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PISA 2006: School context of science achievement: How ready are our 15-year-olds for tomorrow's world?

Publication Details

This report examines the school context in which the science learning of 15-year-old students takes place. The findings presented come from the administration of PISA 2006, where the main subject of interest was science.

Author(s): Robyn Caygill & Saila Sok [Ministry of Education]

Date Published: September 2008

Appendices

Appendix 1: Countries in PISA  

Argentina * Australia Austria
Azerbaijan * Belgium Brazil *
Bulgaria * Canada Chile *
Colombia * Croatia * Czech Republic
Denmark Estonia * Finland
France Germany Greece
Hong Kong-China* Hungary Iceland
Indonesia * Ireland Israel *
Italy Japan Jordan *
Korea Kyrgyzstan * Latvia *
Liechtenstein * Lithuania * Luxembourg
Macao-China* Mexico Montenegro *
The Netherlands New Zealand Norway
Poland Portugal Qatar *
Romania * Russian Federation * Serbia *
Slovak Republic Slovenia * Spain
Sweden Switzerland Chinese Taipei *
Thailand * Tunisia * Turkey
United Kingdom United States Uruguay *
Note: * denotes non-OECD countries.

Appendix 2: Proportion of students in schools where achievement data were used for the purposes of accountability

Area where achievement data were used
Proportion of students (%)
New Zealand
OECD average
Posted publicly
67
38
Evaluation of the principals’ performance
38
32
Evaluation of teachers’ performance
47
43
In decisions about instructional resource allocation to the school
69
30
Tracked over time by an administrative authority
92
65

 

Appendix 3: New Zealand students’ agreement with statements on belonging at school 

Statements from the question on
“My school is a place where:”
Proportion of students
Strongly agree
      (s.e.)
Agree
      (s.e.)
Disagree
      (s.e.)
Strongly disagree
      (s.e.)
I feel like an outsider (or left out of things)
2
(0.2)
6
(0.4)
41
(0.7)
50
(0.9)
I make friends easily
32
(0.7)
59
(0.7)
8
(0.4)
1
(0.1)
I feel like I belong
28
(0.8)
60
(0.8)
11
(0.5)
2
(0.2)
I feel awkward and out of place
3
(0.3)
10
(0.5)
46
(0.8)
42
(0.8)
Other students seem to like me
22
(0.7)
72
(0.8)
5
(0.4)
1
(0.1)
I feel lonely
2
(0.2)
5
(0.4)
34
(0.9)
59
(0.8)

 

Appendix 4: New Zealand students’ agreement with statements about their teachers

Statements about teachers
Proportion of students
Strongly agree
      (s.e.)
Agree
      (s.e.)
Disagree
      (s.e.)
Strongly disagree
      (s.e.)
Students get along well with most teachers
11
(0.6)
67
(0.7)
19
(0.8)
3
(0.3)
Most teachers are interested in students’ well-being
15
(0.7)
68
(0.7)
14
(0.7)
3
(0.3)
Most of my teachers really listen to what I have to say
15
(0.7)
59
(0.7)
22
(0.8)
4
(0.3)
If I need extra help, I will receive it from my teachers
23
(0.8)
63
(0.7)
12
(0.5)
2
(0.2)
Most of my teachers treat me fairly
21
(0.7)
65
(0.7)
10
(0.5)
3
(0.3)
 

Appendix 5: Relationship between mean scientific literacy performance of students and parents' attitudes to school quality

Statements on school quality
Mean science achievement
Agree or strongly agree
      (s.e.)
Disagree or strongly disagree
      (s.e.)
Difference
      (s.e.)
Most of my child’s school teachers seem competent and dedicated
553
(2.6)
530
(7.0)
23
(7.3)
Standards of achievement are high in my child’s school
553
(2.8)
539
(4.9)
14
(5.5)
I am happy with the content taught and the teaching methods used in my child’s school
553
(2.7)
539
(5.1)
14
(5.6)
I am satisfied with the disciplinary atmosphere in my child’s school
555
(2.7)
531
(4.2)
25
(4.3)
My child's progress is carefully monitored by the school
554
(2.7)
532
(5.4)
23
(5.6)
My child’s school provides regular and useful information on my child's progress
554
(2.7)
537
(5.1)
17
(5.3)
My child’s school does a good job in educating students
554
(2.7)
522
(6.3)
32
(6.8)

 

 

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