Who is More Likely to Participate in Private Tutoring and Does it Work?: Evidence from PISA (2015)

Purpose In recent years, private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure. This paper aims to analyze the factors that affect Chinese students’ participation in private tutoring and the effectiveness of private tutoring. Design/Approach/Methods We use data from the Programme for International Student Assessment (PISA) 2015 of Mainland China area and focus specifically on science-related private tutoring. Multilevel logistic model and hierarchical linear model based on coarsened exact matching (CEM) are used to conduct the investigations. Findings Empirical results show that individual level factors including student's interest in science, educational expectations, and school-level factors such as school autonomy, science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring. Moreover, science-related private tutoring has not significantly improved the overall scientific literacy scores of students. In addition, private tutoring has widened the performance gap among students from different socioeconomic backgrounds, with students from socioeconomically advantaged family experiencing more significant gains from tutoring. Originality/Value These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.

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

10.52380/ijpes.2021.8.2.433 ◽

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.

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Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

Frontiers in Education ◽

10.3389/feduc.2021.619450 ◽

2021 ◽

Vol 6 ◽

Author(s):

Pan Tang ◽

Hao Liu ◽

Hongbo Wen

Keyword(s):

Problem Solving ◽

Large Scale ◽

International Student ◽

Student Assessment ◽

Hierarchical Linear Model ◽

Collaborative Problem Solving ◽

School Level ◽

Large Scale Assessment ◽

International Student Assessment ◽

Collaborative Problem

Collaborative problem solving (CPS) competency is critical in the twenty-first century. The Program for International Student Assessment (PISA) launched a large-scale assessment of CPS competency for the first time in 2015. Beijing, Shanghai, Jiangsu, and Guangdong provinces in China participated the assessment and scored an average of 496, which was slightly lower than the OECD average 500 and ranked 25th among the 51 countries and economies participating in the assessment. Therefore, this research was conducted to dig into the factors predicting students’ CPS competency, and help students improve it. Most research about CPS has fallen into the construction of the CPS framework and the effectiveness of CPS; research focusing on the factors predicting CPS competency is rare. Accordingly, a hierarchical linear model (HLM) was constructed to investigate the factors predicting students’ CPS competency in the current research. The model revealed that there was a large difference of students’ CPS competency among schools. In addition, among student-level variables, gender, grade, ESCS, ICT resources, students’ attitude toward CPS, and teacher unfairness were effective in predicting students’ CPS competency; among school-level variables, school location, schools’ ESCS and the proportion of all teachers fully certified predicted students’ CPS competency positively. The findings implied that in order to enhance students’ CPS competency, CPS competency training should be permeated through all the subjects; schools should employ teachers who are fully qualified; teachers should treat each student fairly; and students should be provided with more ICT resources and etc.

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Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

European Psychologist ◽

10.1027/1016-9040/a000332 ◽

2019 ◽

Vol 24 (3) ◽

pp. 231-242 ◽

Cited By ~ 5

Author(s):

Herbert W. Marsh ◽

Philip D. Parker ◽

Reinhard Pekrun

Keyword(s):

International Student ◽

Student Assessment ◽

Cross Cultural ◽

Frame Of Reference ◽

School Level ◽

Self Concept ◽

Positive Effects ◽

International Student Assessment ◽

Country Level ◽

Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

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Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?

Education Policy Analysis Archives ◽

10.14507/epaa.25.2901 ◽

2017 ◽

Vol 25 ◽

pp. 92 ◽

Cited By ~ 2

Author(s):

Steven Lewis

Keyword(s):

Learning Community ◽

Professional Learning ◽

International Student ◽

Student Assessment ◽

School Level ◽

Topological Spaces ◽

Global Learning ◽

Policy Cycle ◽

International Student Assessment ◽

New Variant

This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how ‘world-class’ schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can ‘talk back’ to national and state authorities, and potentially promote more ‘authentic’ understandings of, and possibilities for, schooling accountability.

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The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries

International Journal of Comparative Sociology ◽

10.1177/00207152211023540 ◽

2021 ◽

Vol 62 (2) ◽

pp. 115-140

Author(s):

Josef Kuo-Hsun Ma

Keyword(s):

Digital Divide ◽

International Student ◽

Student Assessment ◽

School Level ◽

Digital Competence ◽

International Student Assessment ◽

Institutional Settings ◽

Educational Expenditures ◽

E Learning ◽

At Home

Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

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Principals and Student Achievement

Maximizing Social Science Research Through Publicly Accessible Data Sets - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-5225-3616-1.ch005 ◽

2018 ◽

pp. 84-117 ◽

Cited By ~ 1

Author(s):

S. Marshall Perry ◽

Karen M. Sealy ◽

Héctor X. Ramírez-Pérez ◽

Thomas C. DeNicola ◽

Yair Cohen

Keyword(s):

Academic Achievement ◽

Student Achievement ◽

Instructional Leadership ◽

Teaching And Learning ◽

International Student ◽

Student Assessment ◽

School Context ◽

School Level ◽

International Student Assessment ◽

Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

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Defasagem idade-série e letramento científico no Pisa

Estudos em Avaliação Educacional ◽

10.18222/eae.v31i77.7103 ◽

2020 ◽

Vol 31 (77) ◽

pp. 393

Author(s):

Andriele Ferreira Muri Leite ◽

Alicia Maria Catalano de Bonamino

Keyword(s):

Secondary Education ◽

Linear Regression ◽

Scientific Literacy ◽

International Student ◽

Student Assessment ◽

Grade Repetition ◽

International Student Assessment ◽

Palabras Clave ◽

The Difference ◽

Brazilian Students

O artigo analisa a preparação científica de estudantes brasileiros participantes do Pisa (Programme for International Student Assessment – em português Programa Internacional de Avaliação dos Estudantes), considerando a defasagem idade-série. Foram realizadas uma análise exploratória dos resultados e uma regressão linear para investigar o efeito da variável repetência sobre o desempenho em ciências dos estudantes brasileiros. O estudo mostra que: os estudantes brasileiros estão em desvantagem em relação aos estudantes dos países da Organização para Cooperação e Desenvolvimento Econômico (OCDE); a maioria dos estudantes brasileiros não é capaz de realizar as tarefas mais simples estabelecidas pelo Pisa; a diferença entre estudantes brasileiros defasados e estudantes da OCDE alcança 150 pontos em algumas competências; apenas os estudantes brasileiros das séries finais do ensino médio atingem os níveis esperados pelo Pisa.Palavras-chave: Pisa, Brasil, Letramento Científico, Defasagem Idade-série. Distorsión de grado y edad y la competencia científica en PisaEl artículo analiza la preparación científica de los estudiantes brasileños que participan en el PISA (Programme for International Student Assessment – en español, Programa Internacional de Evaluación de Estudiantes), teniendo en cuenta la distorsión de grado y edad. Se realizó un análisis exploratorio de los resultados y una regresión lineal para investigar el efecto de la variable de repetición en el rendimiento en ciencias de los estudiantes brasileños. El estudio muestra que: los estudiantes brasileños están en desventaja en comparación con los estudiantes de los países de la Organización para Cooperación y Desarrollo Económico (OCDE); la mayoría de los estudiantes brasileños no puede realizar las tareas más simples establecidas por el PISA; la diferencia entre estudiantes brasileños que presentan distorsión de grado y edad y estudiantes de la OCDE alcanza a 150 puntos en algunas competencias; solo los estudiantes brasileños en los años finales de la escuela secundaria alcanzan los niveles esperados por el PISA.Palabras clave: Pisa, Brasil, Competencia Científica, Distorsión de Grado y Edad. Age-grade distortion and scientific literacy in PisaThe article analyzes the scientific preparation of Brazilian students participating in PISA (Programme for International Student Assessment), taking into account the age-grade distortion. An exploratory analysis of the results and a linear regression were carried out to investigate the effect of the grade repetition variable on Brazilian students’ performance in Science. The study shows that: Brazilian students are at a disadvantage compared to students from Organization for Economic Cooperation and Development (OECD) countries; the majority of Brazilian students are not able to perform the simplest tasks defined by PISA; the difference between Brazilian over-age students and OECD students reaches 150 points in some competencies; only Brazilian students in the final grades of secondary education reach the levels expected by PISA.Keywords: Pisa, Brazil, Scientific Literacy, Age-grade Distortion.

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