Social origin and academic achievement: What can hierarchical models bring by using PISA data?

Authors

  • DERBOUN Loubna
  • BIJOU Mohammed

DOI:

https://doi.org/10.5281/zenodo.12805096

Keywords:

Student achievement ; Multilevel modeling  ; ESCS ; PISA 2015

Abstract

Abstract

 

This study aims to examine disparities in global school performance. By utilizing data from the 2015 Programme for International Student Assessment (PISA), this research seeks to measure disparities in academic achievement among countries and within each country, relying on multilevel modeling. Consequently, the use of this modeling approach allowed for quantifying estimation biases generated by ordinary least squares estimators. Additionally, considering weightings reveals certain degrees of estimation bias across all participating countries in this international program. Finally, the economic, social, and cultural status of the student (ESCS) positively impacts scientific academic performance in all educational systems, except for the Algerian educational system, where a slightly negative effect was observed.

 

Keywords: Student achievement ; Multilevel modeling  ; ESCS ; PISA 2015

Author Biographies

DERBOUN Loubna

(PhD Student)
Faculty of Economics and Management, Ibn Tofail University, Kénitra, Morocco

BIJOU Mohammed

(PhD Professor)
Faculty of Law, Economics, and Social Sciences Rabat-Agdal, Mohammed V University, Morocco

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Published

2024-07-24

How to Cite

DERBOUN Loubna, & BIJOU Mohammed. (2024). Social origin and academic achievement: What can hierarchical models bring by using PISA data?. African Scientific Journal, 3(25), 023. https://doi.org/10.5281/zenodo.12805096

Issue

Vol. 3 No. 25 (2024)

Section

Articles

License

Copyright (c) 2024 African Scientific Journal

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.