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Autores
Orientador(es)
Resumo(s)
This paper is based on Portuguese data from PISA-2009, and it
focuses on the measurement of student achievement in mathematics
and on the determinants of this achievement both at the student and
at the school levels. Data on about 3900 Portuguese students and
194 schools who participated in PISA-2009 were used to accomplish
our objectives. Given the hierarchical structure of data, the models
adopted for statistical analysis were multilevel models, which can take
into account data variability within and among the hierarchical levels.
Specifically we were interested in understanding whether the impact
of students' variables were similar for students with diferent levels
of achievement. As a result, we used a multilevel quantile regression
model to analyse the determinants of students' success, where the
potential determinants are student and school variables. Our study
provides evidence that a stable relation with achievement is expected
for some variables (e.g. gender, repetition, or socio economic back-
ground), while other variables show varying impacts depending on the
students location on the rank of achievement in maths (e.g. immigrant
status of students, or some study strategies like control strategies). In
spite of schools having a significant impact on students' achievement
(without considering any explanatory factors, 30% of the variability
found in students' test scores can be explained by the school attended),
we found that most school-level variables (except location) were not
significant in explaining the school effect.
Descrição
Palavras-chave
Multilevel quantile regression models Mathematics achievements PISA-2009
Contexto Educativo
Citação
FARIA, Susana; PORTELA, Maria - Student Performance in Mathematics using PISA-2009 data for Portugal. Working papers: Management. N.º 1 (2016), 30 p.