Зовнішні фактори впливу на результативність участі здобувачів освіти у зовнішньому незалежному оцінюванні в розрізі адміністративно-територіальних одиниць

Abstract

The article is devoted to the issue of determining the external factors influencing the effectiveness of the participation of students of basic secondary education in the external independent evaluation in terms of two administrative- territorial units representing different regions of Ukraine. The study is based on the results of a survey of eleventh-graders in Lviv and Zaporizhzhya regions on their attitudes and strategies for preparing for testing. The study also used generalized statistics on the effectiveness of the participation of students who took the survey in the external independent evaluation. Hypothesis tested, that the results of external independent evaluation of its participants depend linearly on such external factors as the strategy of preparation for external evaluation, the level of logistics of the process of preparation for home and the social status of parents who should finance additional investments in their children’s education. Strategies for preparation for external evaluation are combined into those that do not require (self-preparation and preparation during lessons), and those who need (tutoring and preparatory courses at higher education institutions), additional financial infusions from parents. It is proved that the linear relationship between the results of the EIT and the application of strategies for its preparation, which do not require financial injections, is not significant. There is a direct linear strong link between the results of the external independent evaluation and the strategy for preparing for testing (in our case, tutoring classes), which require the infusion of additional financial resources from the family. There is also a significant linear relationship between the results of testing students and the social status of their parents, who have the appropriate economic capital to finance the additional costs of preparing children for external evaluation. Tutoring is attended by 12% to 25% of students in Zaporizhzhya and 32% to 52% in Lviv. This is how we explain the difference between the average results of external evaluation in the two regions. Mathematical regression models have been developed, where the result is the average result of the external evaluation, and the factor characteristics are the percentage of students who work with a tutor, the average level of logistics of preparing students for external evaluation at home, social status of parents. Thus, it has been established that the economic capital of the family is one of the external factors in the effectiveness of students’ external independent assessment.