ERIC Number: EJ724464
Record Type: Journal
Publication Date: 2005
Reference Count: N/A
An Analysis of the Programme for International Student Assessment 2000 (PISA 2000) Mathematical Literacy Data for Brazilian, Japanese and Norwegian Students
Guzel, Cigdem Is; Berberoglu, Giray
Studies in Educational Evaluation, v31 n4 p283-314 2005
A linear structural model was studied to investigate the factors affecting reading literacy and mathematical literacy skills of 15-year-old students in the Programme for International Student Assessment (PISA) 2000 data across different cultural settings. Brazil, Japan, and Norway were selected for the purpose of comparison on the basis of their rankings in the PISA 2000 study. The factors studied were attitudes towards reading, student-teacher relations, classroom climate, communication with parents, use of technology, attitudes towards mathematics, and reading literacy. The results indicated that the latent independent variable with the strongest effect on mathematical literacy is the use of technology in Brazil, communication with parents in Japan, and attitudes towards reading in Norway. In all the three countries, reading literacy has the strongest effect on mathematical literacy skills; mathematical literacy has a stronger relation to attitudes towards mathematics; attitudes towards reading is negatively related to mathematical literacy measures but positively related to reading literacy measures, and finally, communication with parents has a positive relation with reading literacy skills. A disciplined classroom environment fosters more success in PISA tests in Japan; on the other hand, in Brazil a reversed result is found for this particular variable. The use of technology has a strong influence on reading skills in Brazil; however, no and negative effects of this variable are observed in Norway and Japan respectively. These findings are discussed with reference to cultural context.
Descriptors: Foreign Countries, Cultural Context, Classroom Environment, Reading Skills, Predictor Variables, Mathematics Education, Student Evaluation, Reading Attitudes, Teacher Student Relationship, Mathematics Skills, Student Attitudes, Parent Child Relationship, Secondary School Students
Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Brazil; Japan; Norway
Identifiers - Assessments and Surveys: Program for International Student Assessment