Abstract
The aim of this study was to investigate relations between the
factors related to Turkish students' reading abilities and the factors
related to facilities that both students and families had, according
to PISA 2009 results. The main reason that researchers do not
employ canonical correlation analysis to determine relationship
between the variables is that interpreting the results are difficult
and complex. By calculating unique and common variance
associated with variables in each variable sets, canonical
commonality analysis helps to determine accurately degree of
multicollinearity between the variables, suppressor variable (if
there is) and related importance of variables in a canonical model.
Thus, it helps researcher make more accurate and reliable
interpretation. In this study, predictor variable set consists of
factors related to facilities that students and family had and
criterion variable set consists of factors related to students' reading
abilities. Relationship between variable sets were investigated
with canonical commonality analysis. As a result, predictor and
criterion variable sets explained 31.7 % of variance in students'
academic success. In addition, according to commonality analysis,
utilizing information technologies while preparing homework variable
was a suppressor and there was a great multicollinearity between
facilities that students had at home and socio-economic status of families
variables.