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Factors associated with achievement in PISA 2006

Explore links between student, home, and school factors impacting academic success in PISA 2006, including parental interaction, resources, and attitudes toward science. Uncover nuances in achievement data and potential for improvement.

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Factors associated with achievement in PISA 2006

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  1. Factors associated with achievement in PISA 2006 • Why? • Establishing links • Identifying things we can change • Valuable data in its own right • E.g. bullying, parental interaction • Caveat: univariate nature of analyses • Links between factors not examined • Especially important in the case of ESCS • School factors: • Presented in terms of number of students not number of schools

  2. Factors associated with achievement - overview • Student characteristics • At home & in school • Attitudes to & engagement in science • Trends over time • School characteristics • Enrolment • Resources • Science uptake and promotion

  3. Student factorsSummary

  4. Student at home ESCS • ESCS (Educational, social & cultural status) • ESCS = parents’ jobs + parents’ education + home resources • Strong link with achievement • Explains 12.7% variance in science scores in Ireland (14.4% across OECD) • Related to many other factors, not just its component parts

  5. Student at homeFamily • Language spoken at home • But not nationality • Family size • Three or more siblings • Parents • Occupational status • Education • e.g. primary (440), degree/postgrad (544)

  6. Student at homeParental interaction • How often did students engage in activities with parents? • Few times a year at most: Politics or social issues (54%); books, films or TV (23%); school (12%); just chat (10%); dinner at table (10%) • Politics & social issues • Link to achievement most pronounced

  7. Student at homeParental interaction & gender • How often did students & parents eat dinner around the table together?

  8. Student at homeResources • Educational • Desk, calculator, computer for schoolwork… • 21st of 30 OECD countries • All positively linked to achievement • Cultural • Artwork, literature… • 26th of 30 OECD countries • All positively linked to achievement • Wealth indicators • Dishwasher, mobile phones, cars… • Above average on all except computers • All positively linked to achievement EXCEPT if related to TV

  9. Student at homeResources in Ireland & OECD

  10. Books versus television Books TVs

  11. “I find television to be very educating. Every time somebody turns on the set, I go in the other room and read a book” Groucho Marx

  12. Student attitudes • Awareness of environmental issues • Irish students highest (males higher) • General value of science & self-efficacy • Average (males higher) • Self-efficacy • Culture and gender effects

  13. Student attitudes • Optimism regarding environmental issues • Negatively correlated with achievement • Engagement in science • Very low in Ireland • Only ‘interest’ index where males were higher

  14. Student in schoolStudy of science • Higher achievers? • No sig. differences in maths & reading results • Other ‘PISA science’ subjects? • E.g. Home economics, Geography • Future research to look at group characteristics

  15. Student in schoolor not? • Absenteeism • Negative link with achievement • Even 1 or 2 absences in previous fortnight • Stay for Leaving Certificate? • ‘Yes’ (90%) outperformed ‘No’ (2%) and even those who were ‘Unsure’ (8%)

  16. Student in schoolBullying • 43% reported experience of bullying by a fellow student in current term • Why so high? • Not restricted to school hours • Presented with list of 6 forms of bullying • Large & representative sample • ‘Index’ of bullying created • Number of forms experienced by student

  17. Student in schoolBullying, gender & achievement

  18. Student characteristics2000-2006

  19. School factors

  20. School enrolmentESCS • School level ESCS • Student variable aggregated to school level • Each student was assigned the school average • Strong link with achievement • Even among only ‘Low ESCS’ students, the effect remains

  21. School factorsSchool type • Better than average performance by students in schools that were: • Larger / non-designated disadvantaged / secondary • OECD analyses indicate that secondary school advantage disappears when school and student ESCS taken into account

  22. School factorsResources • Material resources • No link to achievement in Ireland • Student:computer ratio • More computers linked to lower mean scores! • ESCS • Teacher shortage • No link to achievement in Ireland

  23. Science in the school • Compulsory versus optional science • No difference in mean science scores • Promotion • Activities for 3rd years • Positive link to mean science scores • Science clubs & competitions

  24. Summary • ESCS • Links with achievement are not always what they seem e.g. computers • Home environment • Not suggesting ‘quick fixes’ • Rather, suitable climate for educational development • Gender differences • E.g. bullying, parental interaction

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