Preliminary Study On The Relationship Between Students’Scientific Achievement And Background In Secondary School

The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of15-year-old school pupils’ scholastic performance on mathematics, science, and reading. Developed from1997, the first PISA assessment was carried out in2000.265,00015year-olds were tested in28OECD countries and4partner countries on mathematics, science and reading. An additional11countries were tested later in2002. To fulfill OECD requirements, each country must draw a sample of at least5,000students. In small countries like Iceland and Luxembourg, where there are fewer than5,000students per year, an entire age cohort (15years and3months and16years and2months) is tested. Each student takes a two-hour handwritten test. Part of the test is multiple-choice and part involves fuller answers. There are six and a half hours of assessment material, but each student is not tested on all the parts. Following the cognitive test, participating students spend nearly one more hour answering a questionnaire on their background including learning habits, motivation and family. School directors fill in a questionnaire describing school demographics, funding, etc. Part of the test country will ask the students’parents to fill in a questionnaire to collect the data about income and education spending. The results of each period of assessment take about one year and a half to be analysed. First results were published in November2001. The release of raw data and the publication of technical report and data handbook only took place in spring2002. With the rapid development of statistical software, PISA even published PISA Data Analysis Manual:SPSS Second Edition.The manual described in detail of PISA numerous Glossary and introduce the methods about how to use SPSS software to analyze students’ international databases.Some contents of this paper (Chapter IV Statistical Analysis) was translated from the manual.The first part of Chapter V analyzes the science achievement in five PISA tests. Summed up the region where has high/low quality of science education, concluded the area where has significant gender differences in science achievement, and measure the strength of the relationship between gender and science achievement.Every period of assessment focuses on one of the three competence fields of reading, math, science; but the two others are tested as well.In2006,PISA focus on science, in the international Student databases has some data about two minor domians (Interest in Science and Support for Scientific Inquiry) and three subscales(Explaining Phenomena Scientifically,ldentifying Scientific Issues and Using Scientific Evidence), author analysis those data and obtained the average value of minor domians and subscales.Concluded the area where has significant gender difference in science minor domians and subscales,and measure the strength of the relationship between gender and one of the science minor domians and subscales, and mark the significant correlation areas between science achievements and one of the science minor domians.Overcoming the unfair education which led by Students’ background is an important direction of International education research, it also is an important direction of PISA.In the section2of chapter3(student background), this paper introduces the related concepts of students’background, which are occupational factors, ISCED, homeowners socio-cultural factors and economic factors. In the section3of chapter V (the relationship between science achievement and economic and social and cultural factors), we analyze nearly three years’PISA test data (2006,2009and2012),these data from seven regions which are Shanghai, Hong Kong, Macao, Taiwan, Japan and the United States.We found that the most serious educational inequities which led by Students’educational background is the United States (2006and2009) and Taipei (2012) in seven regions.We also found that in overcoming students’backgrounds the best effectiveness of promoting fair on science learning is the U.S. and Japan nearly nine years.In order to calculate the relationship strength(effect size) between two variables of the economic and social and cultural factors(ESCS). The part2in the section3of chapter5(comparing the science achievement between disadvantaged and advantaged situation of students), this paper divid the students into four groups according to the student’s economic and social and cultural factors, we compared the science achievement between disadvantaged and advantaged situation of students. We found that six regions (Macau excluding) have educational inequities which led by Students’ educational background in seven regions. United States, Taipei and Shanghai is particularly serious.In the fifth chapter,fourth parts from the two aspects of the school level and the family level to explain the reason of the students’background significantly affects the students’science results.In order to analyse the only mainlan(QCN), the choice is the data of PISA2009. From the school level we come to some conclusions from the combination of seven area school questionnaire database and student questionnaire database, High economic and social culture factor students mostly study at private school (except taipei); good family background students mostly study at big cities (taipei and JPN), they also have more teacher resources(except USA).From the family level, parents only three areas in seven areas(HKG, MAC and QAT)can fill the questionnaire,however the three areas come to the same conclusion:the better the students’ background the parents’ annual income and annual education cost is higher while the the ratio between annual education cost and annual income is smaller.