Page 72 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 72
for schoolwork are not correlated with achievement, however, there are some
noticeable gender differences in mean values of these indices by achievement
groups. Male students in particular report (relatively) more frequent comput-
er use for leisure, especially low-achieving students (mean index value is 0.34).
The least frequent computer use for leisure is reported by higher-achieving fe-
male students (mean index value is –0.36). More frequent computer use for
schoolwork is reported by low-achieving male students only, while computers
are used for schoolwork least frequently by higher-achieving male and female
students. The correlations of this index by achievement groups are neutral for
both genders. In contrast to these two factors, the frequency of online reading
activities is (moderately) positively correlated with reading achievement espe-
cially in male students (correlations for female and male students are 0.13 and
0.19 respectively) and male students report a higher frequency of reading ac-
tivities of this kind. The students who engage in online reading activities most
frequently are those with higher achievement. However, the correlation be-
tween the frequency of online reading and reading achievement turns out to
be relatively more significant only in groups of low-achieving female and male
72 students. This may result from the correlation of this index with the economic,
social and cultural status (the correlation between these two indices is 0.20 and
is the highest of all correlations between the index of economic, social and cul-
tural status and other indices).
Discussion
The research question addressed in this paper was whether any differenc-
es could be observed in correlations between background factors and read-
ing achievement when female and male students with different achievement
levels are considered separately. The question was addressed using the PISA
2009 database, which enables investigating reading achievement and read-
ing-related factors. In terms of their achievement, Slovenian female and male
students of Year 1 of upper secondary schools were divided into low-achieve-
ment, basic-achievement and higher-achievement groups; associations be-
tween factors and achievement were then examined by these groups. Several
points were presented in the results section: a comparison between (bivari-
ate) correlations of individual indices and reading achievement by gender, in-
dex values for these factors by gender and by achievement groups and, last
but not least, comparisons of (bivariate) correlations of individual indices with
reading achievement by gender and achievement groups.
The analyses revealed not only that background factors differ between
genders, but also that the differences are more distinct when different achieve-
ment groups are compared. Correlations between background factors and
student (under)achievement: perspectives, approaches, challenges
noticeable gender differences in mean values of these indices by achievement
groups. Male students in particular report (relatively) more frequent comput-
er use for leisure, especially low-achieving students (mean index value is 0.34).
The least frequent computer use for leisure is reported by higher-achieving fe-
male students (mean index value is –0.36). More frequent computer use for
schoolwork is reported by low-achieving male students only, while computers
are used for schoolwork least frequently by higher-achieving male and female
students. The correlations of this index by achievement groups are neutral for
both genders. In contrast to these two factors, the frequency of online reading
activities is (moderately) positively correlated with reading achievement espe-
cially in male students (correlations for female and male students are 0.13 and
0.19 respectively) and male students report a higher frequency of reading ac-
tivities of this kind. The students who engage in online reading activities most
frequently are those with higher achievement. However, the correlation be-
tween the frequency of online reading and reading achievement turns out to
be relatively more significant only in groups of low-achieving female and male
72 students. This may result from the correlation of this index with the economic,
social and cultural status (the correlation between these two indices is 0.20 and
is the highest of all correlations between the index of economic, social and cul-
tural status and other indices).
Discussion
The research question addressed in this paper was whether any differenc-
es could be observed in correlations between background factors and read-
ing achievement when female and male students with different achievement
levels are considered separately. The question was addressed using the PISA
2009 database, which enables investigating reading achievement and read-
ing-related factors. In terms of their achievement, Slovenian female and male
students of Year 1 of upper secondary schools were divided into low-achieve-
ment, basic-achievement and higher-achievement groups; associations be-
tween factors and achievement were then examined by these groups. Several
points were presented in the results section: a comparison between (bivari-
ate) correlations of individual indices and reading achievement by gender, in-
dex values for these factors by gender and by achievement groups and, last
but not least, comparisons of (bivariate) correlations of individual indices with
reading achievement by gender and achievement groups.
The analyses revealed not only that background factors differ between
genders, but also that the differences are more distinct when different achieve-
ment groups are compared. Correlations between background factors and
student (under)achievement: perspectives, approaches, challenges
