The Influence of Demographic and Family Characterristics on Learning Outcome of Vietnamese and Eastern Asian Students (PISA 2015 Results)
Main Article Content
Abstract
This paper tests the hypothesis proposed in the research framework on the influence of demographic and family characteristics on learning outcome of Vietnamese and Eastern Asian students using the 2015 Programme for International Student Assessment (PISA) data. The research result demonstrates that among the demographic characteristics, no-kindergarten attendance, under-one-year kindergarten attendance or late primary school enrolment could all reduce students’ learning outcome; and among the family characteristics, the socio-economic condition was highly likely to have positive influence on students’ learning outcome. The paper also indicates that Vietnamese students tend to achieve higher learning outcome than that of Eastern Asian students.
Keywords:
PISA 2015 results, influence of demographic characteristics, influence of family characteristics, student’s learning outcome.
References
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[2] N.M. Alhajraf, A.M. Alasfour, The impact of demographic and academic characteristics on academic performance, International Business Research 7(4) (2014) 92-100.
[3] J. Edgerton, T. Peter, L. Roberts, Gendered habitus and gender differences in academic achievement, Alberta journal of educational research 60(1) (2014) 182-212.
[4] M.M. Chiu, C. McBride-Chang, Gender, context, and reading: A comparison of students in 43 countries, Scientific studies of reading 10(4) (2006) 331-362.
[5] W.G. Brozo, S. Sulkunen, G. Shiel, C. Garbe, A. Pandian, R. Valtin, Reading, gender and engagement: Lessons from five PISA countries. Journal of Adolescent & Adult Literacy 57(7) (2014) 584-593.
[6] O.L. Liu, M. Wilson, I. Paek, A multidimensional Rasch analysis of gender differences in PISA mathematics, Journal of applied measurement 9(1) (2008) 18-35.
[7] S. Close, G. Shiel, Gender and PISA mathematics: Irish results in context, European Educational Research Journal 8(1) (2009) 20-33.
[8] J. Edgerton, T. Peter, L. Roberts, Gendered habitus and gender differences in academic achievement, Alberta journal of educational research 60(1) (2014) 182-212.
[9] E.S.C. Ho, Family influences on science learning among Hong Kong adolescents: What we learned from PISA. International Journal of Science and Mathematics Education 8(3) (2010) 409-428.
[10] C.N.P. Sanchez, M.B. Montesinos, I.C. Rodriguez, family influences in academic achievement a study of the Canary Islands. International, Journal of Sociology 71(1) (2013) 169-187.
[11] L. Swalander, K. Taube, Influences of family based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary educational psychology 32(2) (2007) 206-230.
[12] B. Shukakidze, Comparative Study: Impact of Family, School, and Students Factors on Students Achievements in Reading in Developed (Estonia) and Developing (Azerbaijan) Countries. International Education Studies 6(7) (2013) 131-143.
[13] T.T. Thuy, A multilevel analysis of factors afecting students’ mathemacctic achivement in five Sountheast Asian countries in the Program Of International Student Assessment 2012, The National of Chi Nan University, 2016.
[14] OECD, PISA 2012 technical report. https://www.oecd.org/pisa/, 2014 (accessed 06 December 2020).
[15] OECD, Development, Programme for International Student Assessment, Organització de Cooperació i Desenvolupament Econòmic, ISEI IVEI., OCSE., OECD Staff,... and SourceOECD (Online service), PISA Learning for Tomorrow's World: First Results from PISA, Simon and Schuster, 2003, 2004.
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