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

Conclusion

This report has examined the overall structure and management systems in place in schools, the science teaching taking place in schools, and principals’, students’ and parents’ perceptions of school climate.

School demographic characteristics and management

Schools in New Zealand had a lot of autonomy with regard to decision-making relative to other OECD countries. Assessment data were used in New Zealand schools for decision-making and evaluation, as well as for feedback to parents and students. Ability grouping was used regularly within New Zealand schools to provide instruction based on the needs of pupils. Students from larger locations, larger schools, or in higher socio-economic schools (as measured by the decile indicator) generally had higher scientific literacy achievement than other students. Students in schools with a higher perceived impact on instruction resulting from teacher or resource shortages, as reported by their principal, generally had lower science achievement than those in schools with lower perceived impact.

Science teaching and learning

Schools in New Zealand offered a wide range of science courses, and most New Zealand 15-year-olds were enrolled in some form of science education. Students reported their teachers used a range of teaching methods and most schools held activities to promote science. Higher achieving students in the PISA 2006 scientific literacy assessment were generally those that were studying science.

Perceptions of school climate

The vast majority of students in New Zealand held positive views about their schools and teachers and agreed that schools provide useful preparation for science-related careers. The majority of parents were satisfied with the quality of the school attended by their children. Many principals felt under pressure from parents to achieve higher academic standards. Of the statements listed, principals in New Zealand perceived student absenteeism and teachers not meeting individual students’ needs to be the two greatest potential hindrances to a good school climate.

Final note

Science teaching and learning, specifically scientific literacy, was the focus area of PISA 2006. According to Telford and Caygill (2007), of the 57 countries participating in PISA 2006, only two countries performed better than New Zealand when the average scientific literacy of 15-year-old students was compared. However, there were significant differences in the achievement of students from different ethnic groupings. In addition, according to Caygill (2008), while most students were interested in science, there were significant differences in attitudes to science between boys and girls, and across ethnic groupings.

This report provides further evidence on aspects of the Ministry of Education’s priorities for schooling (Ministry of Education, 2007a), including strong professional leadership, resourcing, effective teaching, parents and whānau, and healthy confident kids. It is encouraging that so many students and parents are happy with the schooling provided in New Zealand, but there is still a challenge to achieve the goal of education for all individuals appropriate to their needs, interests and aspirations. It is hoped that the implementation of education initiatives (e.g. Ministry of Education 2006; Ministry of Education 2008), including the new curriculum (Ministry of Education, 2007b), under strong professional leadership from schools and in cooperation with their communities, will ensure an increasing proportion of school leavers are ready for tomorrow’s world.