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The purpose of this study was to examine the correlation between mathematics achievements and ownership of the home educational resources of students via Latent Class Analysis (LCA) using Programme for International Student Assessment (PISA) 2015 study. Although 5895 15-year-old Turkish students were participated in PISA study, the data of 5355 students were included in the analysis because of the missing data of the selected variables. 12 items which were related to students’ home educational resources were used in LCA analysis. As a result, 3 classes were determined; 32% of students were in 1st latent class, 29% of students were in 2nd latent class and 39% of students were in 3rd latent class. It was revealed that students in 1st latent class had only “a desk to study at”, “a quiet place to study”, “books to help with your school work” and “a dictionary” while students in 3rd latent class had all the home educational resources (12 items). Furthermore, it was shown that students in 3rd latent class had the highest mathematics score while students in 1st latent class had the lowest mathematics scores.

DETERMINATION OF STUDENTS’ PROFILES ACCORDING TO HOME EDUCATIONAL RESOURCES AND MATHEMATICS ACHIEVEMENT VIA LATENT CLASS ANALYSIS