Abstract
This study aims to investigate the predictors of reading performance and how reading performance predicts mathematics and science performances in PISA 2018 Assessment. For this purpose, the country in the focus (Turkey), the highest performer (China) in the world, and the lowest performer (Mexico) among the OECD members countries were selected as the research sample. A total of 12058 students participated from China (Male=6283, Female=5775), 6890 students from Turkey (Male=3494, Female=3396), and 7299 students from Mexico (Male=3473, Female=3826) in PISA 2018 Assessment. The results revealed that ‘Index of economic, social and cultural status’, ‘Meta-cognition: assess credibility’, and ‘Meta-cognition: summarizing’ are the most significant factors affecting students’ reading literacy in all three countries. Total explained variance explained is 41%, 41%, and 39% for Turkey, China and Mexico, respectively. ‘Index highest parental occupational status’, ‘Duration in early childhood education and care’, ‘Attitude towards school: learning activities’, and ‘Subjective well-being: Sense of belonging to school’ are not significant predictors for reading literacy of students from all three countries. In addition, regarding the predictivity of reading literacy, total variance explained is 65% in mathematics performance and approximately 77% in science performance for all three countries.
Highlights
Education plays an important role in social development
The fact that the reading skills are chosen as the focal subject means that Program for International Student Assessment (PISA) 2018 results focus on reading skills rather than mathematics and science literacy
We aimed to investigate the predictors of reading performance and how reading performance predicts mathematics and science performance of Chinese (B-S-J-Z), Turkish and Mexican students in PISA 2018
Summary
Education plays an important role in social development. A good education system contributes to industrial, technological, and artistic development as well. The Program for International Student Assessment (PISA) is one of the relevant assessment processes. It measures 15-year-old students’ reading, mathematics, and science literacy every three years. The focal subject was science in 2006 and 2015, mathematics in 2003 and 2012, and reading in 2000, 2009 and 2018 (Organisation for Economic Co-operation and Development [OECD], 2019a). The fact that the reading skills are chosen as the focal subject means that PISA 2018 results focus on reading skills rather than mathematics and science literacy. This study is important in terms of revealing which factors are more effective on reading performance and its relationship with mathematics and science achievement
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