Performance In PISA Research Articles

How efficient are schools in South-East Asia? An analysis through OECD PISA 2018 data

ABSTRACT This study assesses school efficiency in six South-East Asian countries using OECD PISA 2018 data. The average PISA scores were 425.4 in mathematics, 429.5 in science, and 406.2 in reading, with Singapore scoring the highest and the Philippines lowest. Using stochastic frontier analysis, the study model's efficiency across these domains, finding average efficiency scores of 38.47% in math, 48.83% in science, and 49.82% in reading. The study also examines how ICT affects scores and efficiency, suggesting that internet-connected computers can improve PISA scores, while general computer availability may boost efficiency. This analysis offers a benchmark for schools in the region, providing insights into factors that influence both PISA performance and efficiency.

Stacking: An ensemble learning approach to predict student performance in PISA 2022

Stacking: An ensemble learning approach to predict student performance in PISA 2022

Human capital indicators as influenced by SES, cognitive and non-cognitive skills: evidence from Taiwan’s PISA performance

Taiwan’s high performance in the PISA surveys has not been unnoticed by researchers. However, both individual level research and cross-national research which is relevant for Taiwan’s PISA achievement is typically lacking, especially as regards later surveys. This article examined Taiwan’s PISA mathematics and reading achievement in 2018, using individual level data (Valid N = 6863) and cross-national data with aggregated data for 77 countries. At the individual level, socioeconomic and non-cognitive variables explain the most variance of PISA mathematics and reading. At the cross-national level, cognitive ability and average income were statistically significant with cognitive ability as the strongest predictor. As Taiwan has a high level of average cognitive ability it may regarded as a strong comparative advantage with regard to human capital.

The Complex Influence of Information Communication Technology (ICT) on Students’ Performance in Singapore: Evidence From 2018 PISA Data

This study focuses on the effects of negative and non-linear aspects of ICT use and environmental factors on PISA mathematics, science, and reading performance. Data from the 2018 PISA [the OECD’s Programme for International Student Assessment] for 6,297 15-year-old students from Singapore were analyzed. The data analysis used the IDB analyzer to construct a two-step regression model and identified four distinct patterns of how ICT factors affect PISA performance. The “U” shape pattern includes perceived ICT competence which has a significant negative linear coefficient and a positive quadratic coefficient. The “∩” shape pattern includes ICT resources, use of ICT outside of school (for schoolwork activities), ICT use outside of school (leisure) and interest in ICT. This group consists of either a significant positive linear coefficient or a non-significant linear coefficient with a significant negative quadratic coefficient. The strictly negative pattern includes the use of ICT at school in general and ICT as a topic in social interaction. This group consists of only a significant negative linear coefficient. The strictly positive pattern includes perceived autonomy related to ICT use which only has a significant positive linear coefficient. Overall, the impact of ICT factors on the three subjects was similar, with minor differences. Given the complexity of how ICT factors could negatively affect performance, policymakers will need to fine-tune ICT practices to ensure students receive the maximum benefits with optimal ICT resources.

Student well-being and mathematical literacy performance in PISA 2018: a machine-learning approach

One of the goals of the educational system is to promote the well-being of students due to its associated on their academic performance. This research aims to shed light on the main role of well-being variables (introduced by PISA 2018 for the first time, as far as our knowledge) in the mathematical competence throughout of the PISA 2018 evaluation with a sample of 35,943 Spanish students. Students ranged in age from 15 to 16 years old (SD = 0.288). Supervised learning techniques such as decision tree methodology, random forest, and a linear hierarchical model have been used throughout this study. The criterion variable was competency performance in mathematics, while the independent variables consisted of a total of 83 items extracted from the student well-being questionnaire. These predictors are grouped into five domains: physical, psychological, material, cognitive and social. We have proved that well-being plays an important role in mathematical understanding in PISA 2018. Specifically, social well-being is the most important variable in our study. To conclude, we observe that social well-being, contextualised in terms of the relationships that the students maintain with their teachers, peers and families, plays a detrimental role in mathematics achievement.

PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment

In this four-year longitudinal study, we examined how reading comprehension, as assessed with PISA reading achievement, literacy motivation, and school burnout symptoms at the end of comprehensive school predict the choice of educational track (academic or vocational) and educational attainment in upper secondary education. The sample consisted of 1351 Finnish students whose PISA reading achievement, self-concept of ability in literacy, task value in literacy, and symptoms of school burnout (cynicism and exhaustion) were assessed at the end of comprehensive school. Information concerning their educational track during the first year of upper secondary education was derived from self-reports and information concerning the completion of upper secondary education were collected from school registers. The results indicated that PISA reading achievement, self-concept of ability in literacy, cynicism, and exhaustion were unique determinants of educational track choice after comprehensive school. The results suggest that there is a need, in comprehensive schools, to consider not only the development of basic skills but also literacy motivation and school well-being, as these all can have a long-term impact on students' educational paths. Educational relevance statementThe analyses of the present data showed relatively modest predictive value on the part of PISA performance for adolescents' later educational outcomes. The results of the present longitudinal study suggested that PISA reading score does not predict the completion of upper secondary education but that it is a unique predictor of educational choice after comprehensive school over and above other predictors in the model, suggesting that the explanation for the impact of PISA reading on educational track choice is not due to gender, parental socioeconomic status, or motivational or well-being factors. In addition to the PISA reading test score, a high self-concept in literacy and also symptoms of exhaustion increased the likelihood of attending general upper secondary school, whereas symptoms of cynicism increased the likelihood of attending vocational school. The results suggest that there is a need, in comprehensive schools, to consider not only the development of basic skills but also literacy motivation and school well-being, as these all can have a long-term impact on students' educational paths.

Comparing Examination Modes in Finland and Bhutan's Education System and Suggestions for Improvement

This research paper delves into the assessment and examination systems of primary and secondary education in Finland and Bhutan. It analyzes Finland's exceptional performance in PISA and its assessment practices, emphasizing formative assessment and project-based learning. In contrast, Bhutan relies more heavily on standardized exams. The study identifies major similarities and differences, strengths, and weaknesses in both countries' examination modes. It investigates how these variations impact student learning outcomes in each nation. Through a qualitative comparative analysis research design, the paper focuses on exploring the examination methods in Finland and Bhutan's education systems. Based on the findings, the research proposes practical strategies for enhancing Bhutan's examination system. It suggests integrating formative assessment, introducing a blended approach in secondary education, and promoting research-based projects to improve the overall examination methods in Bhutan. While the study may not directly influence policy, it provides valuable insights into Finland's successful practices, which can be adapted to benefit Bhutan's education system.

What Explains Vietnam's Exceptional Performance in Education Relative to Other Countries? Analysis of the 2012, 2015, and 2018 PISA Data

Despite being the poorest or second poorest participant, Vietnam outperformed all other developing countries, and many wealthier countries, on the 2012, 2015, and 2018 PISA assessments. We investigate Vietnam's strong performance, evaluating several possible explanations for this apparent exemplary achievement. After correcting for potentially non-representative PISA samples, including bias from Vietnam's large out-of-school population, Vietnam remains a large positive outlier conditional on its income. Possible higher motivation of, and coaching given to, Vietnamese students can at most only partly explain Vietnam's performance. The child-, household- and school-level variables in the PISA data explain little of Vietnam's strong PISA performance relative to its income level. At most, they explain about 30% of Vietnam's exceptional performance in math and reading. Further research is needed to understand the exceptional performance of Vietnamese students.

The role of student effort on performance in PISA: revisiting the gender gap in achievement

Abstract International assessments are important to benchmark the quality of education internationally. However, ignoring students’ efforts in low-stakes tests can lead to biased interpretations of test performance. We use data from the PISA to analyse the potential role of student effort in explaining gender achievement gaps across countries. We build two effort measures based on students’ response times to test questions (i.e. rapid-guessing rates) and the student effort on the post-test survey (i.e. item non-response rates). We find a strong association between student efforts and test scores. After accounting for differences in effort, the estimated gender achievement gap in mathematics and science could be up to 36% and 40% of an standard deviation wider, respectively, in favour of boys. Altogether, our effort measures on average explain between 51% and 56% of the cross-country variation in test scores.

Questionnaire-taking motivation: Using response times to assess motivation to optimize on the PISA 2018 student questionnaire

This study aims to assess student motivation to provide valid responses to the PISA student questionnaire. This was done by modeling response times using a three-component finite mixture model, comprising two satisficing response styles (rapid and idle) and one optimizing response style. Each participant’s motivation was operationalized as their probability of providing an optimizing response to questionnaire items. Overall, the model offered a good fit to the data. Results indicate that most responders were motivated to optimize, with a slight decline toward the end. Further, results showed a positive effect of questionnaire-taking motivation on PISA performance, suggesting a positive relationship to test-taking motivation. In conclusion, response times can be valuable indicators for assessing survey response quality and may serve as a proxy for test-taking motivation.

Prototyping PISA-like Mathematics Problems for 8th-grade Students Using Javanese Context

Javanese context is rich of phenomena potentially used as a starting point to learn mathematics. On the other hand, the Indonesian students’ performance in PISA is consistently low due to the small number of PISA-like problems which can be used to foster the students’ mathematical literacy measured in PISA. Therefore, this research aims to develop a set of PISA-like problems using the Javanese context targeted for 8 th -grade students of Junior High School. It is a development study using Plomp’s framework in the stage of need analysis and prototyping. We have successfully developed a prototype of PISA-like mathematics problems using Javanese context. There are six items covering seven basic competences in the 8 th -grade of junior high school. The items used various mathematics skills such as communication, representation, mathematization, devising strategies, and reasoning. We could explore some Javanese contexts such as traditional building, transportation, calendar system, community meeting, and historical place. Meanwhile the school mathematics materials include number sequence, Cartesian coordinate, relation, linear function, linear equation system in two variables, and Pythagorean theorem.

Financial education in centennials: evidence from students of public and private educational institutions in the city of Loja, Ecuador

Financial education is a process through which people obtain greater knowledge about financial products and services. The objective of this research is to measure the level of financial education of "centennials" in public and private educational institutions in the city of Loja. The methodology used is of an exploratory-descriptive type, for the collection of information a survey based on the PISA test was used, which was applied to 360 students from 11 institutions of the public and private system, aged between 14 and 18 years old. The results show that the financial knowledge of the students is located at level 4 according to the PISA performance levels and that men have greater financial knowledge in relation to women, so it is necessary to implement financial education programs that allow students to reduce risk and minimize errors in decision making by improving their basic financial knowledge.

Gender Inequality and Science Education: Comparison with Brazilian Students in PISA and ENEM

Background: Natural sciences is considered a markedly masculine field of study. Despite the criticisms and changes observed in recent years, the effects on society of male science are still observed in school performance. Objectives: This study proposes to compare the performance inequality based on students’ gender in the contents of natural sciences in Brazil at the end of two learning cycles, lower secondary education (LSE) and upper secondary education or high school (USE). Design: The research was designed to identify the size of the effect on the performance of male and female groups in the International Student Assessment Program (PISA) and in the National High School Exam (ENEM) between 2009 and 2018. Setting and Participants: Public school students who, in the year in which the exam was taken, were in their final year of LSE or USE. Data collection and analysis: PISA performance data were collected from the PISA Data Explorer. From ENEM, they came directly from the database made available by INEP. We applied statistical significance tests to identify differences in performance in the natural sciences test of the two exams. Results: The PISA results indicate that there is no difference in the students’ performance based on gender. In contrast, the ENEM results indicate a difference of 0.3 standard deviations in favour of boys. Conclusions: The results point to an expansion of the gender-based differences in the contents of natural sciences during the EM.

The school effect on mathematics performance in PISA 2012: A comparison between two cantons in Switzerland

Through this research, we explored the relationship between student achievement and school environment. We compared mathematics scores from the PISA test in Ticino and Geneva. We discovered that in both cantons there is a significant but moderate school effect on student mathematics performance (around 7% of the variance is attributable to school affiliation). Based on our results, we rejected the hypothesis that the context effect was a social and/or academic compositional one. We identified other factors, related to the teaching staff (seniority) and to the organization (class size), which may partly explain the between-school variance. However, we did not identify a systematic effect, since none of the variables analyzed were found to be statistically significant in both cantons.

The PISA performance gap between national and expatriate students in the United Arab Emirates

In most education systems, students with an immigrant background perform worse academically than do native students. However, in the United Arab Emirates (UAE) differences emerge in the opposite direction and the national-expatriate gap in academic performance is equivalent to almost three years of schooling. This gap is a concern in the UAE, where national students mainly attend public schools while expatriates mostly attend private schools. In this study, to investigate the performance gap between national and expatriate students we estimate group differences and conduct linear regression analysis using data from the 2018 Programme for International Student Assessment. Results show that the gap varies by emirate and country of origin, and is greater among boys, better-off students and those attending private schools. Between 33% and 47% of this gap is explained by school type, whether public or private. We offer recommendations for the UAE that may also be useful for other high expatriate recruiting nations in development; however, in a country characterized by 85% expatriates and a maturing education policy, challenges remain.

Student and school-level factors to predict science literacy for two top-performing countries in PISA 2015: Finland and Singapore

ABSTRACT Finland and Singapore are both top-performing countries in international assessments such as PISA. Finland has been consistently one of the high-achievers regarding not only students’ literacy levels but also educational equity. Similarly, Singapore has continuously shown outstanding performance in PISA. It outperformed all the other participants in all three literacy domains in PISA 2015. We believe exploring the factors affecting students’ science literacy in these two top-performing countries will provide the low-performing countries with a useful guideline. In this regard, we aim to build models including the student and school-level factors associated with the students’ science literacy in Finland and Singapore using PISA 2015 data. We conduct Hierarchical Linear Modeling to create these models. The sample includes 5882 students in Finland and 6115 students in Singapore. The resulting models explain about 43% and 40% of the within-school variance while they explain 62% and 71% of the between-school variance in science literacy in Finland and Singapore respectively. At the student level, students’ enjoyment and interest in science are the most influential predictors of science literacy while at the school level, schools’ economic, social, and cultural status is by far the most powerful predictor of science literacy in both Finland and Singapore.

PISA Achievement in Sweden From the Perspective of Both Individual Data and Aggregated Cross-Country Data

This study set out to analyze Swedish 15-year-olds’ PISA performance in 2015 and to lesser extent 2018 by using a combination of individual data (2015) and aggregated cross-country data for 2015 and 2018, inclusive of 31 OECD countries. At the within-country and individual level, native Swedish students who took the PISA test in 2015 outperformed first- and second-generation migrants. Moreover, the latent socioeconomic variable “number of books at home” was associated with higher PISA math achievement. Ambition was positively associated with PISA math scores, wheres worry was negatively associated with PISA math. At the cross-country level, GDP per capita was associated with higher PISA scores but ethnic homogeneity was not. IQ scores, PIAAC scores for teachers, and teacher salaries were also moderately correlated with PISA math achievement. This indicates that a country with high cognitive ability levels, as well as cognitively competent and well-paid teachers are likely to perform better in large-scale international assessments such as PISA.

The Robust Efficiency Estimation in Lower Secondary Education: Cross-Country Evidence

In this study, we assessed the efficiency of compulsory lower secondary education. We selected three variables that may significantly affect students’ performance in a particular country. First, we assumed that student scores achieved in PISA testing determine the number of monetary funds spent on these three variables, specifically student–teacher ratio, class size, and the annual number of hours spent in school. Second, we evaluated the efficiency of education in a sample of 24 different OECD countries, comparing the students’ performance in PISA 2018. Third, we used the two-stage data envelopment analysis with a bootstrapping procedure for estimating technical efficiency scores. Finally, we applied OLS and quantile regression, where our regression estimates in both models showed a positive effect of GDP per capita on students’ achievement across countries. The positive impact of GDP per capita was significant only for the least efficient countries. Conversely, the level of impact of parental education was much stronger and more positive for the inefficient countries and proved to be negative for more efficient countries.

Inequality and Students’ PISA 2018 Performance: a Cross-Country Study

The aim of this paper was to investigate the relationship between countries’ PISA study results from 2018 and a set of indices related to socio-economic inequality, such as the Gini index, human development index, or gender inequality index, along with purely economic variables, such as GDP per capita and government expenditure on education. The study covered 70 countries, consisting of 37 OECD countries and 33 non-OECD countries. Research methods included multivariate linear regression models, k-means clustering, and hierarchical clustering. Our findings revealed that the Gini index was statistically insignificant, indicating income inequality had little effect on students’ PISA performance. On the other hand, the gender inequality index was the single most statistically significant explanatory variable for both OECD and non-OECD countries. Therefore, our recommendation for policymakers is simple: increase students’ PISA performance, thus enhancing countries’ human capital and competitiveness, and focus on decreasing gender disparity and the associated loss of achievement due to gender inequality.

Turkish and Turkish Language and Literature Teachers’ Views’ on the Reading Skills and Turkey's Performance in PISA: A Focus Group Interview

Turkish and Turkish Language and Literature Teachers’ Views’ on the Reading Skills and Turkey's Performance in PISA: A Focus Group Interview