Gender and Students’ Achievements: Evidence from PISA 2015

Bijou, Mohammed; Liouaeddine, Mariem

doi:10.5430/wje.v8n4p24

Cited by 12 publications

(7 citation statements)

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“…Although these results differ according to countries, a very similar result to the OECD average was observed in Turkey (OECD, 2019). Similar results were observed in terms of gender differences in PISA exams held in 2015 (Bijou & Liouaeddine, 2018) and 2012 (OECD, 2014).…”

Section: Introductionsupporting

confidence: 79%

The Effect of Stereotype Threat on Academic Success of Female Students

Yağan,

Avcı

2023

IJPES

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Stereotype threat occurs when educational institutions remind us of the stereotype that men are more successful in mathematics and that women's mathematics achievement is negatively affected. In this study, the effect of stereotype threat on the academic achievement of high school students was examined. In the designed experimental study, there are two experimental groups (threat 1 and 2) and a control group. The effects of two different stereotype threats were compared in the experimental groups. After the explanations to reveal stereotype threat in the experimental groups, a mathematics test was used and the "State Anxiety and Stereotype Awareness Scale" was administered at the end of the test. In this study conducted in the 10th grade of high school, data was also obtained from male students. According to the data, while there was no significant difference in terms of academic success between the study groups consisting of female students, it was seen that the academic success of the threat 1 group was higher among males. In terms of academic achievement, threat 1 group shows the greatest inequality between genders. It was observed that the state anxiety levels of female students in the experimental groups increased. According to the findings, in addition to a positive and low-level significant relationship between anxiety and academic success in female students, there is also a mediating relationship between anxiety and stereotype threat and academic success. There is no difference between male student groups. Awareness of stereotypes was low in both genders, and it was concluded that boys' awareness was higher than girls.

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Section: Introductionsupporting

confidence: 79%

The Effect of Stereotype Threat on Academic Success of Female Students

Yağan,

Avcı

2023

IJPES

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“…These factors were all found to be positively associated with PISA science achievement [43][44][45]. For demographic variables, ESCS had a positive correlation with PISA science achievement across countries [40] and boys had higher scores than girls overall in the PISA 2015 science assessment [46]; hence, ESCS and gender must be controlled for. HDI was also used to adjust for the heterogeneity of country characteristics.…”

Section: Cps Competency and Science Achievementmentioning

confidence: 99%

Investigating student collaborative problem-solving competency and science achievement with multilevel modeling: Findings from PISA 2015

Tang,

Liu,

Milner-Bolotin

2023

PLoS ONE

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Collaborative problem-solving (CPS) competency is critical for 21st century students. However, reports from the Programme for International Student Assessment (PISA) 2015 have revealed significant deficiencies in this competency among young students globally, indicating a critical need for the cultivation of CPS skills. Therefore, it is essential for educators and researchers to examine the factors that influence CPS competency and understand the potential role of CPS in secondary education. The present study aims to investigate the relationship between collaboration dispositions and students’ CPS competency as well as the relationships of CPS competency and inquiry-based science instruction (IBSI) with science achievement using the PISA 2015 data. A total of 408,148 students from 52 countries and economies (i.e., regions) were included in our analysis. Unlike most previous studies that only investigated one country at a time and neglected the multilevel data structure of PISA, this study provided a global view through adopting multilevel modeling to account for the cluster effect at the school and country levels. Our findings revealed that valuing relationship was positively associated with CPS, whereas valuing teamwork was negatively associated with CPS. Furthermore, CPS competency was found to be a dominant and positive predictor of science achievement among all study variables, underscoring the importance of integrating CPS into teaching practices to promote student success in science. Additionally, different IBSI activities show varying relationships with science achievement, indicating that caution should be taken when recommending any specific practices associated with IBSI to teachers.

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“…These are gender, ethnicity, socioeconomic status, and educational aspirations, which correlate with academic outcomes (OECD, 2016a(OECD, , 2016bMartin et al, 2016). Bijou and Liouaeddine (2018) report that in 72% of all the participants in 2015 PISA, boys performed better in science. Gender differences in favour of boys have earlier been noted for science achievement in a sample of 15-year-old students (Sun et al, 2012) which influence the selection of STEM (Science, Technology, Engineering, and Mathematics) subjects in higher studies (Fredricks et al, 2018).…”

Section: Student Backgrounds and School Contextmentioning

confidence: 99%

Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study

Rohatgi

Hatlevik

Björnsson

2022

Large-scale Assess Educ

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Teacher-student interactions are crucial in understanding the role of a supportive climate in instructional practices. The present study investigates the perceptions of 15-year-old Nordic students regarding four aspects of their science class: teacher support, fairness, feedback, and class discipline. Multilevel modelling analysis is used to examine the extent to which a perceived supportive climate can explain variation in the Nordic students’ science achievements. Overall, the main findings based on The Programme for International Student Assessment (PISA) 2015 data from Denmark, Finland, Iceland, Norway, and Sweden indicate that at the student level, perceived feedback from teachers and students perceiving their teachers as fair explains significant variations in science achievement. The study provides practical and theoretical implications about the importance of strong teacher-student relationships in comprehending the concept of a supportive climate.

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Gender and Students’ Achievements: Evidence from PISA 2015

Cited by 12 publications

References 0 publications

The Effect of Stereotype Threat on Academic Success of Female Students

The Effect of Stereotype Threat on Academic Success of Female Students

Investigating student collaborative problem-solving competency and science achievement with multilevel modeling: Findings from PISA 2015

Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study

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