Teacher and student practices associated with performance in the PISA reading literacy evaluation

 

Kaydedildi:
Detaylı Bibliyografya
Yazarlar: Rojas Torres, Luis Miguel, Calvo Díaz, Karen Alejandra, Ordóñez Gutiérrez, Graciela
Materyal Türü: artículo original
Yayın Tarihi:2021
Diğer Bilgiler:This article aims at finding teacher’s and student’s practices that relate to performance in PISA reading literacy evaluations and that are feasible to intervene in order to assist the improvement of reading competency. To achieve this purpose, the study was developed with data collected from the population of Costa Rica that took the PISA evaluation in 2018 (n = 4691, 2340 men, and 2351 women). A linear regression of the reading score was performed utilizing plausible values and sampling weights. The predictors of the regression were contextual factors, teacher practices, and student habits. Time spent and interest in reading showed a positive and relevant association with student’s performance in reading, controlling important background aspects like economic resources and parents' education. Moreover, 28.19% to the obtained variance explanation of the reading literacy (27%) was only due to the teacher’s and student’s practices. These results provide favorable information to design interventions for the improvement of reading competency.
Ülke:Kérwá
Kurum:Universidad de Costa Rica
Repositorio:Kérwá
Dil:Inglés
OAI Identifier:oai:kerwa.ucr.ac.cr:10669/101625
Online Erişim:https://hdl.handle.net/10669/101625
https://doi.org/10.3389/feduc.2021.658973
Anahtar Kelime:reading literacy
sampling weights
teacher practices
student habits
time reading
plausible values