This study aimed to examine which relevant variables were associated with adolescents' digital reading achievement using the Programme for International Student Assessment (PISA) 2009 dataset. A ...three-level hierarchical linear model was employed to identify significant factors predicting digital reading, controlling for print reading ability, and to examine if the extent of the association remained the same across schools and countries. The results confirmed the importance of navigation, metacognitive summary strategies, attitudes toward ICT, and social online reading activities. Female students, on average, underperformed male students when controlling for other variables. However, the associations between these factors and digital reading varied across schools and countries. Navigation appeared universally predictive in digital reading according to the results of the multilevel models.
•Navigation was positively predictive of digital reading ability across schools and countries.•Attitudes toward ICT showed significant predictability in digital reading.•Metacognitive summary strategies still foster digital reading.
This study compares the different designs obtained through four raters’ scoring the open-ended items used in PISA 2009 reading literacy altogether or alternately according to the Generalizability ...Theory. The sample of the research was composed of 362 students (out of 4996 students participating in PISA 2009) who responded to the items of reading skills and who were scored by more than one rater. Two designs were created so as to be used in generalizability theory in the study. One of them was the crossed design symbolized as “s x i x r” (student x item x rater), in which students are scored by each rater in terms of the same skills. The second was the nested design symbolized as “(r:s) x i”, where each rater scored only a group of students and raters are nested in students and the items were crossed with these variables. On comparing the s x i x r design with (r:s) x i design, it was found that the relative and absolute error variances estimated for (r:s) x i design were smaller than those for s x i x r design and that therefore the G and Phi coefficients took on bigger values. On increasing the number of raters in both designs, the G and Phi coefficients also increased in the D study. While acceptable values of G and Phi coefficients were reached on reducing the number of raters by half in Booklet 2, raising the number of raters seemed more appropriate in Booklet 8.
•Using PISA data we study factors that affect reading achievement of Italian students.•We model data throughout a quantile regression (QR) setting.•QR findings are compared with OLS model ...results.•Policy implications are discussed to highlight the usefulness of QR approach.
In recent years determinants of students’ achievement has received much attention. Empirical studies have found that students’ characteristics, family background, school attended, and regional residence are major factors affecting student performance. In this paper, we analyze the 2009 OECD-PISA (spell PISA) survey to examine individual background characteristics influencing the reading achievement of Italian 15 years-old students using the quantile regression (QR) approach. The QR approach allows researchers to analyze changes in size and direction of predictor estimates on student performance across the entire distribution of reading achievement scores. Results indicate significant effects of predictors on reading achievement operating differently across quantiles, suggesting different pathways to achievement for low and high performing readers. In particular, some family background predictors (parental education, computer availability at home, and availability of a desk for homework at home), the school program attended and, the region of student residence play important but differing role for low and high performing readers. For example, parental education shows a positive effect on student reading, academic (general) programs perform better than vocational or technical, and Northern regions perform better than Center-Southern ones, with differentiated effects along the distribution of students’ reading scores. These findings should be carefully considered by policymakers when outlining strategies to enhance student performance at all levels along the reading continuum of low and high scores.
Los resultados de PISA 2009 manifiestan que el nivel educativo de los estudiantes Uruguayos se sitúa en una posición por debajo del promedio de los países de la OCDE, además, el promedio de los ...mismos discrepa entre las regiones del país. Frente a eso, este ensayo se propone a analizar los determinantes del desempeño estudiantil basado en los factores que tradicionalmente la literatura ha identificado como determinantes de la eficacia escolar. Dichos factores están relacionados con el propio alumno, con el centro educativo al que pertenece, su familia y su situación socioeconómica. Este ensayo además, procura controlar los aspectos regionales, para ello, la metodología empleada en este estudio es la regresión multinivel con la que es posible considerar la estructura jerárquica de las variables, el modelo incluye tres niveles: alumno, escuelas y regiones. Los resultados muestran que el nivel educativo de los padres, la calificación de los profesores y el nivel socioeconómico de los alumnos que concurren a la misma escuela, cuanto mayor sean sus valores correspondientes, mayor es el resultado esperado en el rendimiento de los alumnos en el área de comprensión lectora.
•In the analyses done using hierarchal (multilevel) models the impact of within school differences in SES on performance was overshadowed by the impact of between school differences in SES.•The ...impact of study orientation is systematic across countries; students in schools with a general orientation perform better than students in schools with a vocational orientation.•The main effect of study orientation on the students’ achievement remains after accounting for SES in some countries while in others it almost disappears.•With regard to the type of school, the private schools do not convey an academic advantage over public schools. In approximately half of the countries, the average score for the public schools is higher.•In the remaining countries the difference in the average scores of private school over public schools virtually disappears after taking into account the SES attributes of their respective student populations.
In some countries more than others, factors like parental socio-economic status (SES) can cause inequalities in educational achievement. Here we show how the mechanisms leading to such inequalities can be scrutinized by involving background variables which impact the relation between SES and achievement. We use the intercepts-and-slopes-as-outcomes paradigm which recognizes that the outcomes of schooling systems are not only characterized by average achievement (the intercept) but also by the achievement–SES regression slope. We show how certain background variables moderate the relationship between SES and achievement. As an illustration, we examine the relationship between reading achievement and SES, and how this is moderated by school funding and curriculum. This is done for several countries that participated in the PISA 2009 cycle.
This study investigates whether a common set of student attitudes and behavioral tendencies can account for academic achievement across different, especially high-performing, countries via analysis ...of the PISA 2009 international data set. The 13 countries examined are 5 of the top-performing Eastern countries/systems, namely Shanghai China, South Korea, Hong Kong China, Singapore, and Japan; 5 top-performing Western countries, including Finland, Canada, New Zealand, Australia, and the Netherlands; and the 3 "superpower" countries of Germany, the United Kingdom, and the United States. Ten extensively studied achievement-related attitudinal and behavioral variables-including attitudes toward school, enjoyment, learning strategies, reading habits, and reading strategies-were investigated. Overall, when comparing the East and West across the 10 variables, there were small to medium effect sizes, with Cohen's d ranging from 0.04 to 0.47, which resulted in salient differences between the 2 regions. More important, there were striking similarities across all 13 countries in their "best" predictor of reading achievement-either enjoyment of reading or utilization of reading strategies to efficiently summarize the text. Enjoyment of reading in particular was a strong predictor at both individual and country levels. This study concludes that what motivates human learning is invariant across countries with vastly different educational, cultural, and language systems.
This work has as main objective to determine the effect country, type of institution (its ownership, public or private) and their resources on educational outcomes for students of Latin-American ...education system from PISA 2009. The results obtained by applying a multilevel analysis reveal that differences in academic performance in favor of private schools are explained by the type of school providing empirical support for the hypothesis Coleman-Hoffer. The environment features student and school resources also have strong explanatory power. Regarding the former, native students in nuclear families with higher socioeconomic status and household resources get higher yields than other categories. This is especially significant in pointing out some aspects that the education system should take into account when ensuring equal educational opportunities. Regarding the latter, the size of the school, the classroom environment and the resources available in the centers have a strong influence on academic performance.
In France and Spain, children born in the same calendar year start school together, regardless of maturity differences due to their birth month. This paper analyses the educational impact of birth ...month on the probability of grade retention controlling by other covariates. Using the PISA 2009 database for both countries, we do identify a great impact on grade retention since students born in the last months of the year are between 70% and 80% more likely to repeat a grade than children born in the first months of the same year. We conclude that policy interventions are required in those countries to ensure that individuals are not unfairly penalized by their birth month.
•To assess the impact of DIF on background variables in a multi-level regression analysis.•Results show the impact of DIF cannot be ignored.•DIF is mitigated using country specific item ...parameters.•Different IRT models and person parameter estimation methods are used.•Impact of DIF is more for PCM than GPCM & more for EAP than WML estimates.
Results of the PISA project have shown that the school average socio-economic status is an important background variable that explains a lot of variance in the student results. However, if the socio-economic variable which is measured at the student level is biased across countries due to a cultural bias, then the aggregated variable (at school level) is also subject to error. In this article, DIF (Differential Item Functioning, i.e., item bias) is mitigated using country specific item parameters. The effect of using this approach is studied on the results from multilevel regression for different measurement models and person parameter estimation procedures. Results showed that for countries affected by DIF the impact on the regression coefficients cannot be ignored. The effect is shown to be more for the PCM than the GPCM and generally more for the EAP estimates than the WML estimates.
This study investigated effective teaching factors and student reading strategies as predictors of student reading achievement in the United States and China. Participants were 10,348 students in the ...2009 Program for International Student Assessment (PISA) study, 5115 from China and 5233 from the United States. Exploratory factor analysis (EFA) revealed 22 effective instructional indicators in a four-factor structure in the two countries: morality, environment, strategies, and stimulation. The results from hierarchical multiple regression (HMR) indicated that both effective instructional factors and student reading strategies predicted student reading achievement in the United States and China. In particular, morality and stimulation were significant for the Chinese sample and not significant for the US sample. Environment and strategy were significant for both countries. Text-summarize was not significant for both countries. Text-discuss content was not significant for the Chinese sample and significant for the US sample. Text-underline and summary-check paragraph were significant for the US sample only. Summary-write own words was significant for the Chinese sample only. These results were explained from both economic and cultural perspectives. The high-speed economic development in China affected teachers' beliefs and values about education. From cultural perspectives, some results may have been caused by cultural uniqueness. A typical example was Chinese teachers not advocating text-discuss content associated with Confucian beliefs of learning while the US teachers perceived this as important since they were nurtured in the Western culture. This study also proposed a notion of "cultural free factors" related to teaching and learning that may be important for culture studies.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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