scholarly journals THE EFFECTS OF HUMAN AND MATERIAL RESOURCES ON STUDENTS’ MATH ACHIEVEMENT IN 45 COUNTRIES

2014 ◽  
Vol 62 (1) ◽  
pp. 8-20
Author(s):  
Serdar Aztekin ◽  
Haci Bayram Yilmaz
Keyword(s):  
Human Resources ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Individual Student ◽  
Mathematical Literacy ◽  
School Factors ◽  
Material Resources ◽  
International Student Assessment

This study aims to explore the effects of human and material resources on mathematical literacy. For this purpose, mathematical literacy test scores and questionnaire responses of 304,444 fifteen-year-olds in 45 countries participated in the 2012 cycle of Programme for International Student Assessment (PISA) Project, were analysed through two-level and three-level hierarchical linear models (HLM). Selected indices and scales representing material and human resources’ effects on students’ mathematical literacy were investigated. The results revealed that 23% of the total variance in the literacy scores is attributable to between-countries, 34% of the variance is attributable to between-schools and the remaining 43% to individual student characteristics. Only two school factors, the quality of school educational resources and teacher morale, were found to have effects on students’ performance after accounting for the gender, the index of economic, social and cultural status, and the cumulative expenditure on education. The results of the study have potential to help policy makers determine their priorities in education and provide hints for future studies. Key words: human resources, material resources, PISA 2012, hierarchical linear model.

scholarly journals Peculiarities of formation and assessment of schoolchildren’s mathematical literacy

2021 ◽  
Vol 11 (4) ◽  
pp. 113-135
Author(s):  
Larisa Olegovna Denischeva ◽  
◽  
Natalya Viktorovna Savintseva ◽  
Ildar Sufiyanovich Safuanov ◽  
Andrei Vladimirovich Ushakov ◽  
...  
Keyword(s):  
Mathematical Modeling ◽  
International Student ◽  
Student Assessment ◽  
Real Life ◽  
Mathematical Literacy ◽  
Main Research ◽  
International Student Assessment ◽  
Teachers Experiences ◽  
Characteristic Features ◽  
Conceptual Foundations

Introduction. The study investigates the problem of developing mathematical literacy. The purpose of the article is to reveal the specifics of developing and assessing schoolchildren’s mathematical literacy. Materials and Methods. The research is based on the concept and model of mathematical literacy defined for the OECD Programme for International Student Assessment (PISA). The main research methods include an analysis of mathematics teachers’ experiences and an analysis of the structure of mathematical literacy tasks. Results. The article presents an analysis of the conceptual foundations of developing schoolchildren’s mathematical literacy. The authors identified and structured the characteristic features of the tasks aimed at forming mathematical literacy, described the main approaches to their development, based on the use of model schemes and mathematical modeling. The links between the contexts of real-life situations and the content areas of the school mathematics course were traced. The complete process of working with mathematical models is illustrated by tasks arising in life situations. The authors revealed the main approaches to the development of tasks, designed to form mathematical literacy, based on the model schemes and the process of mathematical modeling. Conclusions. In conclusion, the authors summarize stages of designing mathematical literacy tasks and the requirements to the approaches of their development. The conclusion is made about the possibility of using model schemes as a reference for mathematical literacy tasks.

scholarly journals An Investigation of Master Student Understanding on Mathematical Literacy Problems

2020 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Al Jupri ◽  
Rizky Rosjanuardi
Keyword(s):  
Prospective Teachers ◽  
International Student ◽  
Online Survey ◽  
Student Assessment ◽  
Student Understanding ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Problems And Solutions ◽  
Shape Uncertainty

Indonesian government has been promoting the National Literacy Movement since 2016 to response disappointing results of the Program for International Student Assessment on literacy and mathematical literacy skills of students. This movement involves many parties, including educational universities, to prepare mathematics education students of master level, as prospective teachers or lecturers, to understand mathematical literacy. To investigate this condition, this study aims to analyze master student understanding on mathematical literacy problems. To do so, we conducted an online survey via Google Form involving 32 master students from several universities in Bandung. In this survey, each master student was called for sending two mathematics problems and solutions that considered to be literacy problems. The results revealed that 17 (53%) involved master students understand mathematical literacy problems. The most frequent category of literacy problems to appear was Change and Relationship followed by categories of Space and Shape, Uncertainty and Data, and Quantity, respectively. Another result showed that word problems seemed to be regarded as the same as mathematical literacy problems by some students. We conclude that master student understanding of mathematical literacy needs to be improved for facing future educational careers.

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

2018 ◽  
Vol 1 (3) ◽  
pp. 69-95 ◽  
Author(s):  
Xiangyi Liao ◽  
Xiaoting Huang
Keyword(s):  
Scientific Literacy ◽  
International Student ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Educational Expectations ◽  
Private Tutoring ◽  
School Level ◽  
After School ◽  
Exact Matching ◽  
International Student Assessment

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.

scholarly journals Reflections on Analytical Choices in the Scaling Model for Test Scores in International Large-Scale Assessment Studies

2021 ◽  
Author(s):  
Alexander Robitzsch ◽  
Oliver Lüdtke
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Individual Student ◽  
Scaling Model ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Wide Range ◽  
Analytical Strategies ◽  
The Individual

International large-scale assessments (LSAs) such as the Programme for International Student Assessment (PISA) provide important information about the distribution of student proficiencies across a wide range of countries. The repeated assessments of these content domains offer policymakers important information for evaluating educational reforms and received considerable attention from the media. Furthermore, the analytical strategies employed in LSAs often define methodological standards for applied researchers in the field. Hence, it is vital to critically reflect the conceptual foundations of analytical choices in LSA studies. This article discusses methodological challenges in selecting and specifying the scaling model used to obtain proficiency estimates from the individual student responses in LSA studies. We distinguish design-based inference from model-based inference. It is argued that for the official reporting of LSA results, design-based inference should be preferred because it allows for a clear definition of the target of inference (e.g., country mean achievement) and is less sensitive to specific modeling assumptions. More specifically, we discuss five analytical choices in the specification of the scaling model: (1) Specification of the functional form of item response functions, (2) the treatment of local dependencies and multidimensionality, (3) the consideration of test-taking behavior for estimating student ability, and the role of country differential items functioning (DIF) for (4) cross-country comparisons, and (5) trend estimation. This article's primary goal is to stimulate discussion about recently implemented changes and suggested refinements of the scaling models in LSA studies.

scholarly journals 2018 Australian TALIS-PISA Link Report

2021 ◽  
Author(s):  
Kylie Hillman ◽  
Sue Thomson
Keyword(s):  
Cognitive Skills ◽  
Teaching And Learning ◽  
International Student ◽  
Student Assessment ◽  
Background Characteristics ◽  
School Life ◽  
School Factors ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Pisa Data

Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

scholarly journals Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

2015 ◽  
Vol 23 ◽  
pp. 108 ◽  
Author(s):  
Haigen Huang
Keyword(s):  
United States ◽  
Socioeconomic Status ◽  
Achievement Gap ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
The United States ◽  
Learning Time ◽  
International Student Assessment

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

scholarly journals PENGEMBANGAN KURIKULUM MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM PENALARAN DAN PEMECAHAN MASALAH

2019 ◽  
Vol 1 (1) ◽  
pp. 15-27
Author(s):  
Yogi Anggraena
Keyword(s):  
Problem Solving ◽  
International Student ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Student Assessment ◽  
National Council ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
International Student Assessment ◽  
Study Results

The Trending topic in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) have become a new standard for mathematics learning. One of the objectives of the study from TIMSS and PISA is to know the students' abilities in reasoning, identifying, and understanding, and using the basic mathematics needed in daily life. Or in other words, students must have mathematical literacy. The concept of mathematical literacy is intended the ability of individuals to formulate, use, and interpret mathematics in various contexts. This includes mathematical reasoning and using mathematical concepts, procedures, facts, and equipment to describe, explain, and predict phenomena or events (OECD, 2013). Indonesia has participated in TIMSS and PISA studies several times, from the TIMSS and PISA study results, it shows that students have not been able to develop optimally about their thinking abilities in mathematics schools and are still low in ability (1) to understand complex information, (2) theory , analysis and problem solving, (3) using tools, procedures and problem solving and (4) conducting investigations. In 2014, the National Council of Teachers of Mathematics (NCTM) stated that learning mathematics today is still too formal, lacks connection with the meaning, understanding, and application of mathematical concepts, and fails to give sufficient attention to the ability of reasoning and solving problem. These results indicate that there needs to be a change in curriculum orientation, which is not to burden students with content but prioritize the aspects of essential abilities needed by all citizens to participate in developing their country in the 21st century. Therefore it is necessary to develop a mathematics curriculum that enhances students' abilities in reasoning and problem solving in order to improve the quality of mathematics for students knowledge and skill in this global era.

scholarly journals LITERASI MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

2020 ◽  
Vol 1 (2) ◽  
pp. 65-70
Author(s):  
Janet Trineke Manoy ◽  
Marinda Rosita Sari
Keyword(s):  
High School ◽  
High School Students ◽  
International Student ◽  
Student Assessment ◽  
Mathematical Literacy ◽  
School Students ◽  
Process Indicators ◽  
International Student Assessment ◽  
Date Analysis ◽  
Mathematical Process

contenxts. This study aims to describe the mathematical literacy of class X high school students in solving PISA questions. Date collection wa carried out using tests and interviews. 2 questions level 4dan level 6 are given to students. Date analysis is based on PISA mathematical process indicators namely formulating, applying, and interpreting. The results showed that: in the process of formulating, students mentioned important information in the problem, how to slove it and what concepts would be used, as well as what was know and asked in the problem. In the process of applying students to design and implement strategies according to the information they have made, draw the required objects according to the questions given. In the process of interpreting, students explain the reasons why the conclusions they get are in accordance with the context of the problem given.

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.

PISA 2012: Examining the influence of prior knowledge, time-on-task, school-level effects on achievements in mathematical literacy processes – Interpret, employ and formulate

2021 ◽  
Vol 65 (2) ◽  
pp. 173-194
Author(s):  
Sivakumar Alagumalai ◽  
Nicholas Buchdahl
Keyword(s):  
Extracurricular Activities ◽  
International Student ◽  
Student Assessment ◽  
Multilevel Modelling ◽  
School Level ◽  
Time On Task ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Or Groups ◽  
Negative Effect

Recent studies reiterate the importance of mathematical literacy and the identification of skills, knowledge and cognitive processes which contribute to composite test scores to facilitate targeted remediation and extension activities. To this end, the current article examines data from the 2012 cycle of the Programme for International Student Assessment (PISA), using multilevel modelling techniques to explore the relationship between selected student-level and teacher/school-level factors and the three processes of interpret, employ and formulate which were measured as the skills underlying mathematical literacy in that assessment. Results of the analyses indicate that boys outperform girls significantly ( p < 0.001) in all three processes whereby formulate invokes relatively more inter- and intra-level influences compared with interpret. Apart from the relatively higher item-difficulties of formulate, an increase in the complexity of contextual effects at the student and the teacher/school-level emerges as mathematical processes move from interpret to employ to formulate. Findings also reveal that students taught by teachers who had mathematics as a major in their undergraduate studies and who work in relatively smaller classes or groups show higher performance in all three mathematical literacy processes. Use of ICT in mathematics lessons is negatively associated with the three mathematical literacy processes. The additional negative effect of mathematical extracurricular activities at school on the processes highlights the need to rethink how technology and extracurricular lessons are to be used, designed/structured and delivered to optimise the learning of mathematical processes, and ultimately improve mathematical literacy.

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