Page 74 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 74
bly carried out for the desired effect to be produced. Puklek Levpušček et al.
(2012) have established that the activities of searching for information on the
internet may have a positive correlation with reading achievement, providing
they are not exaggerated.
In all countries participating in PISA, it was revealed that students with
good reading competence are those who are well acquainted with the most
efficient reading and learning strategies for achieving various learning objec-
tives and that they read a wide spectrum of diverse reading materials for their
own pleasure (OECD, 2010b). In order to become efficient at learning, students
need to understand what to learn and how to achieve their learning objec-
tives. To do so, they also need a spectrum of cognitive and metacognitive strat-
egies for data processing that can aid them in effective learning. Analysis re-
sults have revealed that the use of reading and learning strategies can prove
effective only when students recognise which of the strategies is suitable for
use in individual situations.
While the frequency of use of elaboration as a learning strategy in associa-
tion with reading achievement seems neutral, another comparison proves to
74 be interesting, i.e. a comparison between the frequency of use of control strat-
egies when studying and the frequency of strategies for memorising a text. For
both of these strategies, female students report more frequent use in learning
than male students. However, the frequency of use of the first strategy has a
positive correlation with reading achievement, and the frequency of use of the
second strategy has a negative correlation. In relation to low-achieving stu-
dents it therefore may be advisable to provide conditions for more frequent
use of control strategies, which could replace a possibly exaggerated use of
strategies for memorising a text, and thus indirectly produce beneficial effects
for their reading competencies.
A rather simple correlation analysis was used for analysis purposes in this
paper, which sufficed for basic findings about correlations of various factors
with reading achievement, and the differences in these correlations between
female and male students with low, basic and higher reading achievement. In
doing so, no presumptions about the causal relations were made, i.e. wheth-
er a factor impacts achievement or possibly vice versa - that achievement im-
pacts the factor, or that they might even be connected in some other way.
Further studies could attempt to acquire more in-depth findings in relation to
this by means of preparing and testing regression and structural modelling. Al-
ternatively, additional findings might be contributed through analyses of cor-
relations with achievement in PISA 2009 reading subscales, which have been
named accessing and retrieving information, integrating and interpreting texts
and reflecting on… and evaluating texts. Moreover, new observations could in a
similar way be revealed by comparing statistical correlations of the factors ex-
amined between individual countries.
student (under)achievement: perspectives, approaches, challenges
(2012) have established that the activities of searching for information on the
internet may have a positive correlation with reading achievement, providing
they are not exaggerated.
In all countries participating in PISA, it was revealed that students with
good reading competence are those who are well acquainted with the most
efficient reading and learning strategies for achieving various learning objec-
tives and that they read a wide spectrum of diverse reading materials for their
own pleasure (OECD, 2010b). In order to become efficient at learning, students
need to understand what to learn and how to achieve their learning objec-
tives. To do so, they also need a spectrum of cognitive and metacognitive strat-
egies for data processing that can aid them in effective learning. Analysis re-
sults have revealed that the use of reading and learning strategies can prove
effective only when students recognise which of the strategies is suitable for
use in individual situations.
While the frequency of use of elaboration as a learning strategy in associa-
tion with reading achievement seems neutral, another comparison proves to
74 be interesting, i.e. a comparison between the frequency of use of control strat-
egies when studying and the frequency of strategies for memorising a text. For
both of these strategies, female students report more frequent use in learning
than male students. However, the frequency of use of the first strategy has a
positive correlation with reading achievement, and the frequency of use of the
second strategy has a negative correlation. In relation to low-achieving stu-
dents it therefore may be advisable to provide conditions for more frequent
use of control strategies, which could replace a possibly exaggerated use of
strategies for memorising a text, and thus indirectly produce beneficial effects
for their reading competencies.
A rather simple correlation analysis was used for analysis purposes in this
paper, which sufficed for basic findings about correlations of various factors
with reading achievement, and the differences in these correlations between
female and male students with low, basic and higher reading achievement. In
doing so, no presumptions about the causal relations were made, i.e. wheth-
er a factor impacts achievement or possibly vice versa - that achievement im-
pacts the factor, or that they might even be connected in some other way.
Further studies could attempt to acquire more in-depth findings in relation to
this by means of preparing and testing regression and structural modelling. Al-
ternatively, additional findings might be contributed through analyses of cor-
relations with achievement in PISA 2009 reading subscales, which have been
named accessing and retrieving information, integrating and interpreting texts
and reflecting on… and evaluating texts. Moreover, new observations could in a
similar way be revealed by comparing statistical correlations of the factors ex-
amined between individual countries.
student (under)achievement: perspectives, approaches, challenges
