMIC ACHIEVEMENT 485

Table 3: Correlation findings between school culture and academic achievement; Meta-analysis results

Variable k N r CI (Confidence Interval) Q

Lower Upper
Limit Limit

School culture 25 20287 .23* .14 .31 965,466 **

DISCUSSION tual support between stakeholders, shared be-

liefs, occupational development support, family
This meta-analysis paper aims to make a support, and recognition of the needs of all stu-
quantitative summary of relations obtained from dents (Barent 2005; Deal and Peterson 1999; Le-
studies on the relationship between school cul- ithwood and Louis 1998).
ture and academic achievement of students. The
narrow confidence interval of the meta-analysis CONCLUSION
study shows that results of studies included in
the research are reliable. This finding is signifi- The meta-analysis of the relationship between
cant for making more reliable decisions about school culture and student achievement reveals
the direction and power of the relations obtained that school culture variable has a significant ef-
through meta-analysis (Çogaltay et al. 2014). fect on student achievement. However, the con-
Meta-analysis results show that school cul- cept of academic achievement has been a con-
ture has a low level (r=.23) of positive effect on troversial issue for many years and is influenced
the academic achievement of students. Howev- by many variables. From this aspect, the effect
er, given the complex nature of the concept of level obtained from this study can be said to be
school culture, the value obtained from this study highly significant. In this context, achievable vi-
has a significant effect on the achievement of sions and missions should be set with a holistic
students. Many studies on the relationship be- approach in order for the unique school culture
tween school culture and the academic achieve- of every school to contribute to the academic
ment of students show a significant relationship achievement of students.
between two variables (Bowles 2000; Hofstede
1998; Karadag et al. 2014; Smith 2006; Tucker RECOMMENDATIONS
2011; Zuniga-Barrera 2006). Said studies state
that the dominant culture in schools has impact This paper is significant in showing the im-
on all stakeholders, especially on students. A pact of the school culture on the students’ aca-
positive school culture helps students to feel demic achievement. Understood from this result,
more connected to the objectives of the school, all stakeholders of the school (administrators,
thus improving the academic achievement teachers, parents, school environment) should
(Demirtas 2010; Gruenert 2005). be rigor for necessary construction of school
Taking Cohen’s (1988) classification into con- culture supporting the academic achievement of
sideration, study finding revealed that school students. However, this effect can only be con-
culture had a small (r=.23), positive effect on stu- sidered as a result of quantitative research find-
dents’ academic achievement. Based on the anal- ings, so we need in qualitative research to un-
ysis, it was seen that this effect was statistically derstand this effect more depth. In this context,
significant (p< .05). This finding should be eval- researchers should provide more detailed infor-
uated with factors such as the fact that the con- mation and findings to all stakeholders in devel-
cept of school culture has a complicated nature opment of school culture that supports the aca-
and students’ achievement has a lot of precur- demic achievement of students with qualitative
sors. Within this context, this paper had impor- research. However, it should be performed the
tance because its finding showed that students’ meta-analysis relevant studies for other variables
achievement had an effect on school culture. that affect academic achievement (academic lead-
School culture plays a significant role in the ership, teaching methods, school climate). This
academic achievement of students. This effect paper mainly deals with the school culture.
depends on school culture factors such as mu- Hence, more detailed studies and result compar-
486 FATIH BEKTA, NAZIM ÇOGALTAY, ENGIN KARADAG ET AL.

isons can be done by evaluating moderator vari- *

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488 FATIH BEKTA, NAZIM ÇOGALTAY, ENGIN KARADAG ET AL.

APPENDIX

The abstract of study features in findings of the analysis

of school culture and academic achievement