Material resources, school climate, and achievement variations in the Philippines: Insights from PISA 2018

Trinidad, Jose Eos

doi:10.1016/j.ijedudev.2020.102174

Cited by 37 publications

(49 citation statements)

References 30 publications

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“…Conversely, there is also a negative significant association of non-verbal bullying (â = -5.27, á <0.01), mental bullying (â = -7.21, á <0.01), and Truancy (â = -2.30, á <0.01) with student achievement in Indonesia. These findings are in line with previous studies that the school climate impacts student achievement (Hamlin, 2020;Lei, Cui, & Chiu, 2018;Trinidad, 2020). This means that the higher the school's security, social support, the school environment, and the learning system, the higher the student's achievement.…”

Section:  Results and Discussionsupporting

confidence: 91%

“…Although not all experts agree that the measurement of student achievement is based on literacy, mathematical and scientific abilities, the results of the Program for International Student Assessment (PISA) report have been made insights into educational policies in each country (Pratiwi, 2019;Trinidad, 2020). Based on the unavailability of educational assessments in developing countries, the results of the PISA analysis can be used as a benchmark for the development of a country's education compared to other countries.…”

Section:  Introductionmentioning

confidence: 99%

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Do School Climate and Subjective Well-Being Affect Student Achievement in Indonesia?: A Linear Regression Analysis

et al. 2020

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Do school climate and subjective well-being affect student achievement in Indonesia? A linear regression analysis. Objectives: The purpose of this study is divided into two parts. First, to investigate whether school climate and subjective well-being influence student achievement. Second, to determine whether school size moderates this association, especially the teacher support and student achievement. Methods: This research uses a quantitative approach with multiple linear regression analysis techniques. Data were obtained from the Program for International Student Assessment (PISA) in 2018. The number of respondents is 12089 students from 397 schools in Indonesia. Findings: The results showed that: 1) the level of parental education influences student achievement; 2) School climate positively impacts student achievement; 3) School size moderates the association between teacher support and student achievement in Indonesia. Conclusion: School climate is an important factor for student achievement. We suggest that improvements in the school climate should be implemented to improve student achievement in Indonesia.

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Section:  Results and Discussionsupporting

confidence: 91%

Section:  Introductionmentioning

confidence: 99%

Do School Climate and Subjective Well-Being Affect Student Achievement in Indonesia?: A Linear Regression Analysis

et al. 2020

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“…These results are consistent with previous studies which suggest that students who present high levels of transgression of norms, in turn present relational problems in schools ( Gálvez-Nieto et al, 2018 ), and violence toward their parents ( Martínez-Ferrer et al, 2018 ; Del Moral et al, 2019 ). On the other hand, a positive attitude toward the norms of institutions such as the school or the police favors academic success ( Trinidad, 2020 ) and psychosocial adjustment in other social contexts ( Bonilla et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

“…School climate is a very relevant construct since a positive climate promotes better academic performance ( Li et al, 2020 ; Trinidad, 2020 ), prosocial behavior ( Villardón-Gallego et al, 2018 ), self-esteem ( Coelho et al, 2020 ), and identification with the school ( Carroll et al, 2017 ). On the other hand, a toxic school climate is associated with bullying, for example, conflictive teacher-student relationships have a positive effect on bullying, regardless of students’ social level ( Longobardi et al, 2018 ), likewise, low levels of school safety and deteriorated student-student good relationships are positively associated with bullying ( Xu et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

2021

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School climate is a multidimensional construct that has been related to a series of psychological, social, and school variables. The dual school climate and school identification measure-student (SCASIM-St) is a measure that has a multidimensional factor structure, with four first-order factors and a second-order factor, plus an independent factor that evaluates school identification. However, the SCASIM-St is long, with 38 items measuring school climate. The first objective of this study was to examine the psychometric properties of reliability and validity of the abbreviated version of the dual school climate and school identification measure-student (SCASIM-St-15), for use in contexts with time limitations or for explanatory studies that need to apply multiple instruments simultaneously. The second objective was to analyze the degree of invariance for the groups: sex, type of education, and age. The sample was made up of 2,044 students of both sexes (49.1% women and 50.9% men), with a mean age of 14.64 (SD = 0.718), representing 27 secondary schools in Chile. The results indicated that the SCASIM-St15 presents adequate indicators of reliability and construct validity. Evidence of external criterion validity confirmed significant associations with the Attitudes to Institutional Authority in Adolescence Scale measure. The results of the factorial invariance analysis indicate that the SCASIM-St15 remains stable up to the level of metric invariance for the variable sex and the level of scalar invariance for the variables type of education and age. The study concluded that despite the significant decrease in the number of items, the SCASIM-St15 measures school climate in a reliable and valid way, without losing its theoretical and conceptual robustness.

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“…If students from lower socioeconomic strata are not given skills for college, the free tuition law becomes meaningless as they may not even pass college entrance tests. The Philippines’ dismal performance in the 2018 Programme for International Student Assessment, which ranked the country as lowest among 79 countries in reading ability for 15-year-old students, highlights the problem of basic education – in particular for those in public and rural schools (Trinidad, 2020).…”

Section: Hei Access and Individual Mobilitymentioning

confidence: 99%

Toward greater access and impact: Directions for a sociological understanding of Philippine higher education

Leviste

Trinidad

2020

Industry and Higher Education

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In the Philippines and many other developing countries higher education has a special function, not only with regard to educating students for jobs but also with regard to partnerships for industry growth, research for national development and the formation of critical leaders in society. However, these aims are impeded by issues of access and the unclear impact of higher education and society on each other. In this conceptual study, the authors highlight four directions for a sociological analysis of Philippine higher education: students’ access to higher education, its organization and whether it promotes or impedes access, institutions’ responses to social, economic and technological changes, and their active influence on society. By reviewing and organizing different frameworks and empirical studies, the authors suggest ways of understanding higher education in the Philippines and how a sociological perspective can clarify postsecondary institutions’ role in promoting access for students and having a greater impact on society. Having this sociological consciousness can help administrators, instructors, students and industry leaders to be aware of how higher education in developing contexts can be leveraged for societal development.

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Material resources, school climate, and achievement variations in the Philippines: Insights from PISA 2018

Cited by 37 publications

References 30 publications

Do School Climate and Subjective Well-Being Affect Student Achievement in Indonesia?: A Linear Regression Analysis

Do School Climate and Subjective Well-Being Affect Student Achievement in Indonesia?: A Linear Regression Analysis

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

Toward greater access and impact: Directions for a sociological understanding of Philippine higher education

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