Student and school-level factors to predict science literacy for two top-performing countries in Pisa 2015

Finland and Singapore

Dados Bibliográficos

ID21589283
AutoresUlaş Üstün (0000-0001-9974-6897, Department of Mathematics and Science Education, Artvin Çoruh University, Artvin, Turkey, autor correspondente), Mustafa Cansiz (0000-0002-7157-2888, Department of Mathematics and Science Education, Artvin Çoruh University, Artvin, Turkey), Ertugrul Ozdemir (0000-0002-6057-5944, Department of Basic Education, Artvin Çoruh University, Artvin, Turkey), Nurcan Cansiz (0000-0002-2336-3205, Department of Mathematics and Science Education, Artvin Çoruh University, Artvin, Turkey)
Ano2022
Volume44
Fascículo4
Páginas579-603
Data de publicação2022-03-04
Open AccessNão
TipoARTICLE
PeriódicoInternational Journal of Science Education, Part B (JOURNAL)
Identificadores do periódicoISSN: 2154-8455 • E-ISSN: 2154-8463
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2022.2037167
OpenAlexW4213015256
IdiomaEN
Citações recebidas5
Referências citadas29

Finland and Singapore are both top-performing countries in international assessments such as PISA. Finland has been consistently one of the high-achievers regarding not only students’ literacy levels but also educational equity. Similarly, Singapore has continuously shown outstanding performance in PISA. It outperformed all the other participants in all three literacy domains in PISA 2015. We believe exploring the factors affecting students’ science literacy in these two top-performing countries will provide the low-performing countries with a useful guideline. In this regard, we aim to build models including the student and school-level factors associated with the students’ science literacy in Finland and Singapore using PISA 2015 data. We conduct Hierarchical Linear Modeling to create these models. The sample includes 5882 students in Finland and 6115 students in Singapore. The resulting models explain about 43% and 40% of the within-school variance while they explain 62% and 71% of the between-school variance in science literacy in Finland and Singapore respectively. At the student level, students’ enjoyment and interest in science are the most influential predictors of science literacy while at the school level, schools’ economic, social, and cultural status is by far the most powerful predictor of science literacy in both Finland and Singapore

Literacy · Mathematics education · Multilevel model · Pedagogy · Science education · Scientific Literacy · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Mathematics · Psychology · School Choice and Performance