PISA and TIMSS Result Research Papers (original) (raw)

2025

In developing countries HIV and AIDS are widespread, especially in sub-Saharan Africa. Most authors attribute the spread of the disease to economic and social factors such as poverty, unequal sexual relationships and lack of condoms. This article tries to show that these social factors are not sufficient to explain why people do not modify their risky sexual behavior in societies with infection rates up to 40 % but behave in the same way as they did before AIDS was known. An analysis of cognitive structures may help to understand why a disease, transmission of which is easy to avoid by behavior change, could have disseminated so much. One important cause is that people do not recognize HIV/AIDS as a natural and physical phenomenon that can be treated and encountered by cautious and careful behavior. It is seen as a magical power that can only be fought by mystical forces, not by scrupulousness in sexual behavior and relationships. Preoperational modes of thought (Piaget, 2001) can e...

2025, Avances De Investigacion

La serie Avances de Investigación, impulsada por el Grupo de Análisis para el Desarrollo (GRADE), busca difundir los resultados en proceso de los estudios que realizan sus investigadores. En concordancia con los objetivos de la institución, su propósito es realizar investigación académica rigurosa con un alto grado de objetividad, para estimular y enriquecer el debate, el diseño y la implementación de políticas públicas. Las opiniones y recomendaciones vertidas en este documento son responsabilidad de sus autores y no representan necesariamente los puntos de vista de GRADE ni de las instituciones auspiciadoras. Esta publicación se llevó a cabo con la ayuda de

2025, Gender Issues

Despite trends of improvement in girls' educational achievement over the last decades, gender gaps in mathematics to the detriment of girls persist in most European countries, while boys continue to perform worse in reading. The aim of this paper is to understand how different social contexts moderate gender gaps in mathematics and reading in primary school. Using data from the international assessments TIMSS-2019 and PIRLS-2021, we compare gender ratios across the performance distribution in 27 European countries. Then, we estimate multilevel linear regression models to identify the moderators of the gender slopes at the student, school and country levels. Our results confirm that the degree of gender equality is positively related to girls' maths performance, even in a relatively restricted context such as the European one. Only school and country average reading achievement is associated with better boys' relative performance and a closing reading gender gap. Finally, we detect contextual effects of socioeconomic status (SES) on the gender gap in mathematics at the school and country levels. Possible mechanisms of these contextual effects are discussed.

2025

Singapore is a country which attracts attention with the success it gains at the international student assessment tests like PISA, TIMSS and PIRLS in recent years. Success of Singapore education system at the international student assessment tests which give information about the results of educational policy and implementation, has aroused curiosity all over the world. The success factors of Singapore education system are important for many countries like Turkey which implements reform initiatives to improve the education system but can not achive the desired success at international assessment studies. The purpose of this study is to examine the underlying success factors of Singapore education system. The substantive findings from the literature review are evaluated and emerging factors are described into six categories. These six key factors are as follows: (1) stable and consistent educational policies, (2) competent teachers, (3) high-quality principals, (4) efficient usage of...

2025, Magis Revista Internacional de Investigación en Educación

La investigación se propone examinar la trayectoria de la desigualdad en los logros educativos de los estudiantes de primaria en América Latina haciendo uso de un ajuste del coeficiente de Gini. Para ello se utilizan los resultados de las dos últimas ediciones del Estudio Regional Comparativo y Explicativo para estudiantes de 3° y 6° de primaria durante los años 2013 y 2019. Los resultados del análisis evidencian una mejora general en los aprendizajes en América Latina, acompañada de un incremento en las desigualdades. Este aumento en los puntajes promedio no ha garantizado una distribución más equitativa de los aprendizajes.

2025, International Research Journal of Advanced Engineering and Science

Nowadays, ICT has developed rapidly, the diversity of available applications has expanded dramatically as well, from simple early tools such as word processing, spread-sheet, drawing, painting, and processing tools to more advanced tools such as programming software and education related software for learning. In this survey, we can understand the influences of ICT on students' mathematics achievements. This study aims to investigate the impacts of information and communication technology (ICT) use on students' mathematics achievements. Data were collected from the Secondary School Students of West Bengal. The study revealed that school level ICT related work had positive influences on learning outcomes. However, the findings indicated that the relationships between different types of ICT use with Mathematics achievement were positive. In addition, self confidence in Internet tasks was discovered to be beneficial to mathematics and thus, suggestions were made to develop students' confidence in conducting ICT related activities.

2025, Info Singkat

Pemerintah akan mengembalikan sistem penjurusan IPA, IPS, dan Bahasa pada jenjang SMA mulai Tahun Ajaran 2025/2026. Kebijakan ini diambil dengan salah satu alasan yaitu respons atas lemahnya kesinambungan antarjenjang pendidikan serta kesulitan seleksi masuk perguruan tinggi akibat sistem peminatan terbuka dalam Kurikulum Merdeka. Tulisan ini bertujuan mengulas dinamika kebijakan penjurusan dari perspektif historis, regulatif, dan praktik implementatif, sekaligus memetakan argumen pro-kontra serta dampaknya terhadap sekolah dan peserta didik. Hasil pembahasan menunjukkan bahwa reformulasi kebijakan penjurusan membawa implikasi teknis seperti penyesuaian kurikulum dan formasi guru, serta implikasi sosial dan psikologis berupa tekanan adaptasi bagi siswa. Dukungan terhadap penjurusan didasari harapan memperkuat kesinambungan pendidikan dan seleksi akademik, sementara kritik menyoroti risiko pembatasan eksplorasi minat dan potensi munculnya hierarki antarjurusan. Komisi X DPR RI dapat mendorong Kementerian Pendidikan Dasar dan Menengah untuk menyusun peta jalan kebijakan yang konsisten dan inklusif, memastikan kesiapan sekolah secara merata, serta menjamin asesmen minat-bakat dilakukan secara serius dan tidak diskriminatif.

2025, ¿Qué esperar de la prueba PISA 2025? Lo que queda tras la imitación del modelo finlandés

Buscar recetas milagrosas en otros países tras la impronta dejada por cada prueba PISA puede ser el camino a la perdición, en tanto existen rasgos de cada país que son la consecuencia de un entramado de variables no extrapolables.

2025

In Dubai's vibrant and ever-growing educational landscape, an institution perfectly embodies the principles of British education. Combining the prestige of a time-honoured curriculum with the innovation of modern teaching methods, this school has become a beacon for families seeking quality, consistency, and holistic development for their children. Rooted in the British Tradition At the heart of dubai british school jumeira lies a curriculum based on the National Curriculum for England, widely respected for its structured, well-rounded, and rigorous academic framework. From early years to sixth form, students are nurtured through a journey that focuses on critical thinking, problem-solving, and intellectual curiosity. dubai british school jumeira delivers this tradition with authenticity while incorporating modern methodologies that meet the needs of today's learners. Subjects like mathematics, English, and science are taught with precision and depth, while creative disciplines such as art, drama, and music are given equal importance. This balanced approach ensures that students are not only academically accomplished but also culturally enriched and emotionally intelligent.

2025, Preprints.org

Large-scale international assessments have long attracted attention for their comparative insights into educational systems. This paper examined the purposes, design differences, and measurement methodologies of two major assessments: TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). It demonstrated that although often perceived as competitive rankings, these studies were fundamentally intended as diagnostic tools to inform educational improvement. TIMSS was found to focus on curriculumbased, grade-level achievements, whereas PISA emphasized age-based competencies applicable to real-world contexts. The analysis further explained how Item Response Theory (IRT) enabled both assessments to generate standardized and comparable scores across different populations and assessment cycles, thereby enhancing measurement reliability. Despite rigorous scaling efforts, challenges in achieving full international comparability continued to exist, particularly in relation to age-grade mismatches, curriculum coverage differences, and cultural variations. Finally, the study argued that TIMSS and PISA should be interpreted as instruments for educational development rather than benchmarks for international competition. A thoughtful and context-sensitive use of their results is essential for driving meaningful and sustainable educational reforms.

2025

U radu autora Marka Kovacica i Martine Horvat naziva Razvoj politickih i građanskih kompetencija mladih – pregled uvođenja građanskog odgoja i obrazovanja u hrvatski obrazovni sustav daje se pregled obrazovnih programa koji su se razvili u posljednjih nekoliko desetljeca kako bi razvoj građanske kompetencije. Važnost sustavnog pristupa ucenju građanskih kompetencija prepoznat je u brojnim normativnim i strateskim dokumentima međunarodnih organizacija, osobito UNESCO-a, Vijeca Europe i OSCE-a, koje apeliraju na države da u svoje obrazovne sustave uvedu kvalitetan nacin poucavanja za ljudska prava, demokratske vrijednosti i vjestine. Nakon opceg pregleda rad se fokusira na Hrvatsku u kojoj mladi, prema rezultatima razlicitih ranije nabrojanih istraživanja, nemaju dostatno razvijenu građansku kompetenciju te zakljucuje da je u hrvatskom odgojno- obrazovnom sustavu važno posvetiti vise pažnje obrazovanju za ljudska prava i demokraciju te da je u tom procesu osim sustavnog i kvalitetnog ...

2025

Bu araştırma, dördüncü sınıf fen bilimleri ders kitaplarında yer alan beslenme temalı etkinliklerin tür bağlamında incelenmesini amaçlamaktadır. Araştırma, nitel araştırma modeliyle desenlenmiş olup, doküman incelemesi tekniğiyle gerçekleştirilmiştir. Araştırmanın veri kaynağını ise Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı tarafından 2023 yılında onaylanan ve iki farklı dördüncü sınıf fen bilimleri ders kitabı oluşturmuştur. İncelenen ders kitaplarında yer alan beslenme temalı etkinlikler Doyle (1988) ile Swan (2007)'nin etkinlik sınıflamaları çerçevesinde betimsel analiz yöntemine tabi tutulmuştur. İncelenen ders kitapları ile gerçekleştirilen analizler sonucu elde edilen veriler tanımlanarak temalaştırılarak kodlanmıştır. Elde edilen bulgular, FBDK 1'deki etkinliklerin genellikle "anlama, yorumlama ve tahmin" türüne odaklandığını, FBDK 2'de ise daha çok "hatırlama" ve "standart algoritma kullanma" türlerinde yoğunlaştığını göstermiştir. Ayrıca, etkinliklerin üst düzey bilişsel süreçleri desteklemek yerine sınırlı türlerde yoğunlaşması, ders kitaplarında çeşitlilik eksikliğine işaret etmektedir. Araştırma, beslenme etkinliklerinin üst düzey bilişsel becerilere yönelik olarak çeşitlendirilmesi gerektiğini vurgulamakta ve etkinlik tasarımında pedagojik yaklaşımların daha dengeli bir şekilde uygulanmasını önermektedir. Araştırmanın sonuçları, beslenme etkinliklerinin tür çeşitliliğini artırarak, öğrencilere daha zengin öğrenme deneyimleri sunulabileceğini göstermektedir.

2025

Rani obrazovni programi deo su politika i praksi mnogih obrazovnih sistema, imajući u vidu značaj ranog učenja na predškolskom uzrastu i usvajanja bazičnih jezičkih i matematičkih veština za kasnije postignuće učenika u školi (Anders et al., 2012; Gustafsson, Hansen & R osén, 2013; Hart & R isley, 2003; Hooper, 2017; Melhuish et al., 2008; Sarama & Clements, 2009; Sénéchal & LeFevre, 2002; Skwarchuk, Sowinski & LeFevre, 2014; Stevenson & Newman, 1986). Porodično okruženje može da obezbedi brojne prilike za rano učenje, pa je angažovanje roditelja u obrazovnim aktivnostima sa decom izuzetno značajno za razvoj njihovih kompetencija i njihovo kasnije postignuće. Učenici, čiji roditelji imaju veće obrazovne aspiracije, trude se da kod svoje dece razviju čitalačke navike, provode više vremena sa njima u učenju i razgovoru o zajedničkim aktivnostima, imaju bolje školsko postignuće (Castro, Exposito-Cases, Lopez-Martin, Lizasoain, Navar-Asencio & Luis-Gaviria, 2015; Gustafsson, Hansen & Ro...

2025

Poznavanje prirodnih nauka predstavlja temelj čovekovih aktivnosti u mnogim oblastima života. Budući da predstavlјaju jednu od osnovnih oblasti lјudskog znanja i delatnosti, prirodne nauke su zastuplјene od predškolskog uzrasta u kurikulumima različitih obrazovnih sistema. Program predškolskog vaspitanja i obrazovanja Republike Srbije svrstava matematičke, naučne i tehnološke kompetencije među klјučne kompetencije za celoživotno učenje (Osnove programa predškolskog vaspitanja i obrazovanja, 2018). Savet Evropske unije prepoznaje matematičku kompetenciju sa osnovama prirodnih nauka i tehnologije u svom okviru klјučnih kompetencija. U okviru pomenute kompetencije se domen prirodnih nauka i tehnologije određuje kao sposobnost i spremnost da se koristi skup znanja i metoda kako bi se objasnio svet prirode, formulisala pitanja i izveli zaklјučci zasnovani na dokazima, ali i kao preuzimanje uloge odgovornog građanina i razumevanje promena do kojih dovodi lјudska aktivnost u oblasti prirod...

2025, Zihin Haritası

Zihin Haritası

2025, Etnografia e Ricerca Qualitativa

Recensione Libro - pubblicata su Etnografia e Ricerca Qualitativa 1/2025

2025, Educational Evaluation and Policy Analysis

2025, Media and Society, 2022

In terms of the media, there are various means of influencing the audience by informing and conditioning its attitude or forming its mood. Amongst these means, attention should be paid to scepticism and cynicism, leading to destructive, critical attitude, doubt or denial. Cynicism is the questioning or denial of what is generally accepted or accepted by the majority and some particular group. The text emphasizes the dual possible moral evaluation of cynicism: on the one hand, the justifiability and usefulness of cynicism in one situation, on the other hand, its destructive and misleading effect in another, weakening support for social and moral order. The representation of the unveiling of the monument of Gunārs Astra in the media on 20 January 2022 is analysed here as a case of misleading strategic communication.

2025, Revista Latinoamericana de Educación Comparada: RELEC

En este artículo se establece un mapa de los aspectos centrales de orden empírico y conceptual sobre el abandono escolar de los jóvenes en la educación secundaria alta; asimismo, se identifican y analizan las características y tendencias de algunas de las políticas y programas que se han diseñado e implementado para disminuir el abandono escolar en 12 países de la región latinoamericana. El artículo se divide en cuatro apartados. En el primero, con base en información estadística, se sitúa al abandono escolar en la secundaria alta como un problema público relevante. Asimismo, se pasa revista y se ordenan las que, derivado de los aportes de estudios, encuestas y de la literatura en general, se han considerado como las principales causas del abandono en este nivel educativo. En el segundo apartado se presentan los aportes teóricos que se consideran como los más adecuados para generar un marco analítico que permita analizar a este problema educativo. En el tercero, se describen las principales acciones y resultados de política pública en los 12 países de referencia, identificando características y ámbitos de transformación para mejorar la permanencia escolar. Finalmente, en las conclusiones se presenta un balance y algunas recomendaciones para fortalecer la acción pública orientada a mejorar la permanencia escolar 1 . Palabras clave: educación secundaria alta, política pública, permanencia escolar, calidad educativa, equidad educativa.

2025

No podía ser más oportuna la idea del Consejo Editorial de la revista Foro de Educación de dedicar un número monográfico a la educación en Asia. Los países del continente asiático están demostrando en los últimos años una enorme voluntad de esfuerzo para ponerse a la cabeza de la competitividad mundial. China, con el desarrollo social y económico experimentado en los últimos años, es el ejemplo más paradigmático de ese esfuerzo. Según datos del Banco Mundial 1 , sus 1.338.299.512 habitantes (en 2010) le convierten en el país con más población del planeta. Y sus cifras, en todos los órdenes, muestran una evolución espectacular en las últimas dos décadas. En salud, por ejemplo, entre 1991 y 2010 han pasado de 47,6 muertes de niños menores 5 años (cada mil habitantes) a sólo 18,4. En educación, el último informe PISA-2009 2 presenta Shanghái como el territorio con mejor rendimiento tanto en matemáticas como en ciencias y en comprensión lectora. Y en economía, China mantiene cifras de paro de apenas el 4,3% (2009); ha reducido el porcentaje de ingreso nacional bruto que representa su deuda acumulada externa de 19,6% en 1993 a sólo 8,7% en 2009; su moneda se ha revalorizado casi un 20% en los últimos 5 años 3 ; y, quizás lo más destacable, ha conseguido duplicar su ingreso nacional bruto per capita en tan sólo cuatro años (de 2006 a 2010). Junto a China, y al margen de países como Japón que ya tiene un desarrollo consolidado, otros muchos países están considerados como emergentes en esa zona asiática. Es el caso, por ejemplo, de Corea del Sur o Singapur. Los logros de estos países de la región asiática son, en gran medida, fruto de la apuesta decidida por la educación que se refleja, por ejemplo, en unos resultados

2025, Revista de Educación, 408, 1-15

In recent years, adolescents' acquisition of civic competence to function as active and participatory citizens has gained importance. This study analyses the influence of student-and school-associated predictors on civic competence performance among students in Compulsory Secondary Education (ESO). The sample comprised 3,487 Spanish students in the second year of ESO (50.2% boys; 49.8% girls) who participated in the International Civic and Citizenship Education Study (ICCS 2022). A hierarchical model was employed to analyse the effect of a set of predictors on the dependent variable at two levels: students and school. At the student level, the results show that girls score higher than boys. The socioeconomic context of students has a significant impact on performance. Moreover, student participation in community groups or organisations, as well as engagement with digital media activities, has a considerable effect on student performance. Significant differences in performance have been found between native and immigrant students in favour of the former. At the school level, students from independent schools score higher than those from state schools. The predictors in the final model explain 27% of the differences between students and 53% of the variability between schools. These findings suggest the need to promote collaboration between families and schools in civic education activities, encourage partnerships between schools and community organisations, develop improvement plans to enhance civic education among immigrant students, and increase the use of technology in schools to support civic education initiatives.

2025

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to:

2025, Revista Virtual Universidad Catolica Del Norte

Mediante el paradigma cuantitativo y un proceso inicialmente descriptivo y posteriormente correlacional, se conoció la relación entre la estructura familiar y el rendimiento académico de esta población. El estudio cobra importancia toda vez que los antecedentes investigativos abordan el tema, especialmente en niveles de educación básica primaria y secundaria, pero a nivel de educación superior se reducen considerablemente; en ese sentido, al contrastar las conclusiones de este proyecto investigativo con lo que otros autores afirman, se abre paso a la discusión sobre el papel que juega la familia en el rendimiento de estudiantes universitarios, puesto que los resultados concluyen que no existe influencia de los factores familiares en el rendimiento académico.

2025, Proceedings of the Third International Conference of the journal Scuola Democratica. Education and/for Social Justice. Vol. 1: Inequality, Inclusion, and Governance. Associazione “Per Scuola Democratica”

The sociological literature on education predominantly focuses on the phenomenon of the social reproduction of educational inequalities. What is often lacking is an analysis of cases that deviate from this pattern of so-cial reproduction. In this study, based on primary data collected in the La-zio region in 2023 from a sample of 2.860 students, the aim is to examine those cases that deviate from the educational trajectories predicted by their cultural capital and to describe them. The study will also explore the determinants of upward and downward educational mobility, as well as post-secondary educational choice expectations, with the aim of uncov-ering the more hidden mechanisms of the educational system.

Educational systems at the upper secondary level in European countries are highly differentiated. It is therefore reasonable to consider that the var-ying internal organization of these systems has national-level effects on both equity and proficiency, elements that directly affect students. In our work, using an approach aimed at observing the underlying social mecha-nisms (Coleman’s boat), we aim to examine the action/interaction be-tween micro and macro phenomena. This will be conducted on a sample of 32 countries described in the Eurydice 2023 report. Building on the work of Benadusi and Giancola (2014), we have recreated a differentiation in-dex to achieve this objective and observe changes over time in educa-tional systems. The ultimate goal of the study was to determine whether the structure of educational systems contributes to the creation of stu-dents who exceed performance expectations, specifically if these are re-lated to the presence of students performing better or worse than pre-dicted by their socio-economic and cultural status, i.e., deviant students (Bonanni & Moreschini, 2024).

2025, International Journal of Evaluation and Research in Education (IJERE)

This study aims to determine the factors that influence the mathematics achievement of grade 4 students in Indonesia at the student and school level using Trends in International Mathematics and Science Study (TIMSS) 2015 data. Sample in this study were all grade 4 students in Indonesia who participated in TIMSS 2015. There are 4,025 students from 230 schools. The TIMSS 2015 data used in this study was analyzed using a multilevel model (MLM) using the R package ‘lme4’ software. The results of this study indicate that i) the school visited by each student accounts for the majority of the variance in the mathematics achievement of Indonesian grade 4 students (51%); ii) factors related to students’ self-construction of mathematics such as attitude-toward mathematics (ATM) and self-concept and factors related to schools such as socioeconomic status (SES) school, self-concept school, school readiness, general school resources, and teacher education level was found to influence students’ mathematics achievement positively and significantly, where self-concept school was the strongest predictor compared to other predictors; and iii) variables at the student and school level explain 35% of the total variance in Indonesian grade 4 students’ mathematics achievement.

2025, hrcak.srce.hr

The aim of this study was a systematic analysis of the relationship between speed of information processing (SIP), reading comprehension and school achievement in three school subjects among pupils in lower grades of primary school....

2025, SocArXiv

The Organisation for Economic Cooperation and Development (OECD) has recently deepened its engagement with environmental issues, introducing a new vision in The Agency in the Anthropocene report. This vision underpins the Programme for International Student Assessment (PISA) 2025 framework. This study critically examines the new vision, identifying three key advancements: (1) the centrality of the environment, (2) a call for radical societal change, and (3) a proposed shift in worldviews. Notably, this marks the first time the OECD has challenged the dominant worldview rooted in Western individualism. However, a critical omission remains: the lack of measurement tools for assessing students' worldviews. Despite the availability of established instruments, such as nature connectedness scales, the OECD has yet to incorporate them. Addressing this gap is essential to sustaining the shift in worldviews and refining the new vision's implementation.

2025, Revista Educación, Política y Sociedad

El número de REPS que aquí presentamos está formado por una primera sección monográfica: "Emocionalización de la educación. Discursos, políticas y prácticas", coordinada por Juana Sorondo, Patricia Bertolin y Marta Venceslao Pueyo, compuesta por los primeros 8 artículos, y la sección abierta, "misceláneas", formada por 4 artículos. La sección monográfica aborda las formas en que el lenguaje de las emociones ha ido ganando terreno dentro del campo educativo, hasta el punto de que es posible hablar de una progresiva emocionalización de la educación, que privilegia el registro emocional por encima de otros. Este proceso de emocionalización, asociado también a la expansión de un ethos terapéutico, excede el campo educativo, y puede pensarse en relación a la reestructuración actual de las relaciones sociales, como una nueva retórica del capitalismo neoliberal financiarizado. Lo emocional se erige, en este marco, como principio moral y 1 Contratada FPI-UAM (2020-2024),

2025, Journal of Education Finance

Using an equity perspective, this article compares the education systems of the United States and the Netherlands. Existing data examining student demographics, the organizational structures, curricula, funding, and student outcomes are examined. The Netherlands appears to be getting a "bigger bang for their buck. " We make the case that since the 10 th Amendment to the Constitution makes U.S. education a state function, 50 states can have significant variance in their instructional standards, funding, and outcomes. At the secondary level, these differences may partially explain U.S. students' lagging achievement as measured by international tests. Fundamental questions about the U.S. education system are posed for a broader discussion. In fall 2013, two authors were invited to speak at the University of Amsterdam, comparing the U.S. and the Netherlands education systems and their respective outcomes. While the two countries have cultural similarities-both nations were founded on a western European heritage-they differ in how each

2025

Anais do II Seminário Seminário Estadual PIBID do Paraná: tecendo saberes / organizado por Dulcyene Maria Ribeiro e Catarina Costa Fernandes — Foz do Iguaçu: Unioeste; Unila, 2014O presente trabalho relata algumas experiências com metodologias diferenciadas, com ênfase na utilização de jogos on-line em aulas aplicadas aos alunos do centro estadual de Educação Básica para Jovens e Adultos-CEEBJA pelos bolsistas do Subprojeto Tecnologias e formação de professores para o ensino de Matemática. O referido projeto conta atualmente com quinze bolsistas e está sendo desenvolvido em três escolas da rede pública, situadas na cidade de União da Vitória-Paraná. As atividades descritas abaixo foram desenvolvidas em várias aulas durante o ano letivo de 2014 onde os bolsistas colheram diversos dados para o seu desenvolvimento como futuros educadore

2025

This article is a report of trialing PISA problems designed in secondary school. This report explores students’ strategies in solving PISA problems which has three criterion, namely content, context and competencies. Hopefully, first, they should be usual with the PISA problems related to description of the situation and the students have to discover and solve the problems with their own strategies. Second, they can solve the problem without require applying formulas or procedures, so that they have sense to mathematics. Keyword: PISA Problem

2025

A student's socio-economic background typically predicts their academic achievement. The strength of this correlation serves as an indicator of inequity within an education system. Academic resilience, on the other hand, refers to the... more

2025, DergiPark (Istanbul University)

Tekrarlanan ölçüm yapısındaki verilerin çözümlenmesi ve yorumlanmasıyla ilgili çalışmalar geçtiğimiz yıllarda büyük ilerleme göstermiş, bu anlamda güçlü yöntemler geliştirilmiştir. Bu çalışmada doğrusal karışık modelin özel durumlarından yararlanılarak zaman değişkeninin modele farklı şekilde dahil edildiği üç model oluşturulmuştur. Bu modeller, zaman değişkeninin modele sürekli değişken olarak dahil edildiği rasgele kesim noktası ve eğim modeli (Model 1), zaman değişkeninin modele kategorik olarak dahil edildiği rasgele kesim noktası modeli (Model 2) ve zaman değişkeninin modele hem sürekli hem de kategorik olarak dahil edildiği rasgele kesim noktası ve eğim modeli (Model 3) şeklinde oluşturulmuştur. Tekrarlanan ölçümler arası kovaryans yapısının belirlenmesinde Bileşik Simetri (Compound Symetry, (CS)), Yapısal Olmayan (Unstructured, (UN)) ve Birinci Dereceden Otoregresif (First Order Autoregressive, (AR(1)) yapıları uygulanmış ve bu yapılarla beraber En Çok Olabilirlik (ML), Kısıtlanmış En Çok Olabilirlik (REML) ve Minimum Varyanslı Kuadratik Sapmasız Tahminleyici (MIVQUE) tahmin yöntemleri kullanılmıştır. Veri setine en uygun tahminleme yöntemi ve kovaryans yapısının seçimi AIC ve BIC uyum ölçütleriyle değerlendirilmiştir. Çalışma materyalini, 33 baş Norduz erkek kuzusunun serum testosteron konsantrasyon değerleri oluşturmuştur. Sonuç olarak, veri setine en iyi uyumu her üç modelde de ML tahmin yöntemiyle beraber heterojen bir yapıyı dikkate alan UN kovaryans yapısının gösterdiği belirlenmiştir. Anahtar kelimeler: Tekrarlanan ölçüm, tahmin yöntemleri, kovaryans yapısı Comparison of the Performance of Different Covariance Structures and Estimation Methods in General Linear Mixed Model

2025, International Journal of Evaluation and Research in Education (IJERE)

The promotion of integrating higher order thinking skills (HOTS) in the Malaysian education system is pivotal to producing analytical thinkers to keep up with the rapid globalization of this era. Thus, the implementation of HOTS in learning and facilitation (PdPc) has been emphasized. However, little is known about the integration of HOTS in Islamic history and civilization (Sirah) lessons. Furthermore, teachers continue to use traditional methods and disregard incorporating HOTS in PdPc. Therefore, the current study conducted an in-depth investigation into the components of Sirah lessons to support the implementation of the Malaysian education development plan (PPPM) 2013-2015 by strengthening teaching techniques through the use of HOTS for a better understanding of Sirah lessons. Using an explanatory sequential mixed method design, the findings reveal that the teaching components of Sirah lessons with the integration of HOTS are at a moderate level in the conclusion stage of a lesson. Therefore, the current study proposes a model that integrates HOTS, i.e., the element of attitude, preparation and planning, teaching aids with relevant aspects of PAK21, knowledge of HOTS, mastery of the subject content, teaching techniques and approach, assessment, and evaluation.

2025, Osječki matematički list

Sažetak. Med ¯unarodna matematička olimpijada koja danas predstavlja svjetsko prvenstvo učenika srednjoškolaca u rješavanju zahtjevnih matematičkih problema bliži se svojoj pedesetoj godišnjici. U ovom članku dan je kratki povijesni... more

2025

2025, VII CONGRESSO NAZIONALE SIe-L 2010

Astratto L'articolo propone la progettazione didattico-formativa di un'esperienza di mlearning(mobile learning) avente come obiettivo prioritario quello di sperimentare l'efficacia educativa di determinate attività informali e non formali, coerenti non solo con l'impianto delle attività extracurricolari di una scuola secondaria superiore ma anche con gli interessi e la disponibilità di gruppi di alunni. Le attività informali e non formali di questo progetto vedono come attori principali gli alunni appartenenti alle classi di un triennio dell' ITC L. Amabile di Avellino che nel contesto delle visite guidate e dei viaggi di istruzione (VGIS) potrebbero utilizzare tecnologie educative integrate(smart-phone, notebook wireless ed e-book reader di nuova generazione) per produrre "appunti di viaggio" sotto forma di contenuti digitali. Questa prima produzione verrà socializzata, discussa e condivisa a distanza utilizzando un ambiente di social networking e una piattaforma di e-learning. Al rientro dal VGIS, continueranno le attività sia formali che informali per ricollocare l'esperienza nelle attività previste dalla progettazione di classe e di istituto. In particolare, vi sarà l' elaborazione di un modulo di carattere multi-pluri-interdisciplinare fruibile sia in presenza che on line, la cui realizzazione avrà bisogno dell'attenzione e del coinvolgimento di tutti gli studenti e dei docenti dell'area tecnico-giuridica. L'intera esperienza richiederà un processo di monitoraggio e valutazione continuo che avverrà sia in presenza, attraverso gli strumenti tradizionali(colloqui, relazioni, questionari,etc.) sia on line, con strumenti e tecniche in grado di misurare qualitativamente e quantitativamente le interazioni efficaci dei gruppi e di seguire il processo di costruzione di nuova conoscenza nel repository. Gli obiettivi formativi si riferiranno allo sviluppo della capacità di costruire nuova conoscenza e di promuovere la cultura digitale e imprenditoriale oltre, ovviamente, all'assimilazione di contenuti culturali e tecnico-giuridici specifici.

2025, Media Education

This article examines online activities' impact on Italian students' academic skills using data from the OECD-PISA 2022 database. By applying multiple regression models, the study evaluates how different frequencies and modes of internet use affect learning outcomes in mathematics among Italian high school students. The findings indicate that moderate internet use can positively influence learning, while excessive use-defined as overuse starting from daily usage exceeding 3 hours and extending to 5-7 hours-or more is associated with a significant decline in academic performance. The analysis is based on data from a sample of 11,785 fifteen-year-old students. It employs linear regression models to assess the relationship between time spent online and mathematics scores (and, in some cases, reading comprehension) obtained in the standardized tests of the OECD-PISA 2022 survey. The methodological approach incorporates linear regression models and extends the analysis to reading skills. Students who spend more than hours a day online achieve significantly lower scores compared to those who limit their usage to a maximum of 1-2 hours. Furthermore, the study explores the influence of socio-demographic variables and the socioeconomic and cultural status index (ESCS) on academic outcomes. The research highlights the importance of parents, teachers, and educators promoting the conscious and balanced use of digital technologies.

2025, Omar Alajarmeh

This research examines the impact of Inquiry-Based Learning (IBL) on student performance in MAP
tests, specifically in Grade 9 mathematics. The study was conducted over six months, integrating
real-world applications and collaborative inquiry into the learning process. Results indicate a measurable
improvement in student performance, with an average score increase of 8 points. The research highlights
the role of IBL in fostering critical thinking, problem-solving, and deeper conceptual understanding of
mathematical principles. This study contributes to the ongoing discussion on effective pedagogical
strategies in mathematics education and presents recommendations for improving IBL-based
instructional methods.
By analyzing pre-test and post-test MAP scores, this study provides statistical validation for the
effectiveness of inquiry-based teaching strategies. The findings align with global research trends
demonstrating that student-centered learning approaches enhance academic achievement. Beyond
numerical improvements, qualitative data suggest that students who engaged in IBL displayed higher
motivation and confidence when tackling mathematical problems.
This research further highlights the role of teacher facilitation in guiding inquiry-based activities. IBL
requires well-structured implementation to ensure students stay engaged and on task while exploring
complex mathematical concepts. Future research should focus on refining assessment tools that
accurately measure the learning gains achieved through inquiry-based instruction.

2025, Psicothema

During the last three decades researchers have focused on teachers' behaviours as predictors of student achievement, trying to establish which specifi c educational practices are effective. Therefore, nowadays effective educational practices refer to such practices that teachers implement in the classroom that have consistently been connected to students' outcomes in many previous studies (for a review, see Muijs et al., 2014). In this regard, John Hattie (2009) clearly synthesized over 800 different meta-analyses and provided an overview of educational practices affecting students' outcomes. His results confi rmed the effectiveness of some educational practices, such as providing feedback, managing classroom behaviour, teacher clarity, teacherstudent relationships, cooperative learning, direct instruction, mastery learning, classroom management, peer tutoring, worked examples, and concept mapping. Indeed, he concluded that teachers' educational practices are the most relevant factor in determining students' outcomes, over other factors grouped into the categories: 'student', 'home', 'school', 'curricula', and 'teaching approaches' (Hattie, 2009). More recently, a meta-analysis of 167 studies revealed seven key dimensions associated with three domains that predict students' school achievements (Kyriakides et al., 2013): classroom management (class learning environment, time management and assessment); instruction (structuring, modelling, application); and self-regulation (i.e., teachers' attempt to encourage self

2025, The Relationship Between Per Capita Income and Academic Success: PISA 2022 Results Country Example

The study aims to examine the impact of the average per capita national income of countries participating in the PISA 2022 assessment on their mathematics literacy, reading skills, and science literacy scores. The study investigates the extent to which economic factors influence educational success. This study was conducted using a quantitative research method based on a correlational design. The national income and PISA 2022 data of 81 countries included in the PISA 2022 assessment were subjected to regression analysis. The annual per capita incomes of the countries were obtained from World Bank data, while the PISA 2022 scores were taken from the Ministry of National Education data. As a result of the regression analysis conducted with the collected data, it was found that the annual per capita incomes of the countries had a positive effect on the PISA 2022 scores.