Ding, H orcid.org/0000-0002-5747-7796 and Homer, M orcid.org/0000-0002-1161-5938 (2020) Interpreting mathematics performance in PISA: taking account of reading performance. International Journal of Educational Research, 102. 101566. ISSN 0883-0355
Abstract
This study examines the importance of reading performance in explaining mathematics performance in the Programme for International Student Assessment (PISA), and analyses how the relationship is present for different reading subareas. Data of Fangshan District of Beijing in PISA 2009 China Trial were used. Multilevel modelling analyses reveal that: (1) reading performance can explain a considerable proportion of the variance in mathematics performance, and moderates the gender gap favouring males in mathematics performance; (2) specific reading subareas significantly associated with mathematics performance. These findings suggest that taking into consideration students’ performance in reading, especially some specific reading subareas, is important when interpreting mathematics performance. Implications for formulating policy based on PISA outcomes are made.
Metadata
Item Type: | Article |
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Authors/Creators: | |
Copyright, Publisher and Additional Information: | © 2020 Elsevier Ltd. All rights reserved. This is an author produced version of an article published in International Journal of Educational Research. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | PISA; Score interpretation; Mathematics; Reading; Reading subareas; Word problems |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 30 Mar 2020 14:44 |
Last Modified: | 16 Nov 2021 01:38 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.ijer.2020.101566 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:158855 |