Indirect Effect of Economic, Social, and Cultural Status on Immigrant Students’ Science Performance Through Science Dispositions: A Multilevel Analysis

2020 ◽  
pp. 001312452092860
Author(s):  
Safiye Bilican Demir ◽  
Ozen Yildirim
Keyword(s):  
Hierarchical Linear Modeling ◽  
Indirect Effect ◽  
International Student ◽  
Science Literacy ◽  
Immigrant Students ◽  
Student Assessment ◽  
Linear Modeling ◽  
International Student Assessment ◽  
Cultural Status ◽  
Science Performance

Determining the ethnic differences in academic performance among immigrant students is important in terms of adapting them into the system they live in. Examining the variables related to students’ performance will be a guide in overcoming the issue. The purpose of this study is to examine the direct effect of economic, social, and cultural status (ESCS) on science performance and the indirect effect of ESCS on the relationship between science dispositions and science literacy in Canadian immigrant students using hierarchical linear modeling. Data were obtained from Program for International Student Assessment (PISA) 2015 science literacy test and student questionnaire and data sets were provided from the official website of PISA. The results of the research show that ESCS had a direct and indirect effect through science dispositions with medium to large on science performance of immigrant students. The impacts of significant variables were discussed and implications for further research were provided.

scholarly journals A Partial Simulation Study of Phantom Effects in Multilevel Analysis of School Effects: The Case of School Socioeconomic Composition

2021 ◽  
pp. 004912412098619
Author(s):  
Hao Zhou ◽  
Xin Ma
Keyword(s):  
Academic Achievement ◽  
Hierarchical Linear Modeling ◽  
Science Achievement ◽  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Linear Modeling ◽  
Real World Data ◽  
International Student Assessment ◽  
School Ses

Hierarchical linear modeling (HLM) is often used to estimate the effects of socioeconomic status (SES) on academic achievement at different levels of an educational system. However, if a prior academic achievement measure is missing in a HLM model, biased estimates may occur on the effects of student SES and school SES. Phantom effects describe the phenomenon in which the effects of student SES and school SES disappear once prior academic achievement is added to the model. In the present analysis, partial simulation (i.e., simulated data are used together with real-world data) was employed to examine the phantom effects of student SES and school SES on science achievement, using the national sample of the United States from the 2015 Programme for International Student Assessment. The results showed that the phantom effects of student SES and school SES are rather real. The stronger the correlation between prior science achievement and (present) science achievement, the greater the chance that the phantom effects occur.

scholarly journals Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402093251
Author(s):  
Hanwei Tang ◽  
Chen Qiu ◽  
Lingqi Meng ◽  
Yujia Li ◽  
Jiangkun Zhang
Keyword(s):  
United Arab Emirates ◽  
Hierarchical Linear Modeling ◽  
Teacher Collaboration ◽  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Linear Modeling ◽  
The Czech Republic ◽  
International Student Assessment ◽  
One Belt One Road

The present study aimed to investigate factors predicting inquiry-based teaching in science across One Belt One Road countries and regions (OBOR economies). Teacher-level ( N = 8,603) and school-level ( N = 1,385) data were drawn from the Program for International Student Assessment (PISA) 2015. Hierarchical linear modeling was adopted for data analysis. The results showed at the teacher level that teacher collaboration was positively correlated with inquiry-based teaching in OBOR economies, and that teacher beliefs were positively associated with inquiry-based teaching in each sample. At the school level, no consistent result was found among OBOR economies. School location was positively related to inquiry-based teaching in the Dominican Republic, Macao, and the United Arab Emirates. By contrast, science-specific resources showed a negative association with inquiry-based teaching in Taiwan, the Czech Republic, and Macao. Other specific findings were presented and the implications of all findings were discussed.

scholarly journals Educational Achievement Gaps between Immigrant and Native Students in Two “New” Immigration Countries

2012 ◽  
Vol 643 (1) ◽  
pp. 46-77 ◽  
Author(s):  
Davide Azzolini ◽  
Philipp Schnell ◽  
John R. B. Palmer
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Educational Achievement ◽  
Student Assessment ◽  
Achievement Gaps ◽  
Empirical Literature ◽  
Socioeconomic Background ◽  
School Type ◽  
Native Students ◽  
International Student Assessment

The authors use 2009 Programme for International Student Assessment (PISA) data to determine how immigrant children in Italy and Spain compare with native students in reading and mathematics skills. Drawing on the vast empirical literature in countries with traditionally high rates of immigration, the authors test the extent to which the most well-established patterns and hypotheses of immigrant/native educational achievement gaps also apply to these comparatively “new” immigration countries. The authors find that both first- and second-generation immigrant students underperform natives in both countries. Although socioeconomic background and language skills contribute to the explanation of achievement gaps, significant differences remain within the countries even after controlling for those variables. While modeling socioeconomic background reduces the observed gaps to a very similar extent in both countries, language spoken at home is more strongly associated with achievement gaps in Italy. School-type differentiation, such as tracking in Italy and school ownership in Spain, do not reduce immigrant/native gaps, although in Italy tracking is strongly associated with immigrant students’ test scores.

scholarly journals Does isolation from immigrant students benefit or harm third-plus generation students?

2019 ◽  
Vol 27 ◽  
pp. 76
Author(s):  
Margarita Pivovarova ◽  
Jeanne M. Powers
Keyword(s):  
Mathematics Achievement ◽  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
Policy Implications ◽  
Social Benefits ◽  
School Contexts ◽  
International Student Assessment ◽  
Generation Immigrant ◽  
Research And Policy

Enforcing and expanding immigration restrictions have been at the forefront of the Trump administration’s agenda since his inauguration in January 2017. Underlying these policies is an assumption that immigrants harm U.S. citizens. More specifically, both authorized and undocumented immigrants are framed as consuming a disproportionate share of social benefits. We used data from the 2012 Programme for International Student Assessment (PISA) to assess this claim in U.S. high school contexts, focusing on the mathematics achievement of third-plus generation students who did not attend schools with immigrant students. On average, the third-plus-generation students who did not attend schools that enrolled first or second generation immigrant students had lower achievement than their same generation peers attending schools that served immigrant students. We conclude by highlighting the research and policy implications of our findings. 

Cross-cultural Measurement Invariance of the Items in the Science Literacy Test in the Programme for International Student Assessment (PISA-2015)

2020 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
Betül Alatlı
Keyword(s):  
Measurement Invariance ◽  
International Student ◽  
Science Literacy ◽  
Student Assessment ◽  
Cross Cultural ◽  
The Other ◽  
Item Bias ◽  
International Student Assessment ◽  
Significant Difference ◽  
Literacy Test

This study aimed to investigate cross-cultural measurement invariance of the PISA (Programme for International Student Assessment, 2015) science literacy test and items and to carry out a bias study on the items which violate measurement invariance. The study used a descriptive review model. The sample of the study consisted of 2224 students taking the S12 test booklet from Australia, France, Singapore, and Turkey. Measurement invariance analyses for the test were done using Multi-Group Confirmatory Factor Analysis (MGCFA). Differential Item Functioning (DIF), in other words, measurement invariance of the test items, was analyzed using the item response theory log-likelihood ratio (IRTLR), Hierarchical Generalized Linear Model (HGLM), and the Simultaneous Item Bias Test (SIBTEST) methods.According to the findings, the test was determined to exhibit structural invariance across cultures. The highest number of items showing DIF was observed in the comparisons of Australia-Singapore and Australia-France with 35%. The number of items showing DIF, with 24%, determined in bilateral comparisons which included Turkey, the only country taking the translated form among other countries, did not show a significant difference compared to the other comparisons. While the lowest number of items showing DIF was obtained from Singapore-France samples with 12%, the rate of items indicating DIF in the France-Turkey samples was 18%. On the other hand, 35% of the items showed cross cultural measurement invariance. An item bias study was carried out based on expert opinions on items identified and released as showing DIF in the comparisons of Turkey with Australia and Singapore.According to the findings, translation-bound differentiation of the items, familiarity of a culture group with the contents of the items, polysemy in the expressions or words used in the items, the format, or the stylistic characteristics of the items were determined to be the cause of the bias in the skills measured with the items.

scholarly journals PISA Performance of Natives and Immigrants: Selection versus Efficiency

2020 ◽  
Vol 2 (1) ◽  
pp. 9-36
Author(s):  
Andreas Behr ◽  
Gerald Fugger
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Home Country ◽  
Student Assessment ◽  
Educational Systems ◽  
Selection Effects ◽  
Efficient Frontiers ◽  
International Student Assessment ◽  
Educational Efficiency ◽  
Economic Background

AbstractIn most countries, immigrant and native students perform differently in the Programme for International Student Assessment (PISA) due to two main reasons: different immigration regimes and differences in their home-country educational systems. While there is sophisticated literature on the reasons for these performance gaps, it is barely considered in the educational efficiency research. Our approach distinguishes between selection effects caused by immigration policies, and the efficiency of educational systems in integrating immigrant students, given their socio–economic background. Accordingly, we split our sample, which consists of 153,374 students in 20 countries, calculate various different efficient frontiers, and ultimately decompose and interpret the resulting efficiency values. We find large differences in educational system efficiency, when controlling for negative selection effects caused by immigration regimes.

scholarly journals Immigrant Students’ Achievements in Croatia, Serbia and Slovenia in Context

2018 ◽  
Vol 1 (3) ◽  
pp. 31-51
Author(s):  
Iztok Šori ◽  
Nika Šušterič ◽  
Slavko Gaber
Keyword(s):  
Large Scale ◽  
International Student ◽  
Immigrant Students ◽  
Educational Equity ◽  
Student Assessment ◽  
New Democracies ◽  
International Student Assessment ◽  
Labour Immigration ◽  
The Common ◽  
Migration Regimes

Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic(linguistic) origin. 

scholarly journals The Effect of School and Student-Related Factors on PISA 2015 Science Performances in Turkey

2021 ◽  
Vol 8 (2) ◽  
pp. 170-186
Author(s):  
Mehmet İkbal YETİŞİR
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Educational Material ◽  
School Level ◽  
Related Factors ◽  
Staff Shortage ◽  
International Student Assessment ◽  
Cultural Status ◽  
Nested Structure

The Program for International Student Assessment (PISA) is a research project conducted by the Organization for Economic Co-operation and Development, which evaluates the knowledge and skills gained by 15-year-old students over three-year terms. Within this study’s' scope, the PISA 2015 data were analysed to determine whether school-related factors [including the schools’ economic, social, and cultural status (ESCS)] were related to Turkish students’ science performances. Due to its nested structure, the released PISA 2015 data were analysed using the hierarchical linear model (HLM). Two models were considered to examine how Aggregated ESCS at the school level makes a difference. Thereby in model 1 shortage of educational material, staff shortage, student behaviours, and teacher behaviours were included in the analysis; in addition to these variables listed, aggregated ESCS was also added to the analysis in Model 2. The results of the analysis revealed that school-related factors - in particular, staff shortage, student behaviours, and aggregated ESCS indexes - were statistically related to students’ science performances. When the aggregated ESCS was controlled, it is observed that the school-level variables had a higher effect on students’ science performances.

Cultural Diversity in the Classroom and its Effects on Academic Performance

2010 ◽  
Vol 41 (4) ◽  
pp. 230-237 ◽  
Author(s):  
Paul N’Dri Konan ◽  
Armand Chatard ◽  
Leila Selimbegović ◽  
Gabriel Mugny
Keyword(s):  
Academic Performance ◽  
Cultural Diversity ◽  
Test Performance ◽  
International Student ◽  
Immigrant Students ◽  
Student Assessment ◽  
Educational Institutions ◽  
International Student Assessment ◽  
Oecd Pisa ◽  
And Mathematics

Drawing on data from the Organization for Economic Cooperation and Development’s Program for International Student Assessment (OECD/PISA), we examined the relationship between the percentage of immigrant students and the reading and mathematics performances of native and immigrant students across nations. In line with research on cultural diversity, results indicated performance benefits as the percentage of immigrant students increased across nations. Interestingly, these effects remained significant for both native and immigrant students, once several other predictors of test performance at the national, school, and individual levels were controlled for. These findings challenge the assumption that the increasing presence of immigrant students in educational institutions represents a threat to native students’ academic performance. Potential mechanisms are proposed and discussed, offering new avenues for research.

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