Students' Perception of Teacher Guidance on Reading Learning Based on Results of Pisa 2018

Abstract

The main purpose of this study is to answer the following question; is there any difference between international students' perceptions of teacher guide on learning to read to meet real-life challenges whose country position is above and below the 2018 average Program for International Student Assessment (PISA) score? The data in this study taken from PISA 2018 data that has been released to the public and has been permitted for research and development purposes. The population of this study was 15-year-old students (SMP) throughout the world who were studying in 2018, while the sample was 15-year-old students. PISA test participants was spread in 80 countries. The sample was students who participated in the 2018 PISA test. The data in this study were taken from the students’ test scores and questionnaires that were answered by 612.004 students from 80 countries. Based on the results of the analysis of variants of one path obtained the following results; there is a statistically significant difference (p<0,000) between students’ perceptions of countries below and above the PISA average on the following issues; (1) teacher feedback, (2) improvement of material, and (3) performance improvement in reading, learning to meet real life challenges where the country's position is above and below the average score average PISA 2018, (Sig. 0,000). The conclusion indicates that teachers in countries above the PISA average often provide feedback and provide improved reading material to their students compared to teachers in countries below the PISA average. Teachers in countries below the PISA average provide feedback for performance improvement more often than to teachers in countries above the PISA average. Because the learning dependence of students in countries above the PISA average is higher than students in countries below the PISA average, the frequency of feedback is considered unnecessary.

The Impacts of Content & Language Integrated Learning (CLIL) Method on University Students' Reading Comprehension Skills in Indonesia

“…This periodic survey is organized by the Organization for Economic Co-operation and Development (OECD) to measure the performance of high school students in three aspects, namely mathematics, science, and literacy. The survey results published in 2019 also still position Indonesia in the lowest ranking [2]. Despite the many controversies about this PISA study [3], the results of this study at least illustrate that literacy in Indonesia is still very minimal.…”

Öğretmen desteğinin ve sınıf içi öğretim uygulamalarının okuma başarısındaki rolü: PISA 2018 sonuçlarından Türkiye için çıkarımlar

“…Karaman (2022) stated that the teacher feedback was negatively associated with reading performance. Safari (2020) found that teachers in countries above the OECD average often provide feedback and better reading materials to their students than teachers in countries below the average. This result also explains the negative relationship seen in Türkiye.…”

Relationship on the Level of Pleasure Working in School With the Professional Level of Teachers Teaching Reading Literation

“…The results of Safari's research (2020b) show that to support character learning in schools, not all teachers give their students the task of writing character descriptions in every book they read. Female students do more activities to write character descriptions in the books they read than male students (Safari, 2020b).…”

“…This analysis is used to calculate whether there is a relationship between the level of pleasure of working in school and the professional level of teachers teaching reading literacy based on 2018 data. In order for the results of the analysis of this research to be obtained accurately, all data in this study were processed or analyzed using the SPSS 22.00 program (Safari, 2020a;Safari, 2020b).…”