PISA RESULT 20182022.pdf

MAT St. Joseph Institute of Technology Butuan City...

MAT St. Joseph Institute of Technology Butuan City Balingit, Jennylyn P. PISA RESULT: READING, SCIENCE, AND MATHEMATICS O R G A N I Z A T I O N F O R E C O N O M I C C O - O P E R A T I O N A N D D E V E L O P M E N T ( O E C D ) MAT Report Outline ▪ Overview of the Programme ▪ How does PISA select a for International Student representative sample of ▪ Subject areas assessed in students? PISA ▪ Philippines’ Performance in the 2018 and 2022 MAT OVERVIEW Programme for International Student Assessment (PISA) International assessment of 15-year-old students' reading, mathematics, and science performance. Conducted every 3 years since 2000 (delayed to 2022 due to the pandemic). Starting after 2025, PISA will shift to a 4-year cycle. Rotates focus on mathematics, science, and reading; includes optional domains like financial literacy and cross-curricular competencies. MAT Subject areas assessed in PISA MAT How does PISA select a representative sample of students? The OECD’s contractor reviews Countries recruit and validates student lists sampled schools, After schools agree to against school data and PISA eligibility criteria. using replacements participate, students are Once students are sampled, no only if an original sampled. substitutions are allowed. school declines. minimum of 6,300 The contractor checks Two nearby schools students is required enrollment numbers, gender A random sample of at with similar for each distribution, and eligibility country/syst em, and before finalizing the sample. PISA selects a least 150 schools is demographics are 1,500 for subnational representative sample of selected, with two assigned as systems. 15-year-old students replacement schools for replacements for (ages 15 years, 3 months Step 5 Step 6 each original one. For each original school to 16 years, 2 months) regions with fewer from grades 7-12 in both schools, all are Step 4 public and private schools. sampled. Step 3 Step 2 Countries submit lists of The target school response eligible students for Step 1 A minimum of 50 schools is rate is 85%. A minimum of 65% of original schools sampling by the OECD’s international contractor. sampled for subnational must participate for a Schools inform students that they have participants. system's data to be been selected to participate in PISA. Each country submits a sampling Samples are drawn by the included. Student participation must be at least 80 frame, which is validated by the international contractor, not Replacement schools can percent for a country's/education OECD's international sampling by participating countries or be used once the 65% system's data to be reported by the contractor. systems. participation benchmark is met to boost response rates. OECD. MAT Countries participated in PISA The list of countries and education systems that participated in each PISA cycle is available at: https://nces.ed.gov/surveys/pisa/participation.asp#top MAT The Assessment The PISA assessment was available in both computer- and paper-based formats. Below are the examples of questionnaires in PISA assessment. READING MATHEMATICS SCIENCE MAT Philippines’ Performance in the 2018 and 2022 The results of the PISA 2022, released on December 5, 2023, show that 31 countries have maintained their math performance compared to PISA 2018, despite challenges. The Philippines, evaluated in both 2018 and 2022, remains among the lowest globally in math, reading, and science. There was no significant improvement in the country's performance between 2018 and 2022. Vice President Sarah Duterte, former secretary of the Department of Education, had anticipated these results, stating that the scores reflect not only the education system but also the nation's collective efforts, financial investments, and commitment to future learning outcomes. MAT Trends in mathematics, reading and science performance MAT Mean performance in mathematics, reading, and science in PISA 2022 MAT What students know and can do in mathematics In the Philippines, 16% of students attained at least Level 2 proficiency in mathematics, significantly less than on average across OECD countries (OECD average: 69%). Almost no students in the Philippines were top performers in mathematics, meaning that they attained Level 5 or 6 in the PISA mathematics test (OECD average: 9%). MAT What students know and can do in reading Some 24% of students in the Philippines attained Level 2 or higher in reading (OECD average: 74%). Almost no students scored at Level 5 or higher in reading (OECD average: 7%). MAT What students know and can do in science Some 23% of students in the Philippines attained Level 2 or higher in science (OECD average: 76%). Almost no students were top science performers, meaning they were proficient at Level 5 or 6 (OECD average: 7%). MAT Philippines’ Performance in the 2018 and 2022 The Philippines was represented by a total of 7,193 students from 188 public and private schools. The total participating students represent the country’s almost 1.8 million 15-year old students or 83% of the 15-year-old total population. MAT Home Photo About Us Contact Table shows that female students performed better than male students in all competency areas, though improvements were not significant. Male students recorded a regression of six (6) points in science while there was barely an improvement in mathematics and reading (Table 2-A). In the 2022 PISA, the difference in the scores of female and male students are 14 points in both Mathematics and Science while significantly higher at 35 points in Reading.  MAT Home Photo About Us Contact By school type, students from private schools recorded higher scores in all competency areas compared with students from public schools, with notable improvements from the 2018 scores - 11 points in Mathematics, 21 points in Science and 29 points in Reading (Table 2-B). In the 2022 results, the difference in scores of the private school students from the scores of public school students are considerably significant - 59 points in Mathematics, 73 points in Science and 83 points in Reading. MAT The PISA 2022 Report highlights key factors affecting Filipino students' learning outcomes. Only 21% of students received help in remote classes, compared to the OECD average of 51%, and only 52% were confident using video communication for learning (OECD average: 77%). However, 68% of Filipino students were self- motivated for independent learning, above the OECD average of 58%. Bullying (48%) and feeling unsafe (14%) were more common in the Philippines than the OECD averages of 21% and 9%. Additionally, 18% of Filipino students reported regular check- ins by school authorities, higher than the OECD average of 13%. MAT ASEAN 2022 PERFORMANCE MAT CONCLUSION Assessing the performance of the Philippine education system is a complex task owing to the magnitude of issues and challenges the sector is facing. One indicator of the country’s state of basic education is the performance in the Programme for International Student Assessment (PISA) which showed dismal bottom ranking of the Philippines. Ranked 78/78 in 2018 and 77/81 in 2022 MAT Possible Recommendation With no improvement in the Philippines' PISA results from 2018 to 2022 and scores far below the global average, the educational sector must implement targeted interventions and adopt successful strategies from high- performing countries. Review existing education policies to ensure they align with current trends and address identified issues. Incorporate global best practices and adapt them to suit regional needs for more effective implementation. Place a strong emphasis on educators' ongoing professional development. Provide them with cutting- edge teaching strategies and resources to raise the standard of instruction. MAT References OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en OECD (2023), PISA 2022 Results (Volume II): Learning During – and From – Disruption, PISA, OECD Publishing, Paris, https://doi.org/10.1787/a97db61c-en Congressional Policy and Budget Research Department House of Representatives February 2024 (No. 11). Acido, Josephine & Caballes, Dennis. (2024). Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines. 462-474. 10.30574/wjarr.2024.21.1.0020. MAT THANK YOU B A L I N G I T , J E N N Y L Y N P.