Page 62 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 62
means of this, data was acquired from which it will be possible to derive fac-
tors about the achievement and other related factors for the entire population
of Year 1 of upper secondary schools (of those educational programmes that
include 15-year-olds). A more detailed description of this sample will be giv-
en below.
PISA and other studies (e.g. PIRLS; Mullis et al., 2012) have, throughout the
years, shown statistically significant differences between female and male stu-
dents. As a result, it is essential to verify comparisons in this paper separately
by genders, as there are probably also significant differences in reading-relat-
ed factors between these two groups.
Naturally, even the widest range of factors in an analysis will not include
all possibilities in relation to an issue as complex as the development of knowl-
edge and competencies under the different conditions in which students live
and learn. Although the development of knowledge and competencies not
only takes place in schools and as part of other types of formal learning, but
also outside the boundaries of the school environment and as part of one’s
family ties, peers and a wider society, the educational system nevertheless re-
62 mains the primary mechanism based on which endeavours are made to im-
prove youths’ literacy levels. This is achieved through setting goals, standards
of knowledge and the use of appropriate didactic approaches and strategies.
In this sense, results of studies like PISA can partly also be viewed as outcomes
that are significantly influenced by the educational system.
Data and Methodology Description
As previously mentioned, an analysis of factors related to (low) achievement in
reading will be made for the population of all female and male students of Year
1 of upper secondary schools. In addition to the sample of 15-year-olds, based
on which international comparisons were made, an additional sample of Year
1 students who were during the course of the assessment not aged 15 was ad-
ditionally included in PISA 2009 by Slovenia.
Sample Characteristics
Table 3 shows basic information about the sample for the population of Year
1 upper secondary educational programmes in Slovenia that include 15-year-
olds. This is the basic target population in this paper and since this is the up-
per secondary level of education, the population will be referred to as Year 1
students. On average, Year 1 students achieved fewer score points (472 score
points, Table 3) in the PISA 2009 reading literacy test than 15-year-olds (483
score points, Table 2). This was to be expected since the additionally included
student (under)achievement: perspectives, approaches, challenges
tors about the achievement and other related factors for the entire population
of Year 1 of upper secondary schools (of those educational programmes that
include 15-year-olds). A more detailed description of this sample will be giv-
en below.
PISA and other studies (e.g. PIRLS; Mullis et al., 2012) have, throughout the
years, shown statistically significant differences between female and male stu-
dents. As a result, it is essential to verify comparisons in this paper separately
by genders, as there are probably also significant differences in reading-relat-
ed factors between these two groups.
Naturally, even the widest range of factors in an analysis will not include
all possibilities in relation to an issue as complex as the development of knowl-
edge and competencies under the different conditions in which students live
and learn. Although the development of knowledge and competencies not
only takes place in schools and as part of other types of formal learning, but
also outside the boundaries of the school environment and as part of one’s
family ties, peers and a wider society, the educational system nevertheless re-
62 mains the primary mechanism based on which endeavours are made to im-
prove youths’ literacy levels. This is achieved through setting goals, standards
of knowledge and the use of appropriate didactic approaches and strategies.
In this sense, results of studies like PISA can partly also be viewed as outcomes
that are significantly influenced by the educational system.
Data and Methodology Description
As previously mentioned, an analysis of factors related to (low) achievement in
reading will be made for the population of all female and male students of Year
1 of upper secondary schools. In addition to the sample of 15-year-olds, based
on which international comparisons were made, an additional sample of Year
1 students who were during the course of the assessment not aged 15 was ad-
ditionally included in PISA 2009 by Slovenia.
Sample Characteristics
Table 3 shows basic information about the sample for the population of Year
1 upper secondary educational programmes in Slovenia that include 15-year-
olds. This is the basic target population in this paper and since this is the up-
per secondary level of education, the population will be referred to as Year 1
students. On average, Year 1 students achieved fewer score points (472 score
points, Table 3) in the PISA 2009 reading literacy test than 15-year-olds (483
score points, Table 2). This was to be expected since the additionally included
student (under)achievement: perspectives, approaches, challenges
