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Bernardo ABI, Cordel MO, Calleja MO, Teves JMM, Yap SA, Chua UC. Profiling low-proficiency science students in the Philippines using machine learning. HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS 2023; 10:192. [PMID: 37192949 PMCID: PMC10154750 DOI: 10.1057/s41599-023-01705-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Accepted: 04/18/2023] [Indexed: 05/18/2023]
Abstract
Filipino students' performance in global assessments of science literacy has always been low, and this was confirmed again in the PISA 2018, where Filipino learners' average science literacy scores ranked second to last among 78 countries. In this study, machine learning approaches were used to analyze PISA data from the student questionnaire to test models that best identify the poorest-performing Filipino students. The goal was to explore factors that could help identify the students who are vulnerable to very low achievement in science and that could indicate possible targets for reform in science education in the Philippines. The random forest classifier model was found to be the most accurate and more precise, and Shapley Additive Explanations indicated 15 variables that were most important in identifying the low-proficiency science students. The variables related to metacognitive awareness of reading strategies, social experiences in school, aspirations and pride about achievements, and family/home factors, include parents' characteristics and access to ICT with internet connections. The results of the factors highlight the importance of considering personal and contextual factors beyond the typical instructional and curricular factors that are the foci of science education reform in the Philippines, and some implications for programs and policies for science education reform are suggested.
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Boman B. Is the SES and academic achievement relationship mediated by cognitive ability? Evidence from PISA 2018 using data from 77 countries. Front Psychol 2023; 14:1045568. [PMID: 36910752 PMCID: PMC9994354 DOI: 10.3389/fpsyg.2023.1045568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Accepted: 01/19/2023] [Indexed: 02/19/2023] Open
Abstract
Introduction Earlier research has suggested that that the international large-scale assessment, PISA (Programme for International Student Assessment), may be looked upon as a form of school test that is mostly explained by participating students' socioeconomic status, non-cognitive factors, and various school factors, whereas another strand of research focuses on the similarities between PISA and cognitive ability assessments such as IQ tests. The latter position does also highlight the strong relationships between PISA scores and IQ test scores, typically aggregated to the country level. The current article adds to this scholarly debate by examining the latest PISA survey from 2018. Methods Correlation, regression, moderator, and mediation analyses were run for aggregated country-level data (N = 77) from PISA 2018. Results The results indicate that PISA scores indeed are strongly associated with both cognitive ability test scores and socioeconomic status indicators such as average annual national income. Discussion A more nuanced position suggests that PISA should be labelled a test that measures cognitive school skills rather than a proxy of national IQ, as the link between country-level abilities and school age abilities is neither causal, nor theoretically and empirically palpable, yet partly robust.
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Affiliation(s)
- Björn Boman
- Department of Education, Stockholm University, Stockholm, Sweden
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Hairol MI, Nordin N, P’ng J, Sharanjeet-Kaur S, Narayanasamy S, Mohd-Ali M, Ahmad M, Kadar M. Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study. PLoS One 2021; 16:e0246846. [PMID: 33657109 PMCID: PMC7928473 DOI: 10.1371/journal.pone.0246846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2020] [Accepted: 01/26/2021] [Indexed: 12/03/2022] Open
Abstract
Visual-motor integration (VMI) is related to children’s academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08–6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools’ classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers’ VMI scores. Overall, Malaysian preschoolers’ VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers’ Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.
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Affiliation(s)
- Mohd Izzuddin Hairol
- Faculty of Health Sciences, Centre for Community Health Studies (ReaCH), Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
- * E-mail:
| | - Naufal Nordin
- Faculty of Health Sciences, Centre for Community Health Studies (ReaCH), Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Jacqueline P’ng
- Faculty of Health Sciences, Centre for Community Health Studies (ReaCH), Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Sharanjeet Sharanjeet-Kaur
- Faculty of Health Sciences, Centre for Rehabilitation & Special Needs Studies (iCaReRehab), Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Sumithira Narayanasamy
- Faculty of Health Sciences, Centre for Community Health Studies (ReaCH), Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Manisah Mohd-Ali
- Faculty of Education, Centre of Community Education & Wellbeing, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
| | - Mahadir Ahmad
- Faculty of Health Sciences, Centre for Community Health Studies (ReaCH), Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Masne Kadar
- Faculty of Health Sciences, Centre for Rehabilitation & Special Needs Studies (iCaReRehab), Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
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Ivanovic DM, Almagià AF, Arancibia VC, Ibaceta CV, Arias VF, Rojas TR, Flores OC, Villagrán FS, Tapia LU, Acevedo JA, Morales GI, Martínez VC, Larraín CG, Silva CFA, Valenzuela RB, Barrera CR, Billeke PB, Zamorano FM, Orellana YZ. A multifactorial approach of nutritional, intellectual, brain development, cardiovascular risk, socio-economic, demographic and educational variables affecting the scholastic achievement in Chilean students: An eight- year follow-up study. PLoS One 2019; 14:e0212279. [PMID: 30785935 PMCID: PMC6382269 DOI: 10.1371/journal.pone.0212279] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2018] [Accepted: 01/30/2019] [Indexed: 01/19/2023] Open
Abstract
The aim of this study was to quantitate the relative impact of nutritional, intellectual, brain development, cardiovascular risk, socio-economic, demographic and educational variables on the results of the 2009 Quality Education Measurement System (SIMCE) tests of language and mathematics for scholastic achievement (SA) applying a multifactorial approach, in school-age children of the 2010 5th elementary school grade (5ESG) and of the 1st grade of high school (1HSG). The purposes were: i) to test the hypothesis that intellectual ability, the level of SA of the educational establishments in the 2009 SIMCE tests, sex, parental schooling levels, and head circumference-for-age Z-score are the most relevant parameters associated with 2009 SIMCE outcomes; ii) to determine the predictive ability of the 2009 SIMCE results in determining the 2013 SIMCE outcomes for the 2010 5ESG cohort (when they graduated from elementary school, 8th grade) and for determining the 2013 University Selection Test (PSU) outcomes for the 2010 1HSG group (for university admission, when they graduated from high school, 4th grade); iii) to determine the association between the 2009 SIMCE results with the 2017 PSU outcomes for the 2010 5ESG group (for university admission, when they graduated from high school, 4th grade). A representative, proportional and stratified sample of 33 schools of the Metropolitan Region of Chile was randomly chosen. In these schools, 1,353 school-age children of both sexes, of the 2010 5ESG (n = 682; mean age = 10.8 years, SD = 0.6) and of the 2010 1HSG (n = 671; mean age = 14.8 years, SD = 0.6) participated. In both grades and tests, the findings confirm the hypotheses formulated. 2009 SIMCE outcomes were positively and significantly associated with 2013 SIMCE and with 2017 PSU and, with 2013 PSU outcomes in school-age children from 2010 5ESG and 1HSG, respectively. These findings may be useful for educational and health planning in Chile and countries in a comparable stage of development.
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Affiliation(s)
- Daniza M. Ivanovic
- Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
| | - Atilio F. Almagià
- Laboratory of Physical Anthropology and Human Anatomy, Institute of Biology, Faculty of Sciences, Pontifical Catholic University of Valparaíso, Valparaíso, Chile
| | - Violeta C. Arancibia
- Center for Research in Education and Learning, University of Los Andes, Santiago, Chile
| | - Camila V. Ibaceta
- Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
| | - Vanessa F. Arias
- Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
- School of Nutrition and Dietetics, Faculty of Medicine, Andres Bello University, Santiago, Chile
| | - Tatiana R. Rojas
- Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
| | - Ofelia C. Flores
- Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
- School of Nutrition, Faculty of Medicine, University of Costa Rica, San José, Costa Rica
| | - Francisca S. Villagrán
- Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
| | - Liliana U. Tapia
- Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
| | - Javiera A. Acevedo
- Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
| | - Gladys I. Morales
- Public Health Department, Faculty of Medicine, University of La Frontera, Temuco, Chile
| | - Víctor C. Martínez
- Department of Commercial Engineering, Faculty of Economics and Business, University of Chile, Santiago, Chile
| | - Cristián G. Larraín
- Radiology Department, Faculty of Medicine-German Clinic of Santiago, University of Development, Santiago, Chile
| | - Claudio F. A. Silva
- Radiology Department, Faculty of Medicine-German Clinic of Santiago, University of Development, Santiago, Chile
| | | | - Cynthia R. Barrera
- Department of Nutrition, Faculty of Medicine, University of Chile, Santiago, Chile
| | - Pablo B. Billeke
- Division of Neuroscience, Center for Research in Social Complexity (neuroSIS), Faculty of Government, University of Development, Santiago, Chile
| | - Francisco M. Zamorano
- Division of Neuroscience, Center for Research in Social Complexity (neuroSIS), Faculty of Government, University of Development, Santiago, Chile
- Advanced Quantitative Imaging Unit, Image Department, German Clinic of Santiago-University of Development, Santiago, Chile
| | - Yasna Z. Orellana
- Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
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Marks GN. Do the labour market returns to university degrees differ between high and low achieving youth? Evidence from Australia. JOURNAL FOR LABOUR MARKET RESEARCH 2018; 52:5. [PMID: 29938251 PMCID: PMC5978809 DOI: 10.1186/s12651-018-0241-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2017] [Accepted: 05/12/2018] [Indexed: 06/08/2023]
Abstract
In almost all developed countries there has been substantial growth in university education over the last half-century. This growth has raised concerns that the benefits of university education are declining and that university education is not appropriate for students who, without the expansion, would not have been admitted. For such students, vocational education or direct entry to the labour market may be more appropriate. The purpose of this study is to examine the effects of university and vocational qualifications, net of other influences on a variety of labour market outcomes for Australian youths up to age 25; and if the benefits of university degrees differ across the achievement continuum. Achievement is measured by test scores in the OECD's PISA assessments. The six labour market outcomes investigated are: occupational status, hourly and weekly earnings, employment, unemployment and full-time work. The study finds that university degrees provide substantially superior labour market outcomes which are not confined to high and average achievers, at least for this cohort in their formative years in the labour market.
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Affiliation(s)
- Gary N Marks
- 1Directorate of Government, Policy and Strategy, Australian Catholic University, Level 4, 232 Victoria Parade, East Melbourne, VIC 3002 Australia
- Locked Bag 4115, Fitzroy MDC, Fitzroy, VIC 3065 Australia
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