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Добірка наукової літератури з теми "PISA Questionnaire"

Автор: Grafiati

Опубліковано: 22 червня 2021

Оновлено: 11 лютого 2022

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Статті в журналах з теми "PISA Questionnaire":

Fitriati. "STUDENT QUESTIONNAIRE OF PISA 2006 AND RASCH ANALYSIS." Visipena Journal 4, no. 2 (December 31, 2013): 23–36. http://dx.doi.org/10.46244/visipena.v4i2.162.

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PISA is one of the biggest international student assessments. The results of this study are frequently used to inform policy directions and to provide feedback to learning and teaching. However, due to country socioeconomic, cultural and language differences among the countries, the test instruments may not be funtioning in the same way in all culture. Those differences may cause non-equivalence of tests or or tests may not be fair among different cultures, which then challenges assumptions made about measurement equivalence. This study aims to examine the equivalence of motivation and self concept items on student questionnaires of PISA 2006 study whether fit Indonesia context or not. The study employed two analisis of Rasch model to seek the equivalence of the tests. The results revealed that there is no significant DIF on motivation scale. One important finding of DIF analysis using Indonesia data was that two items of self-concept scale have been shown favoring males. The study also found that all items on motivation and self concept scale fit the data set and are not dependent on upon the sample of Indonesian students. The test is fair among different groups and contexts. This study suggests that more scales analysis is required as it will provide more comprehensive findings about the equivalence of this survey test.

Andriani, Nely, Benni Benni, Zulherman Zulherman, and Sudirman Sudirman. "Development of Physical and Earth and Space Science Content Problems Based on PISA in Class VIII Junior High School." Kasuari: Physics Education Journal (KPEJ) 1, no. 2 (June 9, 2019): 65–72. http://dx.doi.org/10.37891/kpej.v1i2.30.

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PISA-based science problem instruments have been developed on physical, earth and space content that is valid, practical and reliable. The PISA-based question instrument was developed used as one of the teaching materials in science learning in junior high school so students are familiar with the problem of metacognitive dimensions.The development model used is the development model of Borg and Gall. The subject of this study is a PISA-based science problem instrument for earth and space physical and content content. Data were collected using walkthroughs, questionnaires, and tests. While the instruments of data collection using a validation sheet, questionnaire questionnaire, and test questions. The data obtained were then analyzed descriptively. The results showed that the product developed was very valid with an average of 4.6; practical with an average of 0.88; and reliable with an average of 0.88. Based on the results of the research obtained, it was concluded that the PISA-based science problem instrument for physical content and earth and space content is feasible to use.

Çoban, Ömür. "Relationships between Students’ Socioeconomic Status, Parental Support, Students’ Hindering, Teachers’ Hindering and Students’ Literacy Scores: PISA 2018." World Journal of Education 10, no. 4 (August 18, 2020): 45. http://dx.doi.org/10.5430/wje.v10n4p45.

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This research was conducted in Turkey and it examined the relationships between fifteen-year-old students’ PISA 2018 literacy scores and student-level and school-level variables. This study aimed to examine the relationships between students’ hindering, teachers’ hindering, socioeconomic status, parental support and student achievement. The research is a correlational study. A relational screening model was used in this research. Six thousand eight hundred and ninety students from one hundred and eighty-six schools in twelve regions of the Nomenclature of Territorial Units for Statistics (NUTS) Level 1 joined PISA 2018 in Turkey. OECD selected these students randomly. In PISA 2018, school sampling was determined by a stratified random sampling method. Teachers’ hindering, students’ hindering questionnaires are from the school principals’ questionnaire and the parental support questionnaire was taken from the student questionnaire. Additionally, students’ genders and their socioeconomic status were taken from the background questionnaire. To analyze these variables, a hierarchic linear model was used. Multilevel structural modeling (MSEM) was selected and Bayesian estimation with latent variables was performed. There are direct relationships between students’ genders, socioeconomic status, teachers’ hindering behaviors, students’ hindering behaviors, parental support and Turkish students’ reading skill scores. There is also an indirect relationship between teachers’ hindering behavior and students’ reading skill scores via students’ hindering behavior.

Park, Ji-suk, and Sang-mi Kim. "Exploring Students’Perceptions of Global Competence using PISA 2018 Student Questionnaire." Association of Global Studies Education 12, no. 2 (June 30, 2020): 3–28. http://dx.doi.org/10.19037/agse.12.2.01.

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Ioannidou, Olga, Despoina Georgiou, Andreas Obersteiner, Nilufer Deniz Bas, and Christine Mieslinger. "Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany." International Education Studies 10, no. 5 (April 29, 2017): 26. http://dx.doi.org/10.5539/ies.v10n5p26.

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The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

Usnul, Uliyatul, Rahmah Johar, and Hizir Sofyan. "Potential Effect of PISA Equivalent Questions Using the Context of Aceh Traditional Houses." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 4, no. 2 (August 21, 2019): 89–100. http://dx.doi.org/10.23917/jramathedu.v4i2.8362.

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The achievement of Indonesian students in PISA remains unsatisfactory, as evidenced by their scores that are below the baseline level set in PISA. One of the contributing factors is that Indonesian students are less trained in solving problems with characteristics such as in PISA items. Therefore, it is necessary to familiarize Indonesian students with PISA equivalent problems, but the availability of these questions is still limited, especially concerning reasoning ability. In addition, the use of context is also crucial, especially the local contexts, which can help students understand mathematical phenomena from the perspective of their life experiences. The purpose of this study was to develop the questions of PISA equivalent mathematical reasoning ability using the context of Aceh traditional houses. This research used formative evaluation type development research from Tessmer. The results of this study were 12 mathematical questions equivalent to PISA using the context of Aceh traditional house. The potential effect of the questions developed was analyzed based on the student's responses to the questionnaire, including two aspects: 1) students are interested and seriously working on the questions and 2) the students are interested in using the equivalent PISA questions in the future.

Kim, Hyunjung, and Namwook Koo. "Analysis of Science Instruction in Korea based on the Results of PISA Questionnaire." Journal of Curriculum and Evaluation 22, no. 4 (November 2019): 85–104. http://dx.doi.org/10.29221/jce.2019.22.4.85.

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Ozer Ozkan, Yesim, and Nesrin Özaslan. "Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 57. http://dx.doi.org/10.11591/ijere.v1i1.11045.

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The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

Ozkan, Yesim Ozer, and Nesrin Ozaslan. "Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 57. http://dx.doi.org/10.11591/ijere.v7i1.11045.

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Laili, Rochimatul, and Nur Fauziyah. "Analisis Peserta Didik dalam Menyelesaikan Soal Pisa Ditinjau Dari Self-Efficacy Peserta Didik." Postulat : Jurnal Inovasi Pendidikan Matematika 1, no. 1 (August 31, 2020): 57. http://dx.doi.org/10.30587/postulat.v1i1.1775.

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The ability to solve mathematical problems can be obtained by the students if they have one of the affective abilities, namely self-efficacy. This study aims to describe student’s ability to solve PISA questions in terms of student's self-efficacy. Type of this study is descriptive-quantitative. The study was conducted in class VIII-G of SMPN 2 Gresik as many as 32 students in 2018/2019 academic year. The method used in this study is the questionnaire method and test method. The questionnaire method was used to knowing the category of self-efficacy obtained by students. While the test method is used to describe the ability of students to solve PISA questions. Based on the results of the data analysis test, it can be concluded that in the class VIII-G of SMPN 2 Gresik there were 28% of subjects having very high self-efficacy, 31% with high category, 38% with medium category, and 3% with low category. The percentage of subjects in class VIII-G in solving PISA questions based on their level, there were 22,6% at level 1, 22,6% at level 2, 21,7% at level 3, 15,6% at level 4, 7,5% at level 5 and 10,1% at level 6.

Більше джерел

Дисертації з теми "PISA Questionnaire":

Andersson, Pernilla. "Högläsning : Visst är det mysigt, men inte bara." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31328.

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Sammanfattning Mitt examensarbete strävar efter att ta reda på högläsningens betydelse för barns framtida läsinlärning och läslust. Genom litteratur och forskning inom ämnet belyser jag olika effekter som högläsning kan ge. Forskning inom området visar att föräldrar läser mindre för sina barn idag än tidigare, en trend som verkar hålla i sig För att se hur högläsningsvanorna ser ut i en helt vanlig klass, där eleverna är 6-8 år, innehåller arbetet en föräldraenkät där frågor angående högläsningsvanor återfinns för att sedan redovisas i resultatdelen. Även eleverna har deltagit i en enkätundersökning med syftet att ta reda på vad de tycker om högläsning samt om någon läser för dem hemma. Arbetet innehåller även två intervjuer med lärare där deras tankar och arbetssätt redovisas, lärarnas åsikter och arbetssätt kopplas sedan till litteratur inom ämnet i en diskussion. Resultatet av min undersökning visar att högläsning är så mycket mer än bara mysigt. Litteraturen och framför allt de intervjuade lärarna visar på många positiva effekter som högläsning kan ge. Lärarna berättar att syftet med deras högläsning är att ge eleverna en skön stund, där de kan varva ner och bara njuta. De talar också om att målet med högläsning är att väcka elevernas läslust samtidigt som eleverna får en chans att utveckla sina tankar och sin fantasi. I slutändan hoppas lärarna att högläsningen inspirerar eleverna att vilja läsa själva. I arbetet belyser jag ett bokprojekt, som innebär att barn i förskoleåldern får gratisböcker av kommunen. Projektet bekostas av Bildningsnämnden i kommunen och har pågått i snart 20 år. Via föräldraenkäten har jag samlat in fakta om hur vanligt det är att hämta sin gratisbok samt vad föräldrarna har för tankar och åsikter om bokprojektet. Resultatet av min undersökning överensstämmer inte riktigt med bibliotekets resultat när det gäller andelen barn, som hämtar ut sina böcker. Enligt biblioteket hämtar 80 % sina böcker medan min undersökning visar att 65 %.hämtar sina gratisböcker. Föräldrar, som inte hämtat ut sina barns böcker gav flera orsaker till detta, det vanligaste svaret var dock att de helt enkelt glömt det De föräldrar som hämtat sina barn böcker uttalade sig positivt om bokprojektet, där tonvikten låg på hur viktigt det är med böcker för barn.
Abstract The purpose with my thesis work is to provide information about the importance of reading aloud for children’s future reading comprehension and inclination to read. Thru literature and resurge within the subject I highlight different effects that reading aloud can accomplish. Resurge within the subject shows that parents today read less to their children than earlier, a trend that seems to continue. To see how the reading aloud habits look like in an ordinary class my work contains a parent survey where these issues are to be accounted for in the results section. Even the pupils has participated in a survey with the aim to find out what they think about reading aloud and if someone read to them at home. The work also includes two interviews with teachers where their thoughts and practices are presented, teachers’ opinions and practices are then connected to the literature on the subject in a discussion. The results of my survey show that reading aloud is so much more than just cozy. The literature and the interviewed teachers say that the purpose shows the many positive effects that reading aloud can provide. Teachers tell us that the purpose of their reading aloud is to give the students an enjoyable time, where they can unwind and just enjoy. They also talk about the goal of reading aloud is to arouse students' love of reading while the students get a chance to develop their thoughts and imagination. In the end, the teachers hope that reading aloud will inspire students to read to themselves. The work highlights a book project, which means that preschool children receive free books from the municipality. The project is paid for by the educational board of the municipality and has been going on for almost 20 years. Through the parent survey, I have gathered facts about how common it is to collect the free book and what the parents think about the book project. The results of my study do not match properly with the library results in the proportion of children who pick up their free books. According to the library fetches 80% their books while my survey shows that 65% pick up their free books. Parents who have not picked out their children's books gave several reasons for this; the most common answer was that they simply forgot it. The parents who picked their children books spoke positively about the book project, stressing the need on the importance of books for children.

Cho, Eunhye. "The Effects of School Mathematics Resources on Students' Intention to Study Mathematics Over Other Subjects: Multilevel Mediation Structural Equation Modeling." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109167.

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Thesis advisor: Lillie L. Albert
Increasing students' intentions to pursue mathematics-intensive careers is an urgent priority in the United States. To foster these intentions among marginalized student groups, such as immigrant students, and achieve equity in their career options, a critical question is whether we should allocate a greater proportion of school resources to mathematics over other subjects. The aims of this dissertation study were, first, to conceptually model and statistically evaluate how a school environment that prioritizes mathematics over other subjects might influence students' intentions to pursue mathematics over other academic subjects in the long term, and second, how this relationship is mediated by students’ mathematics pursuit attitudes, subjective norms, and perceived behavior (Ajzen, 1991), and moderated by their immigrant standing. The data for this study stemmed from the U.S. 2012 Programme For International Student Assessment Academic & Science (PISA) Student Questionnaire and School Questionnaire. A predictive mean matching technique was used to impute missing data that would resemble observed data. A 2-1-1 multilevel mediation Structural Equation Modeling (SEM) was implemented to accurately measure a school-level effect and student-level effect of the relationship of the examined constructs and to test the hypothesized model for the total sample. In order to compare immigrant student group and non-immigrant student group in the path model, multiple group path analysis was conducted. The results of the multilevel SEM model for the total sample presented that, at the school level (level 2), the school’s mathematics resources had no statistically significant direct and indirect effects on aggregated students’ intentions to pursue mathematics over other subjects. However, at the student level (level 1), students’ experiential and instrumental attitudes toward the pursuit of mathematics were positively related to students’ intentions to pursue mathematics over other subjects. The results of the multiple group path analysis comparing immigrant and non-immigrant student groups also found that the school’s mathematics resources had no statistically significant direct and indirect effects on students’ intentions to pursue mathematics over other subjects. However, a statistical difference in the overall path model of these two groups was found. The implications of this study for researchers, educators, and policymakers were discussed
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

Pisa, Pedro Terrence. "Associations between biological alcohol consumption markers, reported alcohol intakes, and biological health outcomes in an African population in transition / Pedro T. Pisa." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2325.

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Šilhánová, Martina. "Komplexní geografické úlohy inspirované výzkumem PISA." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-323630.

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This diploma thesis outlines a set of three complex geographical tasks with different thematic focus inspired by the PISA research of scientific literacy. Using these tasks selected skills and knowledge of students are verified. The research examines how different are levels of mastery of selected skills and knowledge of primary school students and eight-year gymnasium students, and among the boys and girls thereof. This research is complemented by a questionnaire survey among teachers of tested students. In the testing there were involved 196 students from seven primary schools and 202 students of eight-year schools.

Частини книг з теми "PISA Questionnaire":

Kuger, Susanne, Nina Jude, Eckhard Klieme, and David Kaplan. "An Introduction to the PISA 2015 Questionnaire Field Trial: Study Design and Analysis Procedures." In Methodology of Educational Measurement and Assessment, 75–113. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_4.

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"Questionnaire Framework." In PISA, 149–71. OECD, 2010. http://dx.doi.org/10.1787/9789264062658-6-en.

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"PISA 2018 Questionnaire Framework." In PISA, 217–56. OECD, 2019. http://dx.doi.org/10.1787/850d0ef8-en.

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"Annex A. The Educational Career Questionnaire." In PISA, 73–75. OECD, 2012. http://dx.doi.org/10.1787/9789264187528-8-en.

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"Scaling Procedures and Construct Validation of Context Questionnaire Data." In PISA, 279–315. OECD, 2012. http://dx.doi.org/10.1787/9789264167872-17-en.

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"The construction of proficiency scales and of indices from the student context questionnaire." In PISA. OECD, 2019. http://dx.doi.org/10.1787/c608e7e4-en.

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"CBAS questionnaire results." In PISA Computer-Based Assessment of Student Skills in Science, 53–74. OECD, 2010. http://dx.doi.org/10.1787/9789264082038-6-en.

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"Scaling Procedures and Construct Validation of Context Questionnaire Data." In PISA 2003 Technical Report, 271–319. OECD, 2006. http://dx.doi.org/10.1787/9789264010543-18-en.

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"Annex D. PISA 2006 ICT familiarity questionnaire." In Educational Research and Innovation, 205–11. OECD, 2010. http://dx.doi.org/10.1787/9789264076044-12-en.

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"The construction of proficiency scales and of indices from the student context questionnaire." In PISA 2018 Results (Volume II). OECD, 2020. http://dx.doi.org/10.1787/04bdc5e2-en.

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Тези доповідей конференцій з теми "PISA Questionnaire":

Chrzanowski, Marcin, Krzysztof Spalik, and E. Barbara Ostrowska. "DO YOU LIKE SCIENCE? RESULTS OF POLISH STUDENTS QUESTIONNAIRE SURVEY IN PISA 2015 STUDY." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2202.

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Radics, Krisztina. "Hazai és nemzetközi trendek az olvasásnépszerűsítés terén." In Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.11.

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Reading, either in the traditional or digital form is a concern, whose importance today’s youth must be aware of. The representative national reading surveys of 2017 and 2019 of reading and library use habits carried out within the framework of the My library project demonstrated the declining popularity of reading. Furthermore, results of international reading comprehension surveys, especially the PISA tests pertaining to the specific ability of Hungarian students confirm this tendency. What can be done? What methods can we use to promote reading for the youth of the digital world? Programs popularizing reading can give potential answers. Since libraries play a significant role and they are perhaps the most influential in popularizing reading the opinion of the library profession related to these programs should be explored. In my presentation I compare domestic and international trends related to the popularization of reading. I will also introduce the results of an on-line questionnaire-based survey concerning the library profession’s views on the efficiency of such programs along with discussing the potential role of libraries and the expectations for the future.

Krauja-Kindzule, Inta. "Literacy of Biology Teachers on Supportive Measures During the Biology Learning Process for Primary School Students with Learning Disabilities." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.02.

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In recent years there has been a lot of discussion about the students’ rights to equal educational quality. Several international documents and reports as well as Latvia’s Education Development Guidelines 2014–2020 envisage provision of inclusive and equitable quality education, reaching the maximum potential of each student according to his/her abilities, willingness and effort, not circumstances the student (also the teacher and parents) have no influence over. Inclusive education is also one of the six education principles included in the project “Competency Based Curriculum” by the National Centre for Education of the Republic of Latvia. Although in Latvia, as well as in other countries around the world, inclusive education is talked about a lot, the actual level of inclusion measured by the international research project OECD PISA 2015 is low and students with disabilities are still segregated. Teachers often lack professional knowledge and skills for working with students with learning disabilities; teachers of biology and natural sciences do not have enough specific recommendations and sample materials to provide adequate support measures for students with learning disabilities. The aim of this paper is to study the literacy of biology teachers at mainstream education schools on the support measures required by primary school students with learning disabilities during the biology learning process. The author analyzed legislative documents, statistics and scientific literature; developed a questionnaire and surveyed biology teachers working in mainstream education schools and summarized the results of the study. The empirical part of research determined the level of biology teachers’ literacy of supportive measures required by students with learning disabilities. The results suggest that biology teachers are able to choose the support measures required by students with learning disabilities during the biology learning process and they know how to provide these support measures according to their knowledge and experience. However, they are not able to use their knowledge and experience to offer and provide support measures tailored to each individual student.