Effective teaching factors and student reading strategies as predictors of student achievement in PISA 2009: the case of China and the United States

Meng, Lingqi; Muñoz, Marco A.; Hess, Kristin King; Liu, Shujie

doi:10.1080/00131911.2016.1155537

Cited by 22 publications

(18 citation statements)

References 11 publications

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“…In addition, schools with more teachers equipped with an ISCED Level 6 qualification (PROAT6) did better in cultivating high-achieving performers than those with low proportion of high-quality teachers, which was in accordance with related studies (Leithwood & Hopkins, 2008;Meng et al, 2016). Schools with a large proportion of college-educated teachers achieved better scores in the PISA 2009 reading test (Van Hek et al, 2017).…”

Section: School-level Factors Related To Students' Reading Literacysupporting

confidence: 80%

“…In addition, students who receive timely feedback of teachers tend to get better academic performance . Moreover, there is a general agreement that teacher quality may affect students' academic performance Meng, Muñoz, King Hess, & Liu, 2016;Nie & Hu, 2018,). One dimension of the effective teaching model also emphasizes teachers' quality including knowledge of teaching and learning, certificate status, and teaching experience .…”

Section: The Influence Of School-level Factors On Students' Reading Lmentioning

confidence: 99%

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An Exploration of Impact Factors Influencing Students’ Reading Literacy in Singapore with Machine Learning Approaches

Dong¹,

Hu²

2019

IJEL

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This study identified the contextual factors which differentiated 15-year-old students with high- and low-achieving reading literacy in Singapore based on Program for International Student Assessment (PISA) 2015. 4,015 students from Singapore were collected from the public dataset of PISA 2015, with 2,646 high-achieving students and 1,369 low-achieving students in PISA reading literacy test. The impact of the overall 49 contextual factors on reading literacy was analyzed in three levels: student level, family level and school level. Support vector machine (SVM), a machine learning approach, was applied to analyze these contextual features. It indicated that SVM could effectively distinguish these two cohorts of readers with an accuracy score of 0.78. SVM-based recursive feature elimination (SVM-RFE), another machine learning approach, was then applied to rank these selected features. These features were outputted in descending order with regard to the degree of their significance to the differentiation. At last, an optimal set with 15 contextual factors was selected by RFE-CV (cross validation), which collectively affected the differentiation of students with high- and low-level of reading literacy. Based on the analysis, implications to further improving students’ reading literacy can be achieved.

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Section: School-level Factors Related To Students' Reading Literacysupporting

confidence: 80%

Section: The Influence Of School-level Factors On Students' Reading Lmentioning

confidence: 99%

An Exploration of Impact Factors Influencing Students’ Reading Literacy in Singapore with Machine Learning Approaches

Dong¹,

Hu²

2019

IJEL

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“…Categorical instructions or curricula targeting students of different reading levels improve their reading results (e.g., Shin et al, 2013). In addition, teachers’ guidance of students when they encounter difficulties in reading, teachers’ stimulation of students’ reading processes and the classroom reading environment are all meaningful factors influencing students’ reading proficiency (Meng et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Regression Analysis of ICT Impact Factors on Early Adolescents’ Reading Proficiency in Five High-Performing Countries

Xiao

Liu

2019

Front. Psychol.

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The popularity of information and communication technology (ICT) has had a significant influence on the reading proficiency of early adolescents. Achieving excellent reading proficiency, which is related not only to a student’s inherent talent but also to various impact factors, can greatly enhance the effectiveness of reading education. The Program for International Student Assessment (PISA) 2015 provides an international view on the reading proficiency of 15-year-olds in a computer-based testing environment. In this study, a multiple linear regression model was constructed using the computing language R to investigate the association between student-level ICT impact factors (the availability of ICT, the use of ICT and attitudes toward ICT) and reading proficiency among early adolescents. The sample included 37,155 15-year-olds from five representative countries with extremely high reading proficiency. The results showed that the students’ ICT-related attitudinal factors concerning their interest in ICT and perceived autonomy in using ICT, rather than ICT availability and ICT use, were closely associated with high reading proficiency. In addition, ICT devices should be integrated not only as instructional media but also as a cognitive tool for teaching reading with timely and appropriate scrutiny.

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“…When current studies are evaluated, Fındık and Kavak (2013) reported socio-economically disadvantaged students in PISA 2009 reading literacy achievement in Turkey; Bozkurt (2016) stated that PISA 2003 has dealt with Turkey's reading access to 2009; Oren, Konuk, Sefer and Sarıtas (2017) compared the text with type text types in Turkish teaching programs in PISA. In the international literature, Dıpf et al (2020) examined the short answer questions in PISA; Lau and Ho (2016) evaluated the PISA 2009 reading skills results of students in Hong Kong; Meng et al (2017) analyzed PISA 2009 reading skills of students in China and America, Naumann and Sälzer (2017) addressed the digital reading competence of students in Germany in PISA 2012; Torppa et al (2018) examined PISA 2012 reading skills of students in Finland; Tsvetkova (2016) evaluated PISA 2012 reading skills of students in Bulgaria; Xiao and Hu (2019) analyzed the educational practices of the top five countries that were successful in reading skills in PISA 2015. It is important to consider reading skills in PISA together with Turkish and Turkish Language and Literature teachers.…”

Section: Reading Skills In Pisamentioning

confidence: 99%

Turkish and Turkish Language and Literature Teachers’ Views’ on the Reading Skills and Turkey's Performance in PISA: A Focus Group Interview

Yıldız¹

2021

ENAD

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This study aims to examine Turkish and Turkish language and literature teachers' views on reading skills and Turkey's performance in PISA. A focus group interview, one of the qualitative research methods, was used in this study. Teachers' views on reading skills in PISA, the general situation in Turkey's PISA, the concept of the text, questions of measuring high-level skills and solutions were investigated by qualitative data analysis methods. The study group of the research consisted of teachers determined using criterion sampling technique, one of the purposeful sampling methods. The steps of the focus group interview were used in collecting the data, and content analysis techniques were used in the analysis. As a result of the research, teachers' opinions on reading skills in PISA; with incomplete information and low success themes; text concept; with texts in books and themes of changing text concept; questions measuring high-level skills; with ready-made questions and systematic questions themes; solutions are explained under the theme of continuous training.

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Effective teaching factors and student reading strategies as predictors of student achievement in PISA 2009: the case of China and the United States

Cited by 22 publications

References 11 publications

An Exploration of Impact Factors Influencing Students’ Reading Literacy in Singapore with Machine Learning Approaches

An Exploration of Impact Factors Influencing Students’ Reading Literacy in Singapore with Machine Learning Approaches

Regression Analysis of ICT Impact Factors on Early Adolescents’ Reading Proficiency in Five High-Performing Countries

Turkish and Turkish Language and Literature Teachers’ Views’ on the Reading Skills and Turkey's Performance in PISA: A Focus Group Interview

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