Factors Predicting Mathematics Achievement in PISA: A Systematic Review

Autor/inn/en	Wang, Xiaofang Sarah; Perry, Laura B.; Malpique, Anabela; Ide, Tobias
Titel	Factors Predicting Mathematics Achievement in PISA: A Systematic Review
Quelle	In: Large-scale Assessments in Education, 11 (2023), Artikel 24 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Xiaofang Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40536-023-00174-8
Schlagwörter	Predictor Variables; Mathematics Achievement; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Literature Reviews; Comparative Analysis; Factor Analysis; Student Characteristics; Family Characteristics; Institutional Characteristics; Community Influence; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Faktorenanalyse
Abstract	The Programme for International Student Assessment (PISA) has become the world's largest comparative assessment of academic achievement. While hundreds of studies have examined the factors predicting student achievement in PISA, a comprehensive overview of the main predictors has yet to be completed. To address this gap, we conducted a systematic literature review of factors predicting mathematics performance in PISA. Guided by Bronfenbrenner's ecological model of human development, we synthesized the findings of 156 peer reviewed articles. The analysis identified 135 factors that fall into five broad categories: individual student, household context, school community, education systems and macro society. The analysis uncovered seven factors that are consistently associated with math achievement in PISA. Student grade level and overall family SES (socio-economic status) are consistently positively associated with math achievement while five factors are consistently negatively associated with math achievement: student absenteeism and lack of punctuality, school repeating and dropout rate, school prevalence of students' misbehavior, shortage of teachers and general staff, and student-centered instruction. Fourteen factors tend to be positively or negatively associated with math achievement. The explanatory power of many other factors, however, remain mixed. Explanations for this result include methodological differences, complex interactions across variables, and underlying patterns related to national-cultural context or other meso or macro-level variables. Implications for policy and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01