National Gross Domestic Product, Science Interest, and Science Achievement: A Direct Replication and Extension of the Tucker-Drob, Cheung, and Briley (2014) Study

2019 ◽  
Vol 30 (5) ◽  
pp. 776-788 ◽  
Author(s):  
Anqing Zheng ◽  
Elliot M. Tucker-Drob ◽  
Daniel A. Briley
Keyword(s):  
Gross Domestic Product ◽  
Low Socioeconomic Status ◽  
Science Achievement ◽  
International Student ◽  
Student Assessment ◽  
Domestic Product ◽  
Student Interest ◽  
Similar Data ◽  
Science Interest ◽  
International Student Assessment

We replicated the study by Tucker-Drob, Cheung, and Briley (2014), who found that the association between science interest and science knowledge depended on economic resources at the family, school, and national levels, using data from the 2006 Programme for International Student Assessment (PISA). In more economically prosperous families, schools, and nations, student interest was more strongly correlated with actual knowledge. Here, we investigated whether these results still held despite substantial changes to educational and economic systems over roughly a decade. Using similar data from PISA 2015 ( N = 537,170), we found largely consistent results. Students from more economically advantaged homes, schools, and nations exhibited a stronger link between interests and knowledge. However, these moderation effects were substantially reduced, and the main effect of science interest increased by nearly 25%, driven almost entirely by families of low socioeconomic status and nations with low gross domestic product. The interdependence of interests and resources is robust but perhaps weakening with educational progress.

Pre-Print

2018 ◽  
Author(s):  
Daniel A Briley
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Economic Systems ◽  
Student Interest ◽  
Similar Data ◽  
Strongly Correlated ◽  
Science Interest ◽  
International Student Assessment ◽  
The Family ◽  
Using Data

We replicated Tucker-Drob, Cheung, and Briley (2014) who found that the association between science interest and science knowledge depended on economic resources at the family, school, and national levels using data from the 2006 Program for International Student Assessment (PISA). In more economically prosperous families, schools, and nations, student interest was more strongly correlated with actual knowledge. Over roughly a decade, these results may no longer hold due to substantial changes to educational or economic systems. Using similar data from 2015 PISA (N = 537,170), we found largely consistent results. Students from more economically advantaged homes, schools, and nations exhibited a stronger link between interests and knowledge. However, these moderation effects were substantially reduced, and the main effect of science interest increased by nearly 25%, driven almost entirely by lower SES families and lower GDP nations. The interdependency of interests and resources is robust, but perhaps weakening with educational progress.

scholarly journals Effects of Anchoring Vignettes on Comparability and Predictive Validity of Student Self-Reports in 64 Cultures

2017 ◽  
Vol 48 (3) ◽  
pp. 319-334 ◽  
Author(s):  
Jia He ◽  
Janine Buchholz ◽  
Eckhard Klieme
Keyword(s):  
Classroom Management ◽  
Predictive Validity ◽  
Low Socioeconomic Status ◽  
Teacher Support ◽  
International Student ◽  
Math Achievement ◽  
Student Assessment ◽  
Self Report ◽  
Anchoring Vignettes ◽  
International Student Assessment

Anchoring vignettes are item batteries especially designed for correcting responses that might be affected by incomparability. This article investigates the effects of anchoring vignettes on the validity of student self-report data in 64 cultures. Using secondary data analysis from the 2012 Programme for International Student Assessment (PISA), we checked the validity of ratings on vignette questions, and investigated how rescaled item responses of two student scales, Teacher Support and Classroom Management, enhanced comparability and predictive validity. The main findings include that (a) responses to vignette questions represent valid individual and cultural differences; in particular, violations in these responses (i.e., misorderings) are related to low socioeconomic status and low cognitive sophistication; (b) the rescaled responses tend to show higher levels of comparability; and (c) the associations of rescaled Teacher Support and Classroom Management with math achievement, Student-Oriented Instruction, and Teacher-Directed Instruction are slightly different from raw scores of the two target constructs, and the associations with rescaled scores seem to be more in line with the literature. Namely, the associations among all self-report Likert-type scales are weaker with rescaled scores, presumably reducing common method variance, and both rescaled scale scores are more positively related to math achievement. The country ranking also changes substantially; in particular, Asian cultures top the ranking on Teacher Support after rescaling. However, anchoring vignettes are not a cure-all in solving measurement bias in cross-cultural surveys; we discuss the technicality and directions for further research on this technique.

scholarly journals Relating teenagers’ science interest network characteristics to later science course enrolment: An analysis of Australian PISA 2006 and Longitudinal Surveys of Australian Youth data

2020 ◽  
Vol 64 (3) ◽  
pp. 264-281
Author(s):  
Maien S.M. Sachisthal ◽  
Brenda R.J. Jansen ◽  
Jonas Dalege ◽  
Maartje E.J. Raijmakers
Keyword(s):  
Network Model ◽  
International Student ◽  
Student Assessment ◽  
Longitudinal Surveys ◽  
Network Characteristics ◽  
Science Courses ◽  
Science Interest ◽  
International Student Assessment ◽  
Cognitive Components ◽  
Pisa 2006

Recently, students’ interest in science has been conceptualized as a network model: the science interest network model (SINM) in which affective, behavioural and cognitive components interact together; building on science interest being a dynamic relational construct. In the current study, we combine the Australian Programme for International Student Assessment (PISA) 2006 and Longitudinal Surveys of Australian Youth 2008 data (N = 4758) to investigate relationships between the network characteristics of Year 10 students with their decision to enrol in a science course in Year 12. Specifically, we identified indicators central to the SINM and tested whether they predicted chemistry, physics and biology course enrolment. Students’ intentions to pursue a science-related study or career (future intentions in science) and their enjoyment of science (science enjoyment) were the most central indicators for all three science courses. Centrality was strongly related to course enrolment ( r =  .36–.74), lending support to the validity of network theory in the context of science interest, as central indicators may play an influential role within the network.

scholarly journals Gross Domestic Product, Science Interest, and Science Achievement

2014 ◽  
Vol 25 (11) ◽  
pp. 2047-2057 ◽  
Author(s):  
Elliot M. Tucker-Drob ◽  
Amanda K. Cheung ◽  
Daniel A. Briley
Keyword(s):  
Gross Domestic Product ◽  
Science Achievement ◽  
Domestic Product ◽  
Science Interest

scholarly journals Teacher-Directed Learning Approaches and Science Achievement: Investigating the Importance of Instructional Explanations in Australian Schools

2021 ◽  
Author(s):  
Dean Cairns ◽  
Shaljan Areepattamannil
Keyword(s):  
Science Achievement ◽  
International Student ◽  
Science Classroom ◽  
Student Assessment ◽  
Mediation Effect ◽  
Learning Approaches ◽  
Instructional Explanations ◽  
Significant Positive Association ◽  
International Student Assessment ◽  
Scientific Ideas

AbstractThis study investigated the relationships of teacher-directed approaches with science achievement in Australian schools. The data for this study were drawn from the Program for International Student Assessment (PISA) 2015 database and analysed using multilevel modelling (MLM). MLMs were estimated to test the contribution of each item to students’ science achievement scores and to estimate the mediation effect of teacher explanations on these relationships. Only explicit, teacher-directed practices demonstrated a significant, positive association with science achievement. The positive, significant nature of the item ‘the teacher explains scientific ideas’ (B = 29.61, p < 0.001) suggested that this practice should take place in all science lessons. In the mediation model, the explicit, teacher-directed approaches in the inquiry scale revealed a significant indirect effect on science achievement, through the process of the teacher explaining scientific ideas. This indicated that effective explanations also underpin other instructional approaches such as contextualised science learning. These findings, accompanied by an analysis of the teacher-directed items and their relationships to science outcomes, give teachers and policymakers clear guidance regarding the effective use of instructional explanations in the science classroom.

scholarly journals Examining Science Achievement in Chile: A Multilevel Model Approach

2021 ◽  
Vol 7 (2) ◽  
pp. 93-116
Author(s):  
Noelia Pacheco Diaz ◽  
Louis Rocconi
Keyword(s):  
Gender Gap ◽  
Science Achievement ◽  
International Student ◽  
School Administrators ◽  
Student Assessment ◽  
Occupational Status ◽  
Value Theory ◽  
Expectancy Value ◽  
International Student Assessment ◽  
And Performance

This study employed data from the 2015 Chilean sample of the Programme for International Student Assessment to examine the factors that influence science achievement and factors that may reduce the gender gap in science achievement. Our research was guided by Eccles’ Expectancy-Value Theory, which focused on motivational factors that influence gender differences in students’ achievement choices and performance. Our results indicate that socioeconomic status (SES), motivation, enjoyment of science, expected occupational status, school SES, and class size are related to higher science achievement. Also, anxiety was negatively associated with science achievement. Implications for Chilean policymakers and school administrators to improve Chilean girls’ science achievement are discussed.

scholarly journals THE COMPARISON OF PISA EDUCATIONAL RESULTS WITH GROSS DOMESTIC PRODUCT IN MEMBER STATES OF EUROPEAN UNION

2019 ◽  
Vol 7 ◽  
Author(s):  
Peter Plavčan
Keyword(s):  
European Union ◽  
Gross Domestic Product ◽  
Student Assessment ◽  
Domestic Product ◽  
Reading Literacy ◽  
The European Union ◽  
Education Expenditure ◽  
Member States ◽  
International Student Assessment ◽  
Average Education

The Programme for International Student Assessment (PISA) – an OECD international survey project, has become the base for an international comparison of students’ results. This publication is oriented on the wide evaluation of basic statistical data in scientific, mathematical and reading literacy of students. We compare the main results of students in scientific, mathematical and reading literacy and the tendencies of GDP and expenditure to education from the GDP of the Member states of the European Union. PISA helps identify key problems and create effective school policy for all stakeholders. It seems evident that the above-average education expenditure percentage of the gross domestic product affects also the above-average values of the index of the sum of the scores obtained in the pupils´ scientific, mathematical as well as reading literacy for the sum of the years 2006, 2009, 2012 and 2015 in the period under review. It seems Member States which spend a higher above-average education expenditure percentage of their gross domestic product have, on a long-term basis, above-average and relatively stable results in the summary index but also individually – in the pupils´ scientific, mathematical and reading literacy. Political and professional decisions to increase education expenditure evidently positively affect the quality of education at schools in general, regardless of how the “economy is doing”. Our results of the analysis support the assumption that even in the case of a state´s restrictive budget, expenditure on education and creative activity in general should not be restricted.

scholarly journals DETERMINATION OF THE FACTORS AFFECTING STUDENTS’ SCIENCE ACHIEVEMENT LEVEL IN TURKEY AND SINGAPORE: AN APPLICATION OF QUANTILE REGRESSION MIXTURE MODEL

2020 ◽  
Vol 19 (2) ◽  
pp. 247-260
Author(s):  
Serpil Kiliç Depren
Keyword(s):  
Quantile Regression ◽  
Mixture Model ◽  
Science Achievement ◽  
International Student ◽  
Student Assessment ◽  
Finite Mixture ◽  
Achievement Level ◽  
Factors Affecting ◽  
International Student Assessment ◽  
Regression Mixture

In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students' science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students' science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs. Keywords: finite mixture models, Programme for International Student Assessment, quantile regression mixture models, science performance.

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.

Sign in / Sign up

Export Citation Format

Share Document