Programme For International Student Assessment Research Articles

Preferred Oral Corrective Feedback through Existing Internalized Language Prejudice of Students in the Philippines

Following the 2022 Program for International Student Assessment (PISA) test results, it was found out that the Philippines ranked 76th in reading comprehension among 81 PISA-participating countries. Students from the Philippines are still among the least proficient in the world in reading comprehension. With the country performing below the standards and criterion set by the organization, the researchers investigate internalized language prejudice as learners’ primary obstruction in acquiring the English language. Provided that the Oral Corrective Feedback (OCF) is essential for students’ learning process and performing separate functions in acquiring the English language, this paper aims to figure out their preferred OCF in acquiring the language. Furthermore, the proponents of the study delve into the reasons of the selected students when given an OCF in connection and relevance with how internalized language prejudice, stereotypes, and preconceived notions come into play in terms of the effectiveness of the English language learning and teaching. Lastly, the paper used mixed methods in gathering data: quantitative through an online survey form and qualitative through Focus Group Discussions (FGD).

Internet Use Behavior and Adolescent Mental Health: The Mediating Effects of Self-Education Expectations and Parental Support.

This study focuses on how Internet use behavior affects adolescents' mental health and whether self-education expectations and parental support mediate the relationship between Internet use behavior and adolescents' mental health. The data for this paper came from the results of the student questionnaire of the 2018 Programme for International Student Assessment (PISA 2018), which was a structured questionnaire that asked students about their family situation, school life, studies, internet use, and mental health, among other things. A sample of 336,600 children in grades 7-13 was selected for this study. The data were analyzed using STATA version 16 and the theoretical framework was tested using a mediated effects model. The results of the study showed that Internet use behavior made a positive contribution to mental health and the mediating effects of self-education expectations and parental support on the relationship between Internet use behavior and adolescent mental health were all significant. It is recommended that appropriate policies should be formulated to help adolescents use the Internet rationally, and the positive effects of parental support and self-education expectations should be utilized.

Assessment of scientific literacy levels among secondary school students in Lebanon: Exploring gender-based differences

In recent years, educational reforms have made scientific literacy a major priority because of its increasing importance in today’s dynamic world. Program for international student assessment 2015 evaluated scientific literacy from 72 countries, and Lebanon ranked 65th. Scientific literacy levels among Lebanese secondary school students and gender differences are unknown. This study fills this research gap. A total of 130 students from Lebanon’s private secondary schools were involved in this research. Scientific literacy levels were assessed using an instrument developed by Gormally et al. (2012), who conceptualized nine science competencies contributing to scientific literacy including understanding research designs, creating and interpreting graphs, and solving quantitative problems. Welch’s ANOVA and Mann-Whitney U tests were used to analyze the data. Lebanese secondary school students have very low scientific literacy levels, and no significant difference was observed between genders. We present recommendations for adding desired skills to the curriculum based on a review of the underlying factors.

Development of a Science Learning Module using the Guided Discovery Method to Increase Learning Independence and Scientific Literacy Ability

Science and technology are developing very quickly in the 21st century, especially in the field of education. Students need to be prepared to face these changes by having independent scientific literacy skills and skills that help them use technology. The findings from the 2015 PISA test are proof of the importance of scientific literacy in science learning. This research aims to evaluate the feasibility of the module, the effectiveness of the module, the profile of students' scientific literacy skills and learning independence after using the module and the differences in learning independence and scientific literacy before and after using the guided discovery-based module. This research uses research and development (R&D) methods modified from Borg & Gall in Sugiyono. The N-gain test is used to determine the effectiveness of the product, and descriptive data analysis is used to assess the feasibility and profile of students' scientific literacy abilities and learning independence. Differences in students' independence and scientific literacy abilities were analyzed using Kruskal-Wallis H test. The research results show that (1) the guided discovery-based module developed meets the content, presentation and language criteria very well; (2) The N-gain value with the criteria is experiencing an increase, in accordance with the results of the assessment of scientific literacy and student learning independence; (3) The profile of students' scientific literacy abilities which includes science context, competence and knowledge has moderate/good criteria; (4) The level of learning independence after using the module is at high criteria; (5) Students who use guided discovery-based modules can increase their scientific literacy and learning independence, but not at the same level as students who use traditional learning methods. This shows that the use of guided discovery-based modules developed as an alternative learning resource for science lessons regarding the water cycle is feasible to use

Understanding the disparities in Mathematics performance: An interpretability-based examination

Problem:Educational disparities in Mathematics performance are a persistent challenge. This study aims to unravel the complex factors contributing to these disparities among students internationally, with a focus on the interpretability of the contributing factors. Methodology:Utilizing data from the Programme for International Student Assessment (PISA), we conducted rigorous preprocessing and variable selection to prepare for applying binary classification interpretability models. These models were trained using the Stratified K-Fold technique to ensure balanced representation and assessed using six key metrics. Solution:By applying interpretability models such as Shapley Additive Explanations (SHAP) analysis, we identified critical factors impacting student performance, including reading accessibility, critical thinking skills, gender, and geographical location. Results:Our findings reveal significant disparities linked to resource availability, with students from lower socioeconomic backgrounds possessing fewer books and demonstrating lower performance in Mathematics. The geographical analysis highlighted regional educational disparities, with certain areas consistently underperforming in PISA assessments. Gender also emerged as a determinant, with females contributing differently to performance levels across the spectrum. Conclusion:The study provides insights into the multifaceted determinants of student Mathematics performance and suggests potential avenues for future research to explore global interpretability models and further investigate the socioeconomic, cultural, and educational factors at play.

TIMSS vs. PISA: what can they tell us about student success?—a comparison of Swedish and Norwegian TIMSS and PISA 2015 results with a focus on school factors

This paper explores the measurement capabilities of the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) in assessing school factors that influence student performance. We specifically focus on the 2015 assessments of the science performance of eighth graders in Sweden and Norway. This was the latest year when the two assessments were conducted in the same year and science was the major subject area in the PISA assessment, which was essential for maximizing the assessments’ comparability. Using multilevel models, the study identifies common and unique factors across the assessments and investigates the factors that influence student performance at different proficiency levels. The findings highlight the importance of school-level factors, which are significant in both assessments. Moreover, both assessments provide information on overlapping sets of factors that have varying influence on the performance of students with different proficiency levels. Overall, there are limited common factors between TIMSS and PISA. School factors vary between low-performing and high-performing schools, with differing significance in Norway and Sweden. The results indicate that TIMSS and PISA assessments offer complementary information, particularly for low-performing schools. Our findings suggest that different school types may benefit or suffer from distinct school factors. The findings are relevant for both educational professionals and policy-makers.

PENGARUH LINGKUNGAN KELUARGA DAN LINGKUNGAN SEKOLAH TERHADAP PRESTASI AKADEMIK SISWA DI INDONESIA: DATA PISA

<p class="71isipaperparagraf2dst"><span lang="EN-US">The study of family environment and school environment in relation to academic achievement is a topic that is often discussed. The quantitative research method in this study is secondary data analysis using data from the 2018 Program for International Student Assessment (PISA). This research was conducted in Indonesia with 8,268 respondents who filled out the questionnaire. The results of this study indicate that: (1) Family environment has a positive influence on student academic achievement. (2) Family environment has a positive influence on student academic achievement (3) Family environment and school environment together have a positive influence on student academic achievement. These findings explain that the family environment and school environment are important factors in shaping student academic achievement in Indonesia.</span></p>

Mathematics Teachers in Teaching 4C Skills: School-University Perspective

In the 21st century, teacher education is required to look for new ways to improve the quality of mathematics teachers. However, the facts seen from the PISA test show that the achievement of Indonesian students is always low. Additionally, the OECD reports that only 1% of students in Indonesia are able to answer questions at a low level. The research aims to identify and find out what teacher educators face in preparing mathematics teachers with 4C skills and knowing solutions to 4C difficulties. The research method is a qualitative exploratory case study with a single case study design. The subjects were teachers at schools and prospective teachers at universities. Data collection techniques using documents and interviews. Ten prospective teachers from a university perspective and ten in-service teachers from a school perspective. The data analysis technique uses the constant comparative analysis method. The research results found five common challenges: lack of learning ability and motivation among prospective teachers, pedagogical challenges, lack of capacity and conceptual understanding of 4C skills among teacher educators, lack of supporting programs and facilities, and political challenges. Another finding is that teacher capacity is the two main concerns; universities must implement new, dynamic learning systems to equip mathematics teacher graduates with resources that teach 4C skills innovatively.

Defining and measuring financial literacy in the Indian context: a systematic literature review

PurposeThis paper aims to analyse how financial literacy (FL) is conceptualised and operationalised in the Indian context.Design/methodology/approachA systematic literature review (SLR) was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) protocol. Thirty-six articles published between 2010 and 2020 were considered for analysis. The FL conceptualisation was examined based on knowledge, ability, skill, attitude and confidence elements. The FL operationalisation was analysed using the modified version of the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment (PISA) 2012 model for organising the domain for an assessment framework.FindingsThe findings indicate that, despite offering operationalisation details of the FL, 13 out of 36 studies did not include a conceptual definition of FL. Of the 23 studies that mentioned a conceptual definition, 87% are primarily focused on the “knowledge” element and only 39% have combined knowledge, ability/skill and attitude elements in defining FL. As in the developed countries, the Indian studies also preferred investment/saving-related contents in their FL measures. The volume of content focusing on the financial landscape is meagre amongst the FL measures used in India and developed countries. The survey instruments of most studies have been designed in the individuals’ context but have failed to measure the extent to which individuals apply the knowledge in performing their day-to-day financial transactions. Further, it was found that 20 out of 36 studies did not convert the FL level of their target groups into a single indicator or operational value.Originality/valueTo the best of our knowledge, this is the first study that explores the FL’s assessment practices in India. Further, this study offers new insights by comparing the contents of FL measures used in Indian studies with those used in developed countries.

How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience.

This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. It specifically focuses on the chain-mediated effects of school belonging and emotional experiences. To achieve this, the study selected 2997 disadvantaged students as participants and employed path analysis to examine the mediating effects. The results indicate that teacher support, parental support, school belonging, and positive emotional experiences significantly positively influence the resilience of disadvantaged students, while fear of failure significantly negatively affects resilience. Additionally, teacher and parental support indirectly impact the resilience of disadvantaged students through the chain-mediated effects of school belonging and positive emotional experiences. Similarly, teacher and parental support also influence the resilience of disadvantaged students through the chain-mediated effects of school belonging and fear of failure. To enhance the resilience development of disadvantaged students, it is recommended that teachers and parents provide active attention and support to these students. Simultaneously, there should be increased focus on the psychological well-being of disadvantaged students by strengthening their mental health education.

PISA science framework 2018 vs 2025 and its impact in physics education: Literature review

Program for International Student Assessment (PISA) evaluates education systems in participating countries. Junior high school students are tested in math, science, and reading for the PISA Scientific Literacy test. This study contrasts the PISA Science Framework 2018 and 2025. This literature research uses systematic Literature Review (SLR) and bibliometric analysis. The method finds, reviews, evaluates, and interprets all research related to scientific literacy, PISA Framework 2018 and 2025, and its impact on Physics Education. The research used the Scopus database to find PISA Science Framework-related scientific articles. Results showed that PISA Framework 2025 evolves science literacy and scientific information function. The language is simplified to be more coherent by emphasizing the main idea of science. Procedural and epistemic knowledge are expanded and clarified. The finding is also supported by VOSviewer visualization of data results. This framework implies that physics education will assess students' understanding of fundamental physics principles and their rationality in applying them, including decision-making. In conclusion, the PISA Science Framework 2018 needs to be updated to the PISA Framework 2025 by the OECD to accommodate the students' needs in this era.

Assessing the Linguistic Creativity Domain of Last-Year Compulsory Secondary School Students

The importance of creativity in the training of people gained special relevance with the PISA Tests of the OECD, which, for the first time, evaluated the general creativity of 15-year-old students in 2022. This descriptive and quantitative study focuses on the evaluation of linguistic creativity, using different classical instruments to measure divergent thinking and adding new ones, such as metaphorical capacity. Participants were 454 students in their last year of secondary education from eight Spanish educational centers. Results indicate moderate performance in divergent thinking tasks, with students exhibiting limitations in generating novel metaphors, often resorting to literal responses. Statistically significant differences according to gender were found in metaphor generation and in the alternate uses task. A correlation study reveals significant associations between metaphor generation and divergent thinking tasks. These highlight the differential role of semantic memory and cognitive processes involved in metaphor generation and divergent thinking. Finally, this study underlines the complexities and multicomponent nature of creativity as a first step to develop educational policies and interventions targeting creativity. Overall, the importance of addressing creativity in a transdisciplinary way and training teachers on techniques to channel creativity are highlighted, such as through the design of challenges or writing workshops.

Soal Matematika Model Programme For International Student Assesment (PISA) Pada Pembelajaran Matematika Sekolah Menengah

Abstrak Pisa (Programme For International Student Assessment) Is one of the things that is set as an indicator of current learning success. Many studies to discuss PISA have been carried out in Indonesia so that various literatures are needed. This research methodology uses a liberature review system (SLR) where as a library that contains studies, evaluations of all research related to PISA. This study retrieves data via Google with the PISA syntax, PISA Questions, PISA Mathematics whit a range of 2018-2022 taking 35 articles to be studied and analysed.

Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.

APPLYING GAMIFICATION PRINCIPLES THROUGH THE DESIGN THINKING FRAMEWORK FOR DEVELOPING A MIXED REALITY EDUCATIONAL GAME IN NUMERACY LEARNING

Numeracy is one of the most crucial literacy skills to develop at a young age. These skills are taught in the classroom through mathematics. According to several studies from the Programme for International Student Assessment (PISA), students' mathematical abilities in Indonesia remain low when compared to other literacy skills. This subject is often perceived as challenging and tedious. Furthermore, the concept of teaching numeracy skills cannot be approached abstractly initially, especially for children who require tangible objects for manipulation. The research employed a design thinking approach, encompassing diverse methodssuch as observation, interviews, questionnaires, literature review, direct observations involving children, and problem analysis. This project aims to create educational media infused with gamification elements such as points, badges, levels, and leaderboards. The final product of this design project is an educational toy named “LIGI” seamlessly integrated with a mobile app, referred to as "mixed reality." The product's dif iculty level can be tailored based on the abilities of each individual child. Moreover, in-game navigation employs the perceptual user interface (PUI), involving device movements and spoken commands to provide an interactive experience. This study ef ectively demonstrates the application of gamification elements in the development of mixed reality educational games, aimed at helping children understand and practice numeracy skills in a more interactive and innovative manner, following the design thinking framework stages of empathize, define, ideate, prototype, and testing. The study provides valuable guidance for product designers interested in creating impactful mixed reality educational games by integrating gamification principles. The authors stress the importance of integrating gamification elements during the ideate stage and conducting timely testing with children to comprehend their preferences and enjoyment. Keywords: educational toy, mixed–reality, gamification, perceptual userinterface

Bullying at School and Students' Learning Outcomes: International Perspective and Gender Analysis.

The present study empirically investigates how school-based bullying victimization affects students' learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students' outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics.

Mathematical Literacy of Junior High School Students in Solving Problems PISA Content Quantity

<p style="text-align: justify;">Mathematical literacy is defined as students’ capacity to formulate, employ and interpret mathematics in a variety of contexts. It includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to describe, explain and predict phenomena. It assists individuals in recognising the role that mathematics plays in the world and to make the well-founded judgements and decisions needed by constructive, engaged and reflective citizens. Quantity content includes the ability in reasoning quantitatively, representing something into numbers, understanding mathematical steps, counting by heart and making assessments. The questions on quantity content are mostly implemented in everyday life, such as in exchanging currency exchange rates, determining bank interest, shopping, calculating taxes, measuring time, measuring distance and others. The purpose of this article is to describe the level of mathematical literacy ability of junior high school students in solving Quantity content PISA questions. The data from this study were taken from the results of the PISA test questions on quantity content and interviews. Subject taking is based on the test results of students who have the highest scores, as it is expected to get the results of the analysis of students’ high literacy skills. In this research, the researcher is using indicators of mathematical literacy level according to PISA. Based on the results of research and discussion, it is concluded that there are students who have high mathematical literacy skills equivalent to level 5.</p>

The Relationship Between the Daily Use of Digital Technologies and the Reading and Information Literacy Skills of 15-Year-Old Students

<p style="text-align:justify">Digital technologies in all forms have become ubiquitous in our media-rich, modern information society, but the connection between their use and information literacy is not always clear. This paper examines the impact of daily use of digital technologies on the reading and information literacy skills of 15-year-old students in Slovenia, based on data from the Programme for International Student Assessment (PISA) 2018 study. The study examines PISA 2018 variables related to Information and Communication Technologies (ICT), as well as a reading task involving the use of ICT. The sample consists of 2612 Slovenian students with a gender distribution of 50.8% girls and 49.2% boys. The study explores students' experiences, enjoyment, self-efficacy, autonomy, and independence in using ICT and learning about its use and identifies two groups of students: one group that is curious and another that is cautious. The results of confirmatory factor analysis (CFA) and structural equation modelling (SEM) show that the constructs of enjoyment, self-efficacy, learning, autonomy, and independence are highly/strongly correlated but have a low/insignificant impact on information literacy skills.</p>

Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries

BackgroundA growth mindset is one's belief that intelligence is malleable. Extensive research has shown that a growth mindset can enhance students' academic performance. However, its mechanism on students' digital reading performance has been little explored. AimsThis study examined the correlation between perceptions of teachers' and parents' process feedback and adolescents' growth mindsets and the relationships among feedback, a growth mindset, and digital reading performance. SampleData on 250,912 fifteen-year-old students from 32 Organisation for Economic Co-operation and Development (OECD) countries who participated in the Programme for International Student Assessment (PISA) 2018 were drawn. MethodsThe data were analyzed through the use of multilevel mediation. ResultsThe results showed that in most countries, perceptions of teachers' and parents' process feedback used positively predict adolescents' growth mindsets, which in turn positively predict digital reading performance and mediate the relationship between perceptions of feedback and reading performance. ConclusionsEducators and parents should intentionally integrate process-oriented factors into their feedback to help students realize their academic potential. Cultural heterogeneity should also be considered concerning the role of a growth mindset.

Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries

Children from lower socioeconomic status (SES) backgrounds tend to have more negative self-perceptions. More negative self-perceptions are often related to lower academic achievement. Linking these findings, we asked: Do children’s self-perceptions help explain socioeconomic disparities in academic achievement around the world? We addressed this question using data from the 2018 Programme for International Student Assessment (PISA) survey, including n = 520,729 records of 15-year-old students from 70 countries. We studied five self-perceptions (self-perceived competency, self-efficacy, growth mindset, sense of belonging, and fear of failure) and assessed academic achievement in terms of reading achievement. As predicted, across countries, children’s self-perceptions jointly and separately partially mediated the association between socioeconomic status and reading achievement, explaining additional 11% (ΔR2 = 0.105) of the variance in reading achievement. The positive mediation effect of self-perceived competency was more pronounced in countries with higher social mobility, indicating the importance of environments that “afford” the use of beneficial self-perceptions. While the results tentatively suggest self-perceptions, in general, to be an important lever to address inequality, interventions targeting self-perceived competency might be particularly effective in counteracting educational inequalities in countries with higher social mobility.