Page 66 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 66
Results
In addition to comparing students’ achievement between different countries,
the basic goals of international studies, such as PISA, include an attempt at de-
scribing the associations between achievement and the background factors,
among which those that can be addressed by educational policies are sought
to possibly aid in improving achievement. The research question in this paper
is about these associations, more specifically whether these associations dif-
fer in relation to different levels of achievement, i.e. low achievement, basic
achievement and higher achievement. Analysis results are presented in three
figures. Figure 2 presents results of the correlation analysis by gender, Figure 3
shows results of the analysis of index’ values by gender and by groups of low,
basic and higher achievement, and Figure 4 shows the results of a more in-
depth correlation analysis by gender and achievement groups. Individual re-
sults are explained in more detail below.
In Figure 2, correlation coefficients with reading achievement in PISA
2009 are given for the observed reading-related factors (indices) by gender.
66 They indicate that out of twelve factors (indices), eight are positively corre-
lated with reading achievement, three negatively, while one, i.e the use of li-
braries, does not correlate with reading achievement. In addition to the index
of economic, social and cultural status (joint correlation with reading achieve-
ment is 0.41,3 0.45 for female students and 0.42 for male students), two other
indices are highly correlated with reading achievement for both genders: the
index of summarising (joint correlation is 0.46) and the index of understanding
and memorising a text (joint correlation is 0.40). For all these indices the corre-
lation is somewhat higher in female students, however, the difference in cor-
relation between genders is only significant for the index of summarising. Also,
in female students the index of enjoyment of reading (joint correlation 0.40, in
female students 0.41) correlates highly with reading achievement whereas in
male students the correlation is lower (0.27).
In a relative sense, there is a moderately positive correlation between read-
ing achievement and the indices of online reading activities (joint correlation is
0.14), diversity of reading materials (joint correlation is 0.25) and use of control
strategies (joint correlation is 0.26). The correlation of the index of online read-
ing activities is significantly higher in male students than female students. Rela-
tively, the most negative correlation with reading achievement is observed for
the index of memorisation strategies (joint correlation is –0.15); this correlation
is significantly stronger in female students (–0.22 in female students and –0.14
in male students). Other correlations are relatively lower.
3 Correlations of indices with reading achievement for the whole population of Year 1 students are
calculated separately and are presented in the appendix. The values of indices in Figure 3 and cor-
relations in Figure 4 are likewise presented in the appendix.
student (under)achievement: perspectives, approaches, challenges
In addition to comparing students’ achievement between different countries,
the basic goals of international studies, such as PISA, include an attempt at de-
scribing the associations between achievement and the background factors,
among which those that can be addressed by educational policies are sought
to possibly aid in improving achievement. The research question in this paper
is about these associations, more specifically whether these associations dif-
fer in relation to different levels of achievement, i.e. low achievement, basic
achievement and higher achievement. Analysis results are presented in three
figures. Figure 2 presents results of the correlation analysis by gender, Figure 3
shows results of the analysis of index’ values by gender and by groups of low,
basic and higher achievement, and Figure 4 shows the results of a more in-
depth correlation analysis by gender and achievement groups. Individual re-
sults are explained in more detail below.
In Figure 2, correlation coefficients with reading achievement in PISA
2009 are given for the observed reading-related factors (indices) by gender.
66 They indicate that out of twelve factors (indices), eight are positively corre-
lated with reading achievement, three negatively, while one, i.e the use of li-
braries, does not correlate with reading achievement. In addition to the index
of economic, social and cultural status (joint correlation with reading achieve-
ment is 0.41,3 0.45 for female students and 0.42 for male students), two other
indices are highly correlated with reading achievement for both genders: the
index of summarising (joint correlation is 0.46) and the index of understanding
and memorising a text (joint correlation is 0.40). For all these indices the corre-
lation is somewhat higher in female students, however, the difference in cor-
relation between genders is only significant for the index of summarising. Also,
in female students the index of enjoyment of reading (joint correlation 0.40, in
female students 0.41) correlates highly with reading achievement whereas in
male students the correlation is lower (0.27).
In a relative sense, there is a moderately positive correlation between read-
ing achievement and the indices of online reading activities (joint correlation is
0.14), diversity of reading materials (joint correlation is 0.25) and use of control
strategies (joint correlation is 0.26). The correlation of the index of online read-
ing activities is significantly higher in male students than female students. Rela-
tively, the most negative correlation with reading achievement is observed for
the index of memorisation strategies (joint correlation is –0.15); this correlation
is significantly stronger in female students (–0.22 in female students and –0.14
in male students). Other correlations are relatively lower.
3 Correlations of indices with reading achievement for the whole population of Year 1 students are
calculated separately and are presented in the appendix. The values of indices in Figure 3 and cor-
relations in Figure 4 are likewise presented in the appendix.
student (under)achievement: perspectives, approaches, challenges
