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AlAli, Rommel, and Yousef Wardat. "Low PISA Performance Students: Factors, Perceptions, and Improvement Strategies." International Journal of Religion 5, no. 9 (2024): 334–48. http://dx.doi.org/10.61707/nve8gj33.
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The PISA assessment serves as a critical tool for evaluating and improving educational systems worldwide. The ethical implications of low performance in PISA are significant, requiring a comprehensive approach to address both immediate educational needs and broader systemic issues. By leveraging insights from PISA and implementing evidence-based interventions, policymakers and educators can work towards creating a more equitable and effective educational environment for all students. This study investigates the underlying factors contributing to the low achievement of Jordanian students in the Program for International Student Assessment (PISA) tests and proposes effective strategies to enhance their performance. PISA, developed by the Organization for Economic Co-operation and Development (OECD), evaluates 15-year-old students' skills in reading, mathematics, and science, focusing on their ability to apply knowledge in real-world contexts. Despite its global significance, Jordanian students have consistently underperformed in these assessments. The study employs a mixed-methods approach, including a comprehensive literature review, analysis of the Jordanian educational context, and surveys with educators and students. The findings reveal several key factors impacting performance: curriculum misalignment with PISA competencies, socio-economic disparities, high teacher turnover, and varying levels of teaching quality. Additionally, perceptions of PISA among educators and students highlight challenges related to unfamiliar test formats and applied knowledge requirements. Based on these insights, the study recommends a series of interventions to improve performance. These include aligning the national curriculum with PISA competencies, enhancing teacher training programs, integrating technology into learning processes, promoting extracurricular activities, and fostering active parental involvement. By addressing these areas, the study aims to provide a roadmap for policymakers, educators, and stakeholders to enhance Jordanian students' performance in future PISA assessments and overall educational outcomes.
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Lazarevic, Ljiljana, and Ana Orlic. "PISA 2012 mathematics literacy in Serbia: A multilevel analysis of students and schools." Psihologija 51, no. 4 (2018): 413–32. http://dx.doi.org/10.2298/psi170817017l.
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In PISA 2012 cycle, the focus was on the mathematics literacy. Data collected in PISA survey in Serbia on 4684 respondents show that students on average have significantly lower performance compared to average OECD performance. The aim of the study was to explore student (variables at the first level) and school level predictors (variables at the second level) of the PISA mathematics literacy using multi-level modelling. The most important finding is that student and school level variables are explaining variability in PISA mathematics performance almost equally. Results show that on the student level, significant predictors are gender, noncognitive characteristics (mathematics anxiety, mathematics self-efficacy, mathematics self-concept, openness for problem-solving), student perceived teaching quality and studying habits. Results also indicate that several school-level variables have direct effects on the PISA math performance and that several school-level variables moderate the relationship between student characteristics and PISA performance.
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Uysal, Sengul, and Koksal Banoglu. "Hogging the middle lane: How student performance heterogeneity leads Turkish schools to fail in PISA?" Cypriot Journal of Educational Sciences 13, no. 2 (2018): 201–13. http://dx.doi.org/10.18844/cjes.v13i2.3196.
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This study aims to analyse the relationship between students’ mathematics achievement in Programme for International Student Assessment (PISA) 2012 and the instructional climate-related factors in the index of principals’ perceptions (learning hindrance, teacher morale and teacher intention). As preliminary analysis procedure, the chi-squared automatic interaction detection analysis was performed with relevant independent variables. Teacher’s achievement expectation from students and achievement-oriented behaviours were other significant predictive indicators on PISA mathematics achievement. Based upon these independent variables and standard deviation estimates of PISA mathematics scores, the present research developed a theoretical model by means of confirmatory factor analysis, explaining how students’ PISA mathematics achievement is associated with classroom and within school homogeneity through teachers’ expectation and achievementoriented behaviours. Results showed that the developed model provided a great model-data fit. This model revealed that classroom achievement homogeneity and within school achievement homogeneity were the most important predictors on students’ PISA mathematics achievement.
 Keywords: PISA, CHAID, mathematics, homogeneity.
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Josephine V. Acido and Dennis G. Caballes. "Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines." World Journal of Advanced Research and Reviews 21, no. 1 (2024): 462–74. http://dx.doi.org/10.30574/wjarr.2024.21.1.0020.
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The Philippines took part in PISA 2018 and 2022 conducted by OECD. Filipino students are still among the least proficient in math, reading, and science. Its performance did not significantly improve from the assessment in 2018. Through statistical analysis design, the PISA score (2018 and 2022) was compared to all countries' PISA scores and correlated to HDI in the Philippines, with the use of T-test and Pearson r. Results showed that there is a notable variation in the Philippines' PISA score compared to all countries participating in PISA. In addition, there is a robustly positive correlation between the PISA score and the HDI in the Philippines.
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Josephine, V. Acido, and G. Caballes Dennis. "Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines." World Journal of Advanced Research and Reviews 21, no. 1 (2024): 462–74. https://doi.org/10.5281/zenodo.13148515.
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The Philippines took part in PISA 2018 and 2022 conducted by OECD. Filipino students are still among the least proficient in math, reading, and science. Its performance did not significantly improve from the assessment in 2018. Through statistical analysis design, the PISA score (2018 and 2022) was compared to all countries' PISA scores and correlated to HDI in the Philippines, with the use of T-test and Pearson r. Results showed that there is a notable variation in the Philippines' PISA score compared to all countries participating in PISA. In addition, there is a robustly positive correlation between the PISA score and the HDI in the Philippines.
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M. Mujiya Ulkhaq. "Factors Influencing Indonesian Students' Performance on PISA 2018." Proceeding of The International Conference of Inovation, Science, Technology, Education, Children, and Health 4, no. 1 (2024): 74–87. https://doi.org/10.62951/icistech.v4i1.78.
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Education plays a pivotal role in national development, and assessing its quality is crucial. One widely recognized international assessment is the OECD's PISA, which evaluates mathematics, science, and reading abilities among 15-year-old students globally. In 2018, Indonesian students scored below the OECD average, highlighting deficiencies in the education system. This study investigates the determinants influencing Indonesian students' PISA scores using 2018 data. Multiple linear regression is employed to analyze three models: mathematics, science, and reading scores as dependent variables. Independent variables include age, gender, study time in mathematics, science, and reading, economic, social, and cultural status, family wealth, home ICT ownership, teacher feedback, and school discrimination perception. The findings reveal varying influences on PISA scores across domains: age does not affect mathematics scores, gender does not affect science scores, and all variables significantly impact reading ability scores at the 5% confidence level.
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Tan, Charlene. "Chinese responses to Shanghai’s performance in PISA." Comparative Education 53, no. 2 (2017): 209–23. http://dx.doi.org/10.1080/03050068.2017.1299845.
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Safari, NFN. "STUDENTS' PERCEPTION OF TEACHER GUIDANCE ON READING LEARNING BASED ON RESULTS OF PISA 2018." Indonesian Journal of Educational Assesment 3, no. 1 (2020): 32. http://dx.doi.org/10.26499/ijea.v3i1.56.
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The main purpose of this study is to answer the following question; is there any difference between international students' perceptions of teacher guide on learning to read to meet real-life challenges whose country position is above and below the 2018 average Program for International Student Assessment (PISA) score? The data in this study taken from PISA 2018 data that has been released to the public and has been permitted for research and development purposes. The population of this study was 15-year-old students (SMP) throughout the world who were studying in 2018, while the sample was 15-year-old students. PISA test participants was spread in 80 countries. The sample was students who participated in the 2018 PISA test. The data in this study were taken from the students’ test scores and questionnaires that were answered by 612.004 students from 80 countries. Based on the results of the analysis of variants of one path obtained the following results; there is a statistically significant difference (p<0,000) between students’ perceptions of countries below and above the PISA average on the following issues; (1) teacher feedback, (2) improvement of material, and (3) performance improvement in reading, learning to meet real life challenges where the country's position is above and below the average score average PISA 2018, (Sig. 0,000). The conclusion indicates that teachers in countries above the PISA average often provide feedback and provide improved reading material to their students compared to teachers in countries below the PISA average. Teachers in countries below the PISA average provide feedback for performance improvement more often than to teachers in countries above the PISA average. Because the learning dependence of students in countries above the PISA average is higher than students in countries below the PISA average, the frequency of feedback is considered unnecessary.
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Hu, Jie, and Rushi Yu. "The effects of ICT-based social media on adolescents' digital reading performance: A longitudinal study of PISA 2009, PISA 2012, PISA 2015 and PISA 2018." Computers & Education 175 (December 2021): 104342. http://dx.doi.org/10.1016/j.compedu.2021.104342.
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Ding, Huiming, and Matt Homer. "Interpreting mathematics performance in PISA: Taking account of reading performance." International Journal of Educational Research 102 (2020): 101566. http://dx.doi.org/10.1016/j.ijer.2020.101566.
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Stubbs, Paul. "Vladavina svetovnega razvrščanja v izobraževanju: politika in praksa raziskave PISA." Šolsko polje XXXI, no. 1-2 (2020): 131–38. http://dx.doi.org/10.32320/1581-6044.31(1-2)131-138.
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The governmental work of global rankings in education: PISA politics, policy and practice This article offers a critique of the OECD’s triannual PISA international student assessment programme understood as a globalized space of governmentality, power and influence. The article addresses how PISA has managed to become such a taken-for-granted benchmark of national educational performance in the face of a vast critical literature. PISA results rest on shaky foundations, making inferred causal links that are, at best, unproven, based on deeply worrying, deterministic, and reductionist ideological assumptions and on a steadfast refusal to address localized contexts that might question the production of decontextualized indicators that purport to be universal in scope. The focus is on three different interrelated levels: the economic and political ideology that underpins PISA; the use and misuse of PISA in educational policy and the potentially negative impacts of PISA at the coal face, in terms of student development, teacher well-being and the prospects for critical, progressive pedagogy. Insofar as PISA focuses on headline results rather than on the mass of valuable data it generates, it lacks the adaptive qualities needed for good evaluation systems. Keywords: PISA study, educational policy, political ideology, neoliberal ideology
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Mazurek, Jiri, Carlos Fernández García, and Cristina Pérez Rico. "Inequality and Students’ PISA 2018 Performance: a Cross-Country Study." Comparative Economic Research. Central and Eastern Europe 24, no. 3 (2021): 163–83. http://dx.doi.org/10.18778/1508-2008.24.27.
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The aim of this paper was to investigate the relationship between countries’ PISA study results from 2018 and a set of indices related to socio-economic inequality, such as the Gini index, human development index, or gender inequality index, along with purely economic variables, such as GDP per capita and government expenditure on education. The study covered 70 countries, consisting of 37 OECD countries and 33 non-OECD countries. Research methods included multivariate linear regression models, k-means clustering, and hierarchical clustering. Our findings revealed that the Gini index was statistically insignificant, indicating income inequality had little effect on students’ PISA performance. On the other hand, the gender inequality index was the single most statistically significant explanatory variable for both OECD and non-OECD countries. Therefore, our recommendation for policymakers is simple: increase students’ PISA performance, thus enhancing countries’ human capital and competitiveness, and focus on decreasing gender disparity and the associated loss of achievement due to gender inequality.
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Golegou, Eirini, Manolis Wallace, and Kostas Peppas. "On the Performance of Greek Students on PISA Fields Using PISA Data: A Comprehensive Analysis." Advances in Research 26, no. 3 (2025): 211–30. https://doi.org/10.9734/air/2025/v26i31339.
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The cultivation of 21st-century skills is a key objective of most educational systems around the world today. Based on this widely accepted finding, this paper analyses the performance of Greek students in the OECD's Programme for International Student Assessment (PISA), the main purpose of which is to test students' acquisition of these skills. The research aims to answer two questions: first, whether the scientific community universally accepts this competition, and second, whether STEM education primarily cultivates 21st-century skills and improves students' performance in the competition. To this end, we conducted a secondary analysis of the competition data and employed the methodology of evidence-based research. In conclusion, PISA does not enjoy universal acceptance within the scientific community and therefore cannot be the sole criterion for reforming an educational system. Nevertheless, the importance of cultivating 21^(st) century skills, which students will require in adult life, cannot be overlooked. Therefore, we propose STEM education as a means of developing the necessary skills, both within the school environment and in the broader context of extracurricular activities.
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Kastberg, David, Saida Mamedova, and Samantha Burg. "Data from the Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): 2012–2016." Journal of Open Psychology Data 11, no. 1 (2023): 8. http://dx.doi.org/10.5334/jopd.82.
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The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) was conducted in the United States in 2016 with young adults (age 19) who participated in PISA 2012 when they were in high school (age 15). PISA YAFS was designed to measure the relationship between performance on PISA 2012 and subsequent outcomes (education, employment, etc.) as well as skills. These skills were assessed in an online assessment of literacy, numeracy, and problem-solving skills called Education and Skills Online (ESO). ESO was developed to provide individual-level results linked to the Program for International Assessment of Adult Competencies (PIAAC).
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Nidegger, Christian, and Anne Soussi. "L'enquête PISA en Suisse." Les dossiers des sciences de l'éducation 22, no. 1 (2009): 139–49. http://dx.doi.org/10.3406/dsedu.2009.1171.
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As in many countries, the Swiss PISA survey is administered to 15 year old students. A complementary sample of 9th grade students (the end of compulsory school) gives the opportunity of assessing students'' competencies at a specific moment of their schooling. This gives the possibility of comparing the results either between the different linguistic areas or between the 26 cantonal education systems. There is a great variability in the students'' results and the pupils'' characteristics have a significant impact on their performance. In the second part, we will show the repercussions of PISA at the political level and the effects on teachers and teaching.
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Neuman, Magnus. "PISA data clusters reveal student and school inequality that affects results." PLOS ONE 17, no. 5 (2022): e0267040. http://dx.doi.org/10.1371/journal.pone.0267040.
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The data from the PISA survey show that student performance correlates with socio-economic background, that private schools have higher results and more privileged students, and that this varies between countries. We explore this further and analyze the PISA data using methods from network theory and find clusters of countries whose students have similar performance and socio-economic background. Interestingly, we find a cluster of countries, including China, Spain and Portugal, characterized by less privileged students performing well. When considering private schools only, some countries, such as Portugal and Brazil, are in a cluster with mostly wealthy countries characterized by privileged students. Swedish grades are compared to PISA results, and we see that the higher grades in private schools are in line with the PISA results, suggesting that there is no grade inflation in this case, but differences in socio-economic background suggest that this is due to school segregation.
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Khamza, D., R. Abay, N. Amilbek, D. Son, and N. Taubakabyl. "ANALYSIS OF STATE COSTS PER STUDENT IN THE CONTEXT OF PISA ASSESSMENT RESULTS IN KAZAKHSTAN." Sciences of Europe, no. 129 (November 27, 2023): 85–88. https://doi.org/10.5281/zenodo.10209104.
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This article examines Kazakhstan's investment in education in relation to its performance in the Programme for International Student Assessment (PISA). Despite significant educational reforms since independence, Kazakhstan invests modestly in education, approximately $256.69 per student, which is low compared to advanced economies and some former Soviet states but aligns with Central Asian neighbors. This study explores the impact of this investment on Kazakhstan's PISA results, particularly in reading literacy, where only a small percentage of students achieve high levels. By comparing Kazakhstan's educational spending and PISA outcomes with those of other countries, the paper highlights the correlation between increased educational funding and improved PISA performance. The analysis suggests that to improve its educational outcomes and align with international standards, Kazakhstan needs to strategically increase and effectively utilize its educational expenditure. The findings aim to inform policy decisions and contribute to enhancing the quality and effectiveness of Kazakhstan's education system.
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Bjarnadóttir, Kristín, and Freyja Hreinsdóttir. "PISA 2012 – Performance in Mathematics and School Size." Acta Mathematica Nitriensia 1, no. 1 (2015): 11–23. http://dx.doi.org/10.17846/amn.2015.1.1.11-23.
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Serder, Margareta, and Malin Ideland. "PISA truth effects: the construction of low performance." Discourse: Studies in the Cultural Politics of Education 37, no. 3 (2015): 341–57. http://dx.doi.org/10.1080/01596306.2015.1025039.
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Babačić, Elio. "Socioeconomic factors and performance on the PISA test." Zbornik Ekonomskog fakulteta u Zagrebu 22, no. 1 (2024): 71–81. http://dx.doi.org/10.22598/zefzg.2024.1.71.
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Apostolopoulos, Constantinos, Argyrios Psalidas, Vassilia Hatzinikita, and Athanassios Katsis. "Studying Greek Students’ Performance on PISA Science Items." International Journal of Learning: Annual Review 15, no. 8 (2008): 1–8. http://dx.doi.org/10.18848/1447-9494/cgp/v15i08/45900.
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van Grieken, R., J. D. Tena, Luis Pires, Ismael Sanz, and Lilliana L. Avendaño-Miranda. "The importance of test order in external and standardized test results: The case of PISA 2018." PLOS ONE 19, no. 9 (2024): e0309980. http://dx.doi.org/10.1371/journal.pone.0309980.
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Standardized tests intend to reduce information asymmetry by providing a common and objective measure of students’ academic performance. The basic assumption underlying standardized testing is that differences in student performance on standardized tests should be attributed primarily to differences in the quality of education received by students. However, there is evidence that environmental factors can affect standardized test scores, which may result in anomalous observations or outliers that show a distortion of student performance. In this regard, the exclusion of Spain from PISA 2018 is particularly interesting as Spanish data met PISA 2018 Technical Standards but showed implausible student-response behavior. The aim of this paper is to complement the OECD’s analysis of Spain’s exclusion from PISA 2018 by exploring the potential reasons behind the outlier results, focusing on the Madrid region.
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H. Bi, Henry. "Benchmarking the international compulsory education performance of 65 countries and economies." Benchmarking: An International Journal 25, no. 1 (2018): 98–119. http://dx.doi.org/10.1108/bij-09-2016-0144.
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Purpose The Program for International Student Assessment (PISA) measured 15-year-olds’ performance in mathematics, reading, and science. The purpose of this paper is to use the assessment results of PISA 2006, 2009, and 2012 to benchmark the compulsory education performance of 65 countries and economies with emphasis on two benchmarking steps: identifying benchmarks and determining performance gaps. Design/methodology/approach The authors use a multi-criterion and multi-period performance categorization method to identify a group of best performers as benchmarks. Then, the authors use two-sample t-tests to detect against benchmarks whether each country or economy has significant performance gaps on individual performance measures. Findings Based on the mean scores of three assessment subjects in PISA 2006, 2009, and 2012, six best performers (Top-6) are identified from 65 participating countries and economies. In comparison with Top-6’s weighted averages, performance gaps are found for most countries and economies on the mean score of each subject, the percentage of top-performing students in all three subjects, and the percentage of lowest-performing students in each subject. Originality/value For compulsory education systems around the world, this paper provides an original categorization of performance based on the results of three PISA cycles, and provides new insights for countries and economies to prioritize improvement efforts to increase average performance, pursue excellence, and tackle low performance. For benchmarking applications involving multi-criterion and multi-period data, this paper presents a novel method of using statistical control charts to identify benchmarks and then using two-sample t-tests to determine performance gaps on individual performance measures.
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Pekel, Feyzi Osman. "PISA RESULTS OR X-RAY FILMS OF EDUCATION SYSTEMS?" Problems of Education in the 21st Century 74, no. 1 (2016): 4–5. http://dx.doi.org/10.33225/pec/16.74.04.
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To be able to develop well-equipped students in accordance with the expectations of the society is one of the objectives of every education system in every country. In this sense, monitoring student performance comparatively at international level, assessing students and schools characteristics is crucially important in order to structuring individuals’ future lives. Determining student performances in different subject areas is a way for the countries examining the performance of their education systems (Anagün, 2011). Results of these assessments and evaluations enable steering the educational policy by diagnosing/revising the failures of the system.
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Doil, Melina, and Verena Pietzner. "Structure of Science Teacher Education in PISA Leading Countries: A Systematic Review." Education Sciences 13, no. 8 (2023): 826. http://dx.doi.org/10.3390/educsci13080826.
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Within the surveys of the PISA study since 2001, large differences between the performance of the 15-year-old students in the scientific domain have become apparent. German students were able to improve their performance to a limited extent in the past surveys, despite extensive educational reforms. Despite the improvement in performance, Germany has not been able to catch up with the PISA-leading countries. Therefore, the question arises in regard to how teacher education in PISA leading countries (Canada, Finland, Japan, Singapore) is structured. The selection of the countries is based on best possible achieved results in the scientific competence area as well as in another competence area by the selected countries. A systematic review was conducted to clarify the structure as well as relevant content issues. The results indicate various possibilities for adaptation for German teacher education.
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Marcom, Guilherme Stecca, and Thayse Zambon Barbosa Aragão. "Gender Inequality and Science Education: Comparison with Brazilian Students in PISA and ENEM." Acta Scientiae 24, no. 4 (2022): 57–80. http://dx.doi.org/10.17648/acta.scientiae.7083.
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Background: Natural sciences is considered a markedly masculine field of study. Despite the criticisms and changes observed in recent years, the effects on society of male science are still observed in school performance. Objectives: This study proposes to compare the performance inequality based on students’ gender in the contents of natural sciences in Brazil at the end of two learning cycles, lower secondary education (LSE) and upper secondary education or high school (USE). Design: The research was designed to identify the size of the effect on the performance of male and female groups in the International Student Assessment Program (PISA) and in the National High School Exam (ENEM) between 2009 and 2018. Setting and Participants: Public school students who, in the year in which the exam was taken, were in their final year of LSE or USE. Data collection and analysis: PISA performance data were collected from the PISA Data Explorer. From ENEM, they came directly from the database made available by INEP. We applied statistical significance tests to identify differences in performance in the natural sciences test of the two exams. Results: The PISA results indicate that there is no difference in the students’ performance based on gender. In contrast, the ENEM results indicate a difference of 0.3 standard deviations in favour of boys. Conclusions: The results point to an expansion of the gender-based differences in the contents of natural sciences during the EM.
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Martos, Gerald, and David S. Jose. "Diminishing Marginal Utility of Technological Devices toward Academic Performance in Mathematics, Reading, and Science." International Journal of Multidisciplinary: Applied Business and Education Research 6, no. 2 (2025): 971–92. https://doi.org/10.11594/ijmaber.06.02.38.
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The Philippines, in its pursuit of aligning its education system with global standards, has participated in the Program for International Student Assessment (PISA) which evaluates 15-year-olds' reading, scientific, and mathematical proficiency. However, the 2022 PISA report ranked Filipino learners among the lowest five in reading, science, and mathematics. This study explores how ownership of technological devices influences student performance in these domains. Using Ordinal Logistic Regression, we analyze the 2022 PISA ordinal data for 7608 Filipino students. Results show a diminishing marginal return on academic achievement as device ownership increases. While initial access to technology boosts performance, the effect weakens as students own more devices. This trend is stronger among learners without siblings and persists regardless of internal or external digital distractions. Findings emphasize the need for balanced digital engagement. Rather than restricting access or full enablement, families and policymakers should focus on strategic technology use to enhance education, aligning with Sustainable Development Goals for quality learning.
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Gim, ARin, Suri Kim, Seajoong Choi, and Hwandon Jun. "Improvement Methods for Supply Performance in Emergency Interconnection Plans." Journal of the Korean Society of Hazard Mitigation 21, no. 3 (2021): 115–23. http://dx.doi.org/10.9798/kosham.2021.21.3.115.
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When operating a water supply network (WSN), pipe failures and water service interruptions are inevitable. A large-scale water service interruption decreases the reliability of a WSN; therefore, an emergency interconnection plan (EIP) is adopted to prevent it. To establish an EIP involving emergency interconnection pipes, in most cases, only the operation plan is considered. However, it is required to evaluate possible interconnected supply areas (PISAs) from the EIP to achieve the purpose of the EIP. It is obvious that PISA is dependent on the structure of the WSN, elevation difference between the adjacent interconnected blocks, size and location of the emergency interconnection pipes, and inline pumping station. In this study, we categorized the reasons resulting in insufficient PISA from the EIP and suggested improvement methods such as increasing the pipe diameter, new pumping stations, adding emergency interconnection pipes, and adding pressure relief valves. To quantify the effect of the improvement methods on the performance of the EIP, we applied them to a real WSN and estimated the emergency supply rate for each improvement method by using Pressure Driven Analysis (PDA) was used as the hydraulic simulation tool. Consequently, each improvement method increased the PISA and the emergency supply rate on the network. Thus, the suggested method will be used in the design and operation of EIPs to improve their performance.
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Kong, Dan, and Heng Li. "Analysis of Reading Literacy in the PISA Examination and Its Enlightenment to Chinese Reading Education." Journal of Education, Humanities and Social Sciences 13 (May 11, 2023): 377–82. http://dx.doi.org/10.54097/ehss.v13i.8180.
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The Programme for International Student Assessment Test (PISA) is a particular research organized by OECD to assess students’ extensive knowledge and skills from different areas of the world. The excellent performance of Chinese students in PISA has attracted wide attention from the world. Maths subjects of Chinese students in PISA are particularly strong, followed by science, and reading scores are also relatively good, but are the weakest. At the same time, compared with other subjects like Maths, Chinese language education has always been criticized for taking too much time and being inefficient in China mainland teaching field for a long time. World learn from China. China also learns from the world. By focusing on the reading content of the PISA test, the paper reflects on the content brought by the PISA reading assessment framework and evaluation criteria, aiming to find the international elements of reading education and giving some enlightenment to Chinese language reading strategies.
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Tahirsylaj, Armend. "Trends in Teacher Monitoring Methods across Curriculum and Didaktik Traditions: Evidence from three PISA waves." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 2 (2020): 3–24. http://dx.doi.org/10.7577/njcie.3530.
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The main objectives of this study were to examine trends in teacher monitoring methods (TMMs) among a representative set of 12 curriculum and didaktik countries, using data from PISA 2009, 2012, and 2015, and the association of TMMs with students’ reading, mathematics, and science performance accordingly. Curriculum and didaktik education traditions frame the study theoretically, while quantitative research methods are used, consisting of a two-sample difference of proportion test and hierarchical linear modelling. The findings suggest that across the PISA waves, the control over teachers is growing across all countries and in all three subject domains and four TMMs. However, the proportion of students in schools where any of the TMMs are used is higher and more statistically significant for curriculum than for didaktik countries. Student tests, teacher peer review, and principal observation are much more common TMMs than external inspector observation across all countries. Nevertheless, the use of external inspector observation is very low in several didaktik countries, and in the case of Finland almost inexistent. Results for Sweden seem to be over-reported as in previous survey work it was found that teacher self-assessment is the most common TMM, however, teacher self-assessment is not a variable included in the PISA survey. The results from within-country hierarchical linear models (HLMs) of associations of TMMs with students’ reading (2009), mathematics (2012), and science (2015) performance in PISA show mixed, and at times relatively large, effects from country to country and across three PISA waves, and interestingly the associations had diminished by PISA 2015. Adding a more diverse set of questions to PISA contextual questionnaires is warranted for results to be more meaningful and representative across more countries.
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Solano-Flores, Guillermo, and Chao Wang. "Complexity of Illustrations in PISA-2009 Science Items and Its Relationship to the Performance of Students from Shanghai-China, the United States, and Mexico." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (2015): 1–18. http://dx.doi.org/10.1177/016146811511700103.
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Background While illustrations are widely used in international test comparisons, very scant research has been conducted on their design and on their influence on student performance. It is not clear how the features of illustration act in combination supporting students’ access to the content of items or increasing their interpretation demands. Purpose The purpose of this study was to examine how the characteristics of illustrations used in science items are related to the performance of students in PISA-2009. Population We used PISA-2009 data on the responses of 1571 to 1582, 1601 to 1617, and 11,662 to 11,746 students, respectively from Shanghai-China, the U.S., and Mexico. Research Design This was a secondary analysis study that compared the three PISA-2009 jurisdictions as to the magnitudes and directions of the correlations between the complexity of illustrations used in science items and the difficulty of those items. We used the information on item difficulty provided by the Organisation for Economic Co-operation and Development (OECD, 2010). The features of the illustrations were coded with a system that coded the presence or absence of about 100 types of illustration features. The complexity of each illustration was computed as the number of different types of features observed. Findings For the U.S. and Mexico, items with higher illustration complexities were more difficult than items with lower illustration complexities. For Shanghai-China, the correlation of number of illustration features and item difficulty was close to zero. This pattern of correlations is consistent with the three jurisdictions’ ranking in PISA-2009. Conclusions While this was an exploratory study that examined the performance of only three of the 65 PISA-2009 jurisdictions, the results speak to the importance of examining illustration complexity as a factor that shapes student performance in science tests and which should be addressed systematically in the design of science items.
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Solano-Flores, Guillermo, and Chao Wang. "Complexity of Illustrations in PISA-2009 Science Items and Its Relationship to the Performance of Students from Shanghai-China, the United States, and Mexico." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (2015): 1–18. http://dx.doi.org/10.1177/016146811511700112.
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Background While illustrations are widely used in international test comparisons, very scant research has been conducted on their design and on their influence on student performance. It is not clear how the features of illustration act in combination supporting students’ access to the content of items or increasing their interpretation demands. Purpose The purpose of this study was to examine how the characteristics of illustrations used in science items are related to the performance of students in PISA-2009. Population We used PISA-2009 data on the responses of 1571 to 1582, 1601 to 1617, and 11,662 to 11,746 students, respectively from Shanghai-China, the U.S., and Mexico. Research Design This was a secondary analysis study that compared the three PISA-2009 jurisdictions as to the magnitudes and directions of the correlations between the complexity of illustrations used in science items and the difficulty of those items. We used the information on item difficulty provided by the Organisation for Economic Co-operation and Development (OECD, 2010). The features of the illustrations were coded with a system that coded the presence or absence of about 100 types of illustration features. The complexity of each illustration was computed as the number of different types of features observed. Findings For the U.S. and Mexico, items with higher illustration complexities were more difficult than items with lower illustration complexities. For Shanghai-China, the correlation of number of illustration features and item difficulty was close to zero. This pattern of correlations is consistent with the three jurisdictions’ ranking in PISA-2009. Conclusions While this was an exploratory study that examined the performance of only three of the 65 PISA-2009 jurisdictions, the results speak to the importance of examining illustration complexity as a factor that shapes student performance in science tests and which should be addressed systematically in the design of science items.
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Ocampo, Daniel Morin, Eliziane da Sílva Dávila, and Luiz Caldeira Brant de Tolentino Neto. "O impacto do PISA nas publicações brasileiras indexadas no portal de periódicos da CAPES." Research, Society and Development 7, no. 12 (2018): e6712483. http://dx.doi.org/10.33448/rsd-v7i12.483.
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Esta pesquisa objetivou analisar os artigos que citam o PISA e abordam a realidade brasileira. Neste sentido, este estudo questiona de que forma os artigos brasileiros têm sido influenciados pelo PISA. Para isso, desenvolvemos uma pesquisa do tipo estado da arte, utilizando os termos PISA e OECD para a busca de artigos indexados na base de dados do Portal de Periódicos da CAPES. Foram selecionados apenas estudos em língua portuguesa e que abordassem a realidade brasileira, resultando em 31 publicações. Os resultados demonstraram que o primeiro artigo publicado abordando o PISA foi no ano de 2006, ocorrendo um aumento da produção vinculada a esta temática ao longo dos anos, em especial, a partir de 2012.. Acreditamos que este crescimento seja muito em virtude das pesquisas na área de Ensino de Matemática. O PISA tem produzido forte impacto nas políticas públicas educacionais e nas pesquisas no âmbito mundial, tendência que chega agora ao contexto brasileiro. Os resultados sugerem que o constante aumento nas produções que envolvem o PISA no Brasil estão sendo influenciados pela performance dos alunos nesta avaliação, principalmente na tentativa de uma melhora deste desempenho.
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Sahlberg, Pasi. "PISA in Finland: An Education Miracle or an Obstacle to Change?" Center for Educational Policy Studies Journal 1, no. 3 (2018): 119–40. http://dx.doi.org/10.26529/cepsj.418.
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The present article discusses the role and impact of the Programme for International Student Assessment (PISA) in Finland. PISA has created a new geography of education policies and reforms by shifting global interest away from Anglo-Saxon education systems to Asian countries, as well as to Finland and Canada in the West. The article describes how PISA has become evidence of the successful education reforms in Finland carried out since the 1970s, but at the same time has created a situation where the continuous renewal of the Finnish education system has become more difficult than before. The conclusion is that PISA is animportant global benchmarking instrument, but that policy makers and the media need to make better use of the rich data that have been collected together with information about students’ academic performance.
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JERRIM, JOHN. "The Reliability of Trends over Time in International Education Test Scores: Is the Performance of England's Secondary School Pupils Really in Relative Decline?" Journal of Social Policy 42, no. 2 (2012): 259–79. http://dx.doi.org/10.1017/s0047279412000827.
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AbstractThe Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) are respected cross-national studies of pupil achievement. They have been specifically designed to study how countries’ educational systems are performing against one another, and how this is changing over time. These are, however, politically sensitive issues, where different surveys can produce markedly different results. This is shown via a case study for England, where apparent decline in PISA test performance has caused policymakers much concern. Results suggest that England's drop in the PISA ranking is not replicated in TIMSS, and that this contrast may be due to data limitations in both surveys. Consequently, I argue that the current coalition government should not base educational policies on the assumption that the performance of England's secondary school pupils has declined over the past decade.
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González-Mayorga, Héctor, María José Vieira, and Javier Vidal. "uso de los resultados españoles de PISA en publicaciones científicas." Revista de Investigación Educativa 40, no. 1 (2022): 183–202. http://dx.doi.org/10.6018/rie.451201.
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In the last decade, interest in PISA results has grown, both in public debate and in the use of its data for research. The aim of this study is to analyse the use of the Spanish PISA results by the scientific community. A bibliometric analysis of 119 scientific articles included in the Scopus, Eric EBSCOHost and Web of Science databases was carried out between 2002 and 2019 using frequency analysis, MDS analysis and binary logistic regressions. Results reflect a growing interest in the Spanish PISA results from 2005 to the present within university research in the field of Education, to which most of the authors of our sample pool belong. With regard to the use of PISA information, the majority of studies use data for generating knowledge, with socio-economic issues such as the family and equity being the ones with the greatest presence alongside student performance. We conclude that, despite the fact that PISA has been slow to have an impact among the Spanish academic community, its results are increasingly being used as primary source of information for carrying out detailed studies on a wide range of subjects. However, PISA is used generically as an indicator of the quality of the education system, without authors going into detail into the contextualised analysis of performance for the competences under study. En la última década, el interés por los resultados de PISA ha crecido, tanto en el debate público como en el uso de los datos para la investigación. El objetivo de este estudio consiste en analizar la utilización de los resultados españoles de PISA por parte de la comunidad científica. Se realizó un análisis bibliométrico de 119 artículos científicos incluidos en las bases de datos Scopus, Eric EBSCOHost y Web of Science entre 2002 y 2019 mediante análisis de frecuencias, análisis MDS y regresiones logísticas binarias. Los resultados reflejan el creciente interés por los resultados españoles de PISA desde 2005 hasta la actualidad, perteneciendo los autores principalmente al ámbito universitario de la Educación. Respecto al uso de la información de PISA, la mayoría de los estudios emplean los datos como vía para generar conocimiento, siendo los temas socioeconómicos como la familia y la equidad los que han tenido una mayor presencia junto al rendimiento de los estudiantes. Se concluye que, a pesar de que PISA ha tardado en tener impacto entre la comunidad académica española, sus resultados son cada vez más utilizados como fuente de información primaria para la realización de estudios detallados sobre temas muy diversos. No obstante, a su vez, PISA se utiliza de forma genérica como indicador de calidad del sistema educativo, sin entrar en detalle en el análisis contextualizado del rendimiento en las competencias objeto de estudio.
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Psalidas, A., C. Apostolopoulos, and V. Hatzinikita. "Investigating factors affecting students’ performance to PISA Science items." Journal of Engineering Science and Technology Review 1, no. 1 (2008): 90–97. http://dx.doi.org/10.25103/jestr.011.19.
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Behr, Andreas, and Gerald Fugger. "PISA Performance of Natives and Immigrants: Selection versus Efficiency." Open Education Studies 2, no. 1 (2020): 9–36. http://dx.doi.org/10.1515/edu-2020-0108.
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AbstractIn most countries, immigrant and native students perform differently in the Programme for International Student Assessment (PISA) due to two main reasons: different immigration regimes and differences in their home-country educational systems. While there is sophisticated literature on the reasons for these performance gaps, it is barely considered in the educational efficiency research. Our approach distinguishes between selection effects caused by immigration policies, and the efficiency of educational systems in integrating immigrant students, given their socio–economic background. Accordingly, we split our sample, which consists of 153,374 students in 20 countries, calculate various different efficient frontiers, and ultimately decompose and interpret the resulting efficiency values. We find large differences in educational system efficiency, when controlling for negative selection effects caused by immigration regimes.
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Ashqar, Rawia, and Loureen D. Haddad. "The Impact of Stakeholders on Schools for Improving Students’ Performance: The Case of Israeli Students Performance in the PISA Test." Journal of Education and Culture Studies 4, no. 4 (2020): p1. http://dx.doi.org/10.22158/jecs.v4n4p1.
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This study examines the pressure employed by stakeholders on the management of schools and the insertion of reforms in the education system. The article analyzes the case-study of Israeli stakeholders’ reaction to the Israeli students’ performance in the PISA test. The argument of the article is that the media in Israel deals extensively with the performance of Israeli students in these tests, and the media turns into the main source that feeds Israeli parents knowledge of the test results. Consequently, pressure is employed by parents in particular on the government and schools to do all in their capacity to improve the results and to raise Israel’s ranking on these international tests. As a result, the government has created a commission to reform the education system. Following the implementation of the commission’s recommendations, Israel managed during the last two decades to improve the performance of Israeli students in the PISA test.
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Zainur Rijal Abdul Razak and Sayed Sharfeldin. "The Impact of Integrating Critical Thinking Skills in Reading Curriculum in Developing Qatari Students Performance in PISA Exams." global journal al thaqafah 11, no. 1 (2021): 102–22. http://dx.doi.org/10.7187/gjat072021-10.
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This study aims at identifying the effect of integrating critical thinking skills in the Arabic language curriculum for the seventh grade in the State of Qatar through the reading course on improving the performance of Qatari students in the Programme for International Student Assessment (PISA) tests, and the study used the descriptive-analytical method. It analyzed the content of the reading course for grade seven in Qatar and the content of the PISA test in the field of reading knowledge and their critical thinking skills. The results of the study showed a clear improvement in the performance of Qatar’s students in the Pisa tests in general, as Qatar’s students made remarkable progress between 2006 and 2015, where the general average in -the field of reading literacy -increased from (312) to (402), which indicates - according to the study - the effect of integrating critical thinking skills in achieving this.
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Sarman, A. D., Zh T. Issabergenova, and V. A. Kubieva. "INTERNATIONAL RESEARCH SYSTEMS PISA, TIMSS: SYSTEM OF TASKS AND THEIR ANALYSIS." Bulletin of Toraighyrov University. Pedagogics series, no. 1.2021 (March 29, 2021): 203–13. http://dx.doi.org/10.48081/cgwm9508.
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In the last 20 years, international surveys assessing learning in reading, mathematics and science have been headline news because they put countries in rank order according to performance. The three most well-known surveys are TIMSS, PISA and PIRLS. The main difference between TIMSS and PISA is type of sample and focus of research. Pupils of the 4th and 8th classes take part in TIMSS. Only 15-year-old pupils of schools (7–12 classes) and colleges participate in PISA. TIMSS measures the academic knowledge (What? Where? When?), 80 % of the TIMSS tasks are directed to reproduction of knowledge. PISA measures functional competences – ability to effectively apply knowledge in various life situations, to logically think and draw valid conclusions (Why? What for? As?) to interpret information schedules and charts, etc. Our teenagers know the school program in biology, but don’t understand what GMO is. They are not bad in calculations, but have problems with statistics... Recently was published results of PISA-2015, sample is more than 400 thousand teenagers from 57 countries.
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Gebhardt, Markus, Christine Sälzer, Julia Mang, Katharina Müller, and Manfred Prenzel. "Performance of Students With Special Educational Needs in Germany: Findings From Programme for International Student Assessment 2012." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 343–56. http://dx.doi.org/10.1891/1945-8959.14.3.343.
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The reporting of findings from Programme for International Student Assessment (PISA) is an important part of educational monitoring in Germany. However, until now, the subsample of students with special educational needs (SEN) had been too small to single out this group and report findings. In PISA 2012, the sample of 9th-grade students in Germany was thus expanded by students with SEN in inclusive settings and students with SEN in an oversample of 49 special schools. This article describes and compares the proficiency of students with SEN in inclusive settings and in special schools. In all 3 PISA domains assessing literacy, reading, mathematics, and science, students with SEN in inclusive settings achieve proficiency Level 2, whereas students with SEN in special schools achieve proficiency Level 1. It turns out that students with SEN have a lower average socioeconomic status than regular students, especially those in special schools. Possible explanations for the higher achievement of students with SEN in inclusive settings are discussed.
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Hu, Shanshan, and Xin Ma. "Affect, Motivation, and Engagement in the Context of Mathematics Education: Testing a Dynamic Model of Their Interactive Relationships." Alberta Journal of Educational Research 68, no. 3 (2022): 372–95. http://dx.doi.org/10.55016/ojs/ajer.v68i3.72509.
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The present analysis aimed to test the dynamic (interactive) model of affect, motivation, and engagement (Linnenbrink, 2007) in mathematics education with a nationally representative sample. Self-efficacy, self-concept, and mathematics anxiety were indicators of pleasant and unpleasant affect. Intrinsic and extrinsic motivation were indicators of mastery and performance approach. Educational persistence and cognitive activation were indicators of behavioral and cognitive engagement. The 2012 Programme for International Student Assessment (PISA) supplied a sample of 4,978 students from the United States for structural equation modeling. The results indicated that the PISA data overall supported the dynamic model. Specifically, the PISA data completely supported the specification of the relationship between motivation and affect, largely supported the specification of the relationship between affect and engagement, but failed to support the specification of the relationship between motivation and engagement. The PISA data largely supported the specification of the mediation effects of affect on the relationship between motivation and engagement. Keywords: affect; motivation; engagement; mathematics; structural equation modeling La présente analyse visait à tester le modèle dynamique (interactif) de l'affect, de la motivation et de l'engagement (Linnenbrink, 2007) dans l'enseignement des mathématiques avec un échantillon représentatif au niveau national. L'auto-efficacité, le concept de soi et l'anxiété liée aux mathématiques étaient des indicateurs de l'affect agréable et désagréable. La motivation intrinsèque et extrinsèque était des indicateurs de l'approche de la maîtrise et de la performance. La persistance éducative et l'activation cognitive étaient des indicateurs de l'engagement comportemental et cognitif. Le Programme international pour le suivi des acquis des élèves (PISA) de 2012 a fourni un échantillon de 4 978 élèves des États-Unis pour la modélisation des équations structurelles. Les résultats indiquent que les données PISA soutiennent globalement le modèle dynamique. Plus précisément, les données PISA ont complètement soutenu la spécification de la relation entre la motivation et l'affect, ont largement soutenu la spécification de la relation entre l'affect et l'engagement, mais n'ont pas soutenu la spécification de la relation entre la motivation et l'engagement. Les données PISA ont largement soutenu la spécification des effets de médiation de l'affect sur la relation entre la motivation et l'engagement. Mots clés : affect ; motivation ; engagement ; mathématiques ; modélisation par équations structurelles.
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Londar, Sergiy, Oleksandr Bosenko, Lidia Londar, and Marcus Pietsch. "EDUCATION FUNDING AS A DETERMINANT OF THE EDUCATIONAL SYSTEM'S EFFECTIVENESS AND SOCIETAL PERFORMANCE." Financial and credit activity problems of theory and practice 2, no. 61 (2025): 513–28. https://doi.org/10.55643/fcaptp.2.61.2025.4688.
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The article aims to analyze approaches to evaluating secondary education effectiveness across various countries by examining the relationship between public expenditures and students' corresponding learning outcomes, as well as broader societal efficiency indicators. The research explores the correlation between general secondary education funding and international PISA assessment results, alongside the relationship between societal efficiency indicators – such as the Human Development Index (HDI) and GDP at Purchasing Power Parity (PPP) – with educational expenditures and investments in research and development (R&D).The findings demonstrate a non-linear relationship between PISA scores in countries that participated in the 2015, 2018, and 2022 assessments and the cumulative nine-year education funding per 15-year-old schoolchild, expressed in USD at PPP. This relationship is best approximated by an inverted parabola with a peak.Using PISA 2022 as a case study, the educational characteristics of leading countries (Vietnam, Singapore, Macau, Japan) and underperforming countries (Qatar, Panama, Cyprus, the Dominican Republic, and Thailand) were analyzed. These countries' educational outcomes fall outside the standard deviation range.Approaches to evaluating the overall efficiency of education systems were also tested, utilizing widely recognized indicators such as the HDI, GDP per capita at PPP, and the share of public expenditures allocated to R&D. A model was developed to analyze the interrelation between the HDI, R&D expenditures, and per-student educational spending in connection with student performance for a group of countries with high R&D investments.The resulting determination coefficient is R² = 69,7% and confirms the statistical significance of this relationship. The model demonstrates that increased R&D spending has a lesser impact on the HDI compared to educational expenditures on secondary education, adjusted for PISA scores. This finding suggests that, even for developed countries, prioritizing human capital general development through educational investment remains more critical than allocating additional resources to the R&D sector.
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Amatullah, Tasneem, David Litz, Aysha Alshamsi, and Shaljan Areepattamannil. "Relationship Between School Leadership, Academic Dispositions, and Student Academic Performance: Meaning Making of PISA 2022 Results." Education Sciences 15, no. 4 (2025): 436. https://doi.org/10.3390/educsci15040436.
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School leadership plays a critical role in shaping student academic performance. Despite the UAE’s recognition as one of the leading nations globally for quality education, research on the impact of leadership practices on performance in international assessments like PISA remains scarce. This study explores the influence of school leadership on students’ performance in the UAE’s schools. The PISA 2022 UAE database containing data on 24,600 15-year-old students across 840 schools was used to assess mathematical literacy based on their ability to apply math concepts and their attitudes toward the subject. Insights into leadership practices were utilized using responses from school principals in the PISA 2022 school leaders’ questionnaire. The results demonstrate that leadership practices significantly influence student outcomes. Schools where leaders emphasize teacher accountability and professional development show improved mathematics performance, lower anxiety levels, and enhanced self-efficacy among students. Conversely, excessive focus on disciplinary measures or teaching skill improvements is associated with reduced student self-efficacy. These findings highlight the importance of adaptive leadership approaches that consider local educational contexts, balancing accountability and support to optimize both student performance and well-being. By refining leadership practices, schools can drive meaningful improvements in student success and better equip learners to thrive in global educational benchmarks.
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Shala, Arif, and Albulene Grajcevci. "Kosovo’s Low Performance in PISA 2015: An Explanation From a Socioeconomic Perspective." Educational Process: International Journal 7, no. 1 (2018): 48–59. http://dx.doi.org/10.22521/edupij.2018.71.4.
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Stadler, Matthias, Katharina Herborn, Maida Mustafić, and Samuel Greiff. "Computer-Based Collaborative Problem Solving in PISA 2015 and the Role of Personality." Journal of Intelligence 7, no. 3 (2019): 15. http://dx.doi.org/10.3390/jintelligence7030015.
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Collaborative problem solving (CPS) is an essential 21st century skill at the intersection of social collaboration and cognitive problem solving, and is increasingly integrated in educational programs, such as the influential Programme for International Student Assessment (PISA). As research has identified the impact of the Big Five personality traits either on cognitive ability or social collaboration skills in groups, this study firstly identified their impact on the conjoint construct of CPS. Results from structural equation modelling (N = 483) found openness to experience and agreeableness as predictors for CPS performance. The results are embedded in the lifelong learning and investment model by Ackermann and provide implications for PISA 2015, as original PISA 2015 CPS tasks were used.
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Jeganathan, Selvaprabu, Arun Raj Lakshminarayanan, Nandhakumar Ramachandran, and Godwin Brown Tunze. "Predicting Academic Performance of Immigrant Students Using XGBoost Regressor." International Journal of Information Technology and Web Engineering 17, no. 1 (2022): 1–19. http://dx.doi.org/10.4018/ijitwe.304052.
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The education sector has been effectively dealing with the prediction of academic performance of the Immigrant students since the research associated with this domain proves beneficial enough for those countries where the ministry of education has to cater to such immigrants for altering and updating policies in order to elevate the overall education pedagogy for them. The present research begins with analyzing varied educational data mining and machine learning techniques that helps in assessing the data fetched form PISA. It’s elucidated that XGBoost stands out to be the ideal most machine learning technique for achieving the desired results. Subsequently, the parameters have been optimized using the hyper parameter tuning techniques and implemented on the XGBoost Regressor algorithm. Resultant there is low error rate and higher level of predictive ability using the machine learning algorithms which assures better predictions using the PISA data. The final results have been discussed along with the upcoming future research work.
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De Freitas, Rogério Gonçalves, Vera Lucia Jacob Chaves, and Hajime Takeuchi Nozaki. "Marginalisation in education systems: The Programme for International Student Assessment (PISA) and the failure discourse around the Italian education system." education policy analysis archives 27 (October 14, 2019): 127. http://dx.doi.org/10.14507/epaa.27.4317.
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The Organisation for Economic Cooperation Development (OECD) created the Programme for International Student Assessment (PISA) as a political actor in global education through a logic of governance by numbers (Grek, 2009). This article discusses how PISA has became a major showcase for the OECD as an assessment tool par excellence while also producing marginalisation discourses. By approaching neoliberal globalisation and its aim at restoring the transnational capitalist class’ power over the “dangerous” classes (Harvey, 2005; Holman, 2006; Van Apeldoorn, 2001; Van der Pijl, 2010), this article analyses how school privatisation has grown in the Italian system over the last few years in the face of the PISA discourse (Bertozzi Graziano, 2004). Building on document research and reports by Italian teachers, it traces how PISA’s pressure over the Italian school system has produced a twofold marginalizing effect. The first effect is the periodical disclosure of PISA rankings to distinguish successful from failed education systems. In fact, recent PISA results have placed the Italian system as a failed, technologically retarded system compared to those of high-performance countries. The second effect is the burst of neoliberal feelings among teachers, who report both stigma and guilt.
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Cyrus, P. Casingal 1., L. Apurada 2. Hernan, and R. Lee 3. Michael. "Assessing Academic Achievement Patterns in Makati City: A Comparative Analysis of 2018 and 2022 Programme for International Student Assessment (PISA) Data." MSI Journal of Arts, Law and Justice (MSIJALJ) Volume 2, Issue 6 (2025): 01–19. https://doi.org/10.5281/zenodo.15581743.
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This study aims to evaluate the evolution of Makati City's PISA performance from 2018 to 2022 across Mathematics, Science, and Reading domains. Using a comparative quantitative research approach, the study analyzed data from 15-year-old students in two public high schools in Makati City who participated in consecutive PISA cycles. Findings revealed significant improvements across all domains: Reading (+85 points, +24.3%), Science (+67 points, +18.4%), and Mathematics (+54 points, +14.9%). Benigno Ninoy S. Aquino High School (2022) outperformed Fort Bonifacio High School (2018) and achieved the highest scores among public schools in the National Capital Region. The study concludes that targeted intervention programs, comprehensive student support mechanisms, and pedagogical adaptations contributed to these improvements despite pandemic disruptions. Recommendations include documenting and disseminating successful strategies, examining school-specific factors influencing performance, incorporating qualitative research methods in future studies, and maintaining focus on mathematics instruction where relatively less improvement was observed.