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ERIC Number: EJ1105875
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2222-1735
Using Comparative International Studies for Modeling Educational Effectiveness: A Secondary Analysis of PISA-2009 Study
Azigwe, John Bosco
Journal of Education and Practice, v7 n18 p199-209 2016
International surveys of student achievement are becoming increasingly popular with governments around the world, as they try to measure the performance of their country's education system. The main reason for this trend is the shared opinion that countries will need to be able to compete in the "knowledge economy" to assure the economic well-being of their citizens. This paper argues that secondary analyses of international comparative studies can help the development of the theoretical framework of educational effectiveness research. Toward this end, we present the results of a secondary analysis of PISA-2009 study which investigates the validity of the Dynamic model of Educational Effectiveness Research especially with regards the school level factors. Across country multilevel analysis of reading achievement revealed the importance of contextual factors and student level factors included in the dynamic model, especially student motivation, opportunity to learn, and school climate factors. Additionally, a comparative analysis with six countries seems to suggest that the model holds for individual countries as well especially at the student level. Based on these results, we draw implications for the design of comparative studies aiming to contribute to the development of evidence-based reform policies in education.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Japan; New Zealand; South Korea; Tunisia; United Kingdom
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A