Page 63 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 63
dents, i.e. those not aged 15, are generally older and make progress in terms 63
of educational levels at a somewhat slower pace, which is also related to aver-
agely lower achievement.
As this study is interested in the differences in associations between factors
and achievement, in terms of whether low-achieving or higher-achieving stu-
dents are dealt with, three groups have been formed within the target popu-
lation; the low-achievement group includes students with achievement below
Level 2 on the PISA reading literacy scale, the basic-achievement group students
with Levels 2 or 3 on the PISA reading literacy scale and the higher-achievement
group students with achievement at a minimum of Level 4 of PISA reading liter-
acy. As previously stated, reading achievement also reveals large gender differ-
ences; in various types of reading tests, female students at different ages deliver
a higher achievement than male students. This is also noticeable from differ-
ent group structures of low, basic and higher achievement by gender in Table 3.
It therefore makes sense to also separate analyses in this paper by gender. The
minimum number of sample (male or female) students that were examined in
analyses, divided into individual subgroups by achievement and by gender, was
295, which is still an adequate sample size for drawing logical conclusions. The
analysis of missing values showed no bias in these groups.
Table 3: Basic characteristic of the analysis sample
N (sample) Percentage Percentage Percent- Average
N within total of female age of male reading
(population) population students students achieve-
within the within the ment in PI-
(s. e.) * group (s. e.) group SA 2009
PISA 2009 7,483 20,879 100 48 (0.3) 51 (0.3) 472 (0.7)
Low achieve- 2,705 5,313 25 (0.5) 28 (0.7) 72 (0.7) 353 (3.3)
ment (does 3,724
not achieve 1,054 11,088 53 (0.7) 51 (0.7) 49 (0.7) 483 (1.1)
Level 2)
Basic 4,478 21 (0.5) 66 (1.3) 34 (1.3) 588 (4.8)
achievement
(Level 2 or 3
achieved)
Higher
achievement
(a minimum
of Level 4
achieved)
*Standard errors (s.e.) for the calculated estimates based on samples of
students are indicated in brackets.
low reading achievement in pisa 2009
of educational levels at a somewhat slower pace, which is also related to aver-
agely lower achievement.
As this study is interested in the differences in associations between factors
and achievement, in terms of whether low-achieving or higher-achieving stu-
dents are dealt with, three groups have been formed within the target popu-
lation; the low-achievement group includes students with achievement below
Level 2 on the PISA reading literacy scale, the basic-achievement group students
with Levels 2 or 3 on the PISA reading literacy scale and the higher-achievement
group students with achievement at a minimum of Level 4 of PISA reading liter-
acy. As previously stated, reading achievement also reveals large gender differ-
ences; in various types of reading tests, female students at different ages deliver
a higher achievement than male students. This is also noticeable from differ-
ent group structures of low, basic and higher achievement by gender in Table 3.
It therefore makes sense to also separate analyses in this paper by gender. The
minimum number of sample (male or female) students that were examined in
analyses, divided into individual subgroups by achievement and by gender, was
295, which is still an adequate sample size for drawing logical conclusions. The
analysis of missing values showed no bias in these groups.
Table 3: Basic characteristic of the analysis sample
N (sample) Percentage Percentage Percent- Average
N within total of female age of male reading
(population) population students students achieve-
within the within the ment in PI-
(s. e.) * group (s. e.) group SA 2009
PISA 2009 7,483 20,879 100 48 (0.3) 51 (0.3) 472 (0.7)
Low achieve- 2,705 5,313 25 (0.5) 28 (0.7) 72 (0.7) 353 (3.3)
ment (does 3,724
not achieve 1,054 11,088 53 (0.7) 51 (0.7) 49 (0.7) 483 (1.1)
Level 2)
Basic 4,478 21 (0.5) 66 (1.3) 34 (1.3) 588 (4.8)
achievement
(Level 2 or 3
achieved)
Higher
achievement
(a minimum
of Level 4
achieved)
*Standard errors (s.e.) for the calculated estimates based on samples of
students are indicated in brackets.
low reading achievement in pisa 2009
