Page 71 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 71
values of the index of use of control strategies, are indicated in the same di- 71
rection as for the index of summarising and the index of understanding and
remembering, whereby the differences between genders are similar in all
achievement groups. This indicates that, in general, male students use control
strategies when studying less frequently than female students, regardless of
whether this is in relation to male or female students whose reading achieve-
ment is less or more successful. High-achieving female students use these
strategies to the largest extent among all groups. In comparison with other
factors, the value of the index of use of control strategies in higher-achieving
female students is likewise relatively high, following the values of the index of
enjoyment of reading, the index of summarising, the index of understanding and
remembering and the index of economic, social and cultural status. In accord-
ance with reports by this group of female students, other indices have lower
values. Correlations between the index of use of control strategies and reading
achievement are positive and similar for all achievement groups; this corre-
lation is again somewhat lower (and not statistically different from 0) in the
low-achievement group, which may again result from lack of familiarity with
these strategies and the possibilities of their use for learning.
In comparison with control strategies, elaboration as a learning strategy
seems more neutral, judging by the low correlation in the population (Figure
3). An overview of index values by achievement groups indicates that male stu-
dents report relatively more frequent use of these strategies than female stu-
dents, in particular higher-achieving male students. Correlations of this index
within achievement groups are neutral (do not differ statistically from 0). These
results may also point to a lack of familiarity with these strategies in female
and male students, possibly in those whose achievement is low in particular;
attempts could be made to overcome this by adapting teaching approaches.
As previously established, frequency of use of memorisation as a learning
strategy when studying is negatively correlated with achievement. This means
that the reading achievement of female and male students who report more
frequent use of this strategy is, on average, lower. Mean index values by achieve-
ment groups indicate that low-achieving female students report the most fre-
quent use of this strategy in learning (index value is 0.30) and higher-achieving
male students the least frequent use (index value is –0,43). However, the corre-
lation between this strategy and achievement in the low-achievement group
is neutral both for female and for male students (does not differ significantly
from 0), which could be interpreted as positive in the sense that the frequency
of use of the strategy – maybe on account of the absence of others – is at least
partly helpful in studying (or does not do any harm).
Another area for research is the correlation between computer use and
reading achievement. In general it holds true for both genders that the index
of computer use at home for leisure as well as the index of computer use at home
low reading achievement in pisa 2009
rection as for the index of summarising and the index of understanding and
remembering, whereby the differences between genders are similar in all
achievement groups. This indicates that, in general, male students use control
strategies when studying less frequently than female students, regardless of
whether this is in relation to male or female students whose reading achieve-
ment is less or more successful. High-achieving female students use these
strategies to the largest extent among all groups. In comparison with other
factors, the value of the index of use of control strategies in higher-achieving
female students is likewise relatively high, following the values of the index of
enjoyment of reading, the index of summarising, the index of understanding and
remembering and the index of economic, social and cultural status. In accord-
ance with reports by this group of female students, other indices have lower
values. Correlations between the index of use of control strategies and reading
achievement are positive and similar for all achievement groups; this corre-
lation is again somewhat lower (and not statistically different from 0) in the
low-achievement group, which may again result from lack of familiarity with
these strategies and the possibilities of their use for learning.
In comparison with control strategies, elaboration as a learning strategy
seems more neutral, judging by the low correlation in the population (Figure
3). An overview of index values by achievement groups indicates that male stu-
dents report relatively more frequent use of these strategies than female stu-
dents, in particular higher-achieving male students. Correlations of this index
within achievement groups are neutral (do not differ statistically from 0). These
results may also point to a lack of familiarity with these strategies in female
and male students, possibly in those whose achievement is low in particular;
attempts could be made to overcome this by adapting teaching approaches.
As previously established, frequency of use of memorisation as a learning
strategy when studying is negatively correlated with achievement. This means
that the reading achievement of female and male students who report more
frequent use of this strategy is, on average, lower. Mean index values by achieve-
ment groups indicate that low-achieving female students report the most fre-
quent use of this strategy in learning (index value is 0.30) and higher-achieving
male students the least frequent use (index value is –0,43). However, the corre-
lation between this strategy and achievement in the low-achievement group
is neutral both for female and for male students (does not differ significantly
from 0), which could be interpreted as positive in the sense that the frequency
of use of the strategy – maybe on account of the absence of others – is at least
partly helpful in studying (or does not do any harm).
Another area for research is the correlation between computer use and
reading achievement. In general it holds true for both genders that the index
of computer use at home for leisure as well as the index of computer use at home
low reading achievement in pisa 2009
