Predicting reading literacy and its improvement in the Polish national extension of the PISA study: The role of intelligence, trait- and state-anxiety, socio-economic status and school-type (original) (raw)
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The purpose of this study is to investigate the differences between low- and high- performing schools with regard to socio-economic factors and classroom activities in reading using Turkish PISA 2009 data set. 2302 students (961 females, 1341 males) selected among 2009 PISA administration in Turkey are considered for this study. Binary logistic regression analysis was performed to reveal the effects of socio-economic factors and selected school related factors on students’ success in PISA 2009 reading test. Regression analysis indicated that high socio-economic status, disciplined classes, and the use of student-centered instructional strategy and elaboration strategy had positive effects on student’s reading skills. On the other hand, student-centered measurement and evaluation strategies, memorization strategy and control strategy had negative effects on students’ reading skills.
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The aim of this study is to determine the students-level and schoollevel factors that are related to reading ability achievement of students who participated PISA 2015 (Programme for International Student Assessment) from Turkey. The effects of the student and school level factors on reading achievement of students were tested by 2 level hierarchical linear model. According to the findings, there are differences between schools in terms of students' reading ability scores in Turkey. When the findings of the effects of the student level variables on the reading ability scores are examined; mother's socioeconomic status, parental emotional support, and unfair teacher behavior variables seem to affect students' reading ability achievement. When the findings of the effects of the school level variables on the reading ability scores are examined; school size, teacher education level, and student behavior that hinders learning variables have a significant effect on the average reading ability scores of schools. When the student and school level variables mentioned above were modeled together, the significant effect of the school size variable was lost while the teacher education level and the student behavior that hinders learning variables continued to have a significant effect on the schools average reading ability scores.
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The purpose of this study is to investigate the differences between low-and high-performing schools with regard to socioeconomic factors and classroom activities in reading using Turkish PISA 2009 data set. 2302 students (961 females, 1341 males) selected among 2009 PISA administration in Turkey are considered for this study. Binary logistic regression analysis was performed to reveal the effects of socioeconomic factors and selected school related factors on students' success in PISA 2009 reading test. Regression analysis indicated that high socioeconomic status, disciplined classes, and the use of student-centered instructional strategy and elaboration strategy had positive effects on student's reading skills. On the other hand, student-centered measurement and evaluation strategies, memorization strategy and control strategy had negative effects on students' reading skills.
International Online Journal of Educational Sciences, 2015
The purpose of this study is to investigate the differences between low-and high-performing schools with regard to socioeconomic factors and classroom activities in reading using Turkish PISA 2009 data set. 2302 students (961 females, 1341 males) selected among 2009 PISA administration in Turkey are considered for this study. Binary logistic regression analysis was performed to reveal the effects of socioeconomic factors and selected school related factors on students' success in PISA 2009 reading test. Regression analysis indicated that high socioeconomic status, disciplined classes, and the use of student-centered instructional strategy and elaboration strategy had positive effects on student's reading skills. On the other hand, student-centered measurement and evaluation strategies, memorization strategy and control strategy had negative effects on students' reading skills.
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The aim of this research is to analyze the differences between girls and boys of third and fourth grades of primary school in the skill of understanding a reading text, as well as, the link between this skill and the success of pupils in the subject of Albanian language, math and general success at school. To implement this goal, a text containing adequate questions was selected, and the analysis of the success at school of 141 tested pupils has been conducted. Differences between girls and boys of third and fourth grades have been obtained through the analysis of canonical discrimination and t-test, whereas the link of four applied variables was conducted through Spearman's correlation coefficient and multiple regressive analyses. Statistical data obtained through the canonical discrimination analysis show that there are significant statistical differences between the two genders, while the results of t-test prove that the tested girls are more successful compared to the tested boys only in the variable: correct answers in a reading text, while there are no significant differences in the variables of success at school. The degree of inter-relation between the applied variables in this research is extremely high for the two tested groups. By means of the multiple regressive analyses it has been proved that inter-relation between the reading comprehension skill and success at school is highly influenced by the variables of success in math and in Albanian language. However, based on the obtained results through this research it can be concluded that girls are more skilled in understanding a reading text compared to boys, and that the higher the grades in math and Albanian language the greater the skills of pupils in reading comprehension will be. Further research in reading comprehension skill is recommended in order to identify children with reading disorders as early as possible.