Effects of Opportunities to Learn on Peruvian Students’ Science Achievement in Program for International Student Assessment 2015

Abstract

Opportunities to learn (OTL) are considered important variables to enable equitable educational standards in teaching. The main objective of this work was to test a five-level hierarchical model to explain the general achievement and science competencies of Peruvian students in the Program for International Student Assessment (PISA) 2015, controlling for the student’s age and gender, and the economic, social, and cultural status, both for the student (ESCS) and the school (MESCS). The Peru database was taken from PISA 2015 and was based on the results of 6,971 Peruvian students from 281 schools. The 10 plausible values of performance in science reported by PISA 2015 were used, and each of the four sub-competencies was evaluated. The values weighted likelihood estimate (WLE) of the following composite variables were standardized: (1) In teaching-learning activities, the disciplinary environment in science classes, teaching support in science classes at the students’ choice, and inquiry-based science teaching-learning practices; teacher-directed science instruction were considered. (2) For the formative evaluation factor, feedback, student perception about the evaluation, and adaptation of the instruction to the formative evaluation were considered. (3) The control variables were as follows: the age and gender of the students, the index of social, economic, and cultural status (ESCS) at the student level, and the average of the index of the social, economic, and cultural status of each school (MESCS), as well as the interaction of OTL variables with ESCS. The results of the linear hierarchical analysis showed that the achievement of Peruvian students in science in PISA 2015 (general competence) is mainly due to feedback perceived, adaptive instruction, teacher-directed science instruction, and inquiry-based science teaching-learning practices. The feedback perceived and the inquiry-based science teaching predicted negatively and significantly to science performances. The effect of inquiry-based science teaching-learning on science achievement decreased as hierarchical analysis models became more complex and decreased substantially when simultaneously interacting with perceived feedback, the student gender, and ESCS. The results also showed that the gender, the ESCS of the students, and the MESCS of the school were significant and positive predictors of academic performance. When considering each of the scientific competencies evaluated, the models are like the general score. Mainly, the MESCS of the school controls or diminishes the effect that the instructional variables have on science performance, except for the negative effect of feedback on academic performance, even when the ESCS is controlled by the school level.

Efectos de variables familiares, socioeconómicas y de logro, sobre competencia financiera de estudiantes peruanos en PISA 2018

“…Estos hallazgos ponen de relevancia la importancia de fortalecer los procesos y resultados de aprendizaje de competencias matemáticas y de lectura en el Perú, dado que estas son dos competencias importantes para el desarrollo de otras competencias, como las científicas, las tecnológicas y, en este caso, las competencias financieras. Si bien Saavedra y Gutiérrez (2020) resaltan las reformas y avances en la mejora del sistema educativo peruano en los dos últimos lustros, los resultados en evaluaciones internacionales a gran escala aún reflejan bajos niveles de desempeño (Bazán-Ramírez et al, 2022;Muelle, 2019).…”

“…Asimismo, estudios realizados con diversos resultados de logro de estudiantes peruanos en PISA han mostrado reiteradamente el efecto del nivel socioeconómico y cultural (ESCS) de las familias de origen y de la escuela; por ejemplo, en lectura (Cueto, León, Muñoz, et al, 2016), en ciencias (Bazán-Ramírez et al, 2022) y en matemáticas, lectura y ciencias (Muelle, 2019). Asimismo, Murillo y Carrillo (2021) han reportado el efecto de variables socioeconómicas y de origen sobre el desempeño de estudiantes peruanos de secundaria en evaluaciones a gran escala en varias disciplinas.…”

The Relationship Between Adaptive Instruction and Reading Success: The Facilitative Role of Reading Self-Concept and the Hindering Role of Peer Bullying

“…For example, in a quasi-experimental study with 456 students from 23 schools, it was found that the reading achievement of students in classes where adaptive instruction was implemented was higher than that of students in classes where traditional methods were preferred (Houtveen et al, 1999). Other studies on this subject also indicated that there were significant relationships between adaptive instruction methods and students' achievement in reading (Bozkurt, 2022;Karaman, 2020) and in other areas (Bazán-Ramírez, 2022;Forbes et al, 2020). Research also suggested that such an approach can produce beneficial outcomes in terms of students' affective and psychological attributes like motivation and academic self-concept (Erdoğdu, 2020;Lau & Ho, 2020).…”

Teachers’ Frequency of ICT Use in Providing Sustainable Opportunity to Learn: Mediation Analysis Using a Reading Database

“…Extant literature suggested a significantly positive impact of OTL on student achievement [27]. It was evidenced that middle school students were more likely to be well-supported in science learning and achieved better science performance in assessments when given more OTL [14]. Currently, OTL research revolves around STEM subjects, because researchers hold the belief that these disciplines which placed a strong emphasis on critical thinking and creativity merited additional OTL to enhance student learning results [28].…”

“…Secondary analysis using PISA data across variables might reveal the correlations that were not reported in the descriptive statistics of PISA report [12]. Previous secondary analysis using PISA has provided robust positive connections between OTL and adolescents' mathematics and science performance [13,14], and more relationships are to be tested specifically in other subjects, such as digital reading [15]. Since the main subject of the latest round of PISA, i.e., PISA 2018, focused on digital reading, its background questionnaire involved reading provided valuable information on reading-specific OTL and its influencing factors.…”