Student performance, school differentiation, and world cultures: Evidence from PISA 2009

Zhang, Liang; Khan, Gulab; Tahirsylaj, Armend

doi:10.1016/j.ijedudev.2015.02.013

Cited by 23 publications

(14 citation statements)

References 24 publications

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“…In the literature, empirical research have been made to specify the underlying factors of students' achievement (Contini, Di Tommaso, & Mendolia, 2017;Sheldrake, Mujtaba, & Reiss, 2017;Kılıç Depren, Aşkın, & Öz, 2017;Kılıç Depren, 2018). Zhang, Khan, and Tahirsylaj (2015) have used regression methods to measure the factors affecting students' performance using the dataset of PISA 2009 participating countries. The research of Delprato and Chudgar (2018) has found out the systemic school factors on the privatepublic performance gap using the Teaching and Learning International Survey (TALIS)-PISA dataset in three countries.…”

Section: Introductionmentioning

confidence: 99%

Determination of the Factors Affecting Students’ Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model

Depren

2020

JBSE

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In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students' science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students' science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs.

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Section: Introductionmentioning

confidence: 99%

Determination of the Factors Affecting Students’ Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model

Depren

2020

JBSE

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“…Third, there is empirical evidence from educational studies that the cultural clusters referred to above could be a potential way to differentiate these clusters in terms of within-country school differentiation (Zhang, Khan, & Tahirsylaj, 2015). Research findings from that study that used PISA data suggests that countries within Nordic, Germanic and Anglo cultures are similar to one another as to how much of the variance in student achievement can be explained by the differentiation among schools within respective countries.…”

Section: Sampling and Samplementioning

confidence: 99%

Teacher autonomy and responsibility variation and association with student performance in Didaktik and curriculum traditions

Tahirsylaj

2018

Journal of Curriculum Studies

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The primary objective of the study was to empirically test theoretical claims made about differences between Didaktik and curriculum traditions concerning teacher autonomy (TA) and teacher responsibility (TR). It tests the hypothesis that TA and TR are higher among Didaktik than curriculum countries. The second objective was to explore associations of TA and responsibility measures with students' science performance? Nationally representative data from 2009 Programme for International Student Assessment (PISA), collected through a two-step random selection process were used. For TA individual items Mann-Whitney rank-sum test was employed, while a difference of proportion test was used for TR items to examine the differences. Hierarchical linear modelling (HLM) was used to examine association of TA and TR items with students' science performance in PISA 2009. Overall and contrary to the initial hypothesis, teachers in curriculum countries enjoy both more autonomy and responsibility than teachers in Didaktik countries, but differences were substantively weak. Furthermore, within-country associations of autonomy and responsibility measures with students' science performance were found in a few countries. Further research is recommended to address TA and responsibility and complexities that accompany them in current stakeholder-crowded school contexts.

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“…Despite a decade of relative political stability and government education expenditures exceeding 8% of GDP—highest in the region and far above any developed country, with the United States, United Kingdom, and France investing less than 6% of GDP [11-13] — Bolivia consistently places last in the region according to World Intellectual Property Organization (WIPO) and Global Innovation Index measures [14, 15]. The country does not implement standardized education metrics such as the Program for International Student Assessment (PISA), further obfuscating causal analyses and international oversight [16] and raising a need for alternative methods of analysis.…”

Section: Introductionmentioning

confidence: 99%

Perceptions and prospects in life sciences in a heterogeneous Latin American population

Ferreira

Lopez-Videla³

et al. 2019

Preprint

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43Particular challenges exist for science education in the developing world, 44where limited resources beget curricula designed to balance state-of-the-art 45 knowledge with practical and political considerations in region-specific contexts. 46Project-based biology teaching is particularly difficult to execute due to high 47 infrastructural costs and limited teacher training. Here, we report our results 48 implementing short, challenging, and low-cost biology courses to high school and 49 college students in Bolivia, designed and taught in collaboration between 50 scientists from developed nations and local science instructors. We find our 51 approach to be effective at transmitting advanced topics in disease modeling, 52 microscopy, genome engineering, neuroscience, microbiology, and regenerative 53 biology. Importantly, this approach was unaffected by the students' backgrounds, 54 education level, socioeconomic status, or initial interest in the course, and 55 increased participants' interest in pursuing scientific careers. These results 56 demonstrate efficacy of participatory learning in a developing nation, and suggest 57 that such techniques could drive scientific engagement in other developing 58 economies. 59 60 61 Countries, Latin America 63 64 65 66 relatively small territory the most diverse country in Latin America [7, 90 8]. Moreover, three Bolivian cities are projected as the fastest-growing Latin 91American economies by 2030, as measured by middle-income population 92 growth, with a fifteen-fold hike expected in the most populous city, Santa Cruz 93[9]. The country accounts for only 0.22% of Latin American STI research outputs 94 and has negligible rates of patent awards [4, 10]. Despite a decade of relative 95 political stability and government education expenditures exceeding 8% of 96 GDP-highest in the region and far above any developed country, with the 97

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Student performance, school differentiation, and world cultures: Evidence from PISA 2009

Cited by 23 publications

References 24 publications

Determination of the Factors Affecting Students’ Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model

Determination of the Factors Affecting Students’ Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model

Teacher autonomy and responsibility variation and association with student performance in Didaktik and curriculum traditions

Perceptions and prospects in life sciences in a heterogeneous Latin American population

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