Students' Academic and Non-Academic Outcomes: An International Perspective from PISA 2009 Study

Project Number
OER 14/10 JYL

Project Duration
June 2011 - September 2013

Status
Completed

Abstract
The proposed project is to conduct secondary-data analysis of the recent international benchmark studies -- Programme for International Student Assessment (PISA) 2009 of OECD and Trends in International Mathematics and Science Study (TIMSS) 2007 of IEA. This research will involve in-depth investigation of all the contextual variables included in the PISA 2009 and TIMSS 2007 assessments. The project aims to identify and examine factors contributing to student outcomes in both academic and non-academic domains. Information on the contextual variables was gathered through the background questionnaires, asking about education-related issues at student-, teacher, school-, and system-levels. PISA 2009 reading achievement and TIMSS 2007 mathematics achievement scores will be used as the academic outcome measures. Additionally, eight measures of non-academic outcomes will be employed as endogenous/dependent variables.They are: Expectation for One's Own Schooling, Attitudes toward Reading and Mathematics, Perceived Usefulness in Mathematics, Self-Concept in Mathematics, Time Spent on Reading for Enjoyment, Control/Metacognitive Strategies, and Elaborative Learning. Three major groups of countries will be identified as bechmark countries: a) those that sustained a high position over the past decade; b) those that have made significant improvements; and c) those that have experienced decline in international, comparative studies. Analyses will be performed using within-group/country, between-group/country, and pan-cultural analysis approaches. This project has the following merits: 1. It is comprehensive in the range of explanatory variables ranging from student- to system-level variables; 2. It investigates factors leading to students' academic and non-academic outcomes; and 3. The results will be interpreted in light of international comparisons involving over more than 40 countries. Information obtained from this project will have practical importance for Singaporean educators and policy-makers because the findings will uncover issues and areas requiring immediate attention or long-term commitment to sustain and improve education practices in Singapore. New and significant theoretical contribution will be made to the field of comparative education on topics such as school resources, teacher professional development and methods of student assessments. (Please see Case for Support for more detailed research plans)

Research Themes
International & Comparative Studies- Pedagogies in East Asian Schools

Funding Source
NIE

Related Links
ReEd Vol 4 (2011): Looking Beyond Test Scores

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