Exploring the Relationship between Process Data and Contextual Variables among Scandinavian Students on PISA 2012 Mathematics Tasks

Autor/inn/en	Costa, Denise Reis; Chen, Chia-Wen
Titel	Exploring the Relationship between Process Data and Contextual Variables among Scandinavian Students on PISA 2012 Mathematics Tasks
Quelle	In: Large-scale Assessments in Education, 11 (2023), Artikel 5 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costa, Denise Reis) ORCID (Chen, Chia-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40536-023-00155-x
Schlagwörter	Achievement Tests; Secondary School Students; International Assessment; Foreign Countries; Mathematics Instruction; Task Analysis; Correlation; Mathematics Tests; Context Effect; Factor Structure; Profiles; Comparative Analysis; Socioeconomic Status; Mathematics Achievement; Computer Assisted Testing; Access to Computers; Technological Literacy; Cross Cultural Studies; Reaction Time; Gender Differences; Scandinavia; Denmark; Norway; Sweden; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Mathematics lessons; Mathematikunterricht; Aufgabenanalyse; Korrelation; Faktorenstruktur; Charakterisierung; Profilanalyse; Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Technisches Wissen; Cultural comparison; Kulturvergleich; Reaktionsvermögen; Geschlechterkonflikt; Skandinavien; Dänemark; Norwegen; Schweden
Abstract	Given the ongoing development of computer-based tasks, there has been increasing interest in modelling students' behaviour indicators from log file data with contextual variables collected via questionnaires. In this work, we apply a latent regression model to analyse the relationship between latent constructs (i.e., performance, speed, and exploration behaviour) and contextual variables among Scandinavian students (i.e., Norway, Sweden, and Denmark) during their completion of three interactive mathematics tasks in the 2012 Program for International Student Assessment (PISA). The purpose of this study is threefold: (1) to investigate whether a factor model is adequate for explaining the relationship between extracted process indicators from log files and students' performance on the three items; (2) to evaluate whether measurement invariance holds for the three analysed countries; and (3) to determine how well contextual variables [i.e., a student's background, availability, use of information and communication technology (ICT) resources, and learning conditions for mathematical literacy] correlate with the model's latent constructs. Our findings reveal that a three-factor CFA model is well-suited to the analysed data and that a weak measurement invariance model performs best. By including contextual variables in the modelling, we also highlight the differences in Scandinavian students' profiles. Specifically, higher economic social cultural status (ESCS) consistently led to higher math proficiency across all three countries. Norway did not show any gender differences in math proficiency, response time, or exploration behaviours. Experience with math tasks at school led to more exploration behaviours across all three countries. Swedish and Norwegian students who had more experience with pure math tasks at school were likely to obtain higher mathematics achievement scores and tended to interact more frequently with the testing platform when answering the three math items. When Danish students had higher ICT scores (i.e., more ICT resources available at school and home), they had lower response accuracy. There was, however, no effect of ICT on the three factors among Swedish and Norwegian students. Finally, we also discuss the implications and limitations of this study. (As Provided).
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Update	2024/1/01