On the Relationship between Selected Socio-Economic Indicators and Student Performances in the PISA 2015 Study

Mazurek, Jiří; Mielcová, Elena

doi:10.15240/tul/001/2019-2-002

Cited by 8 publications

(7 citation statements)

References 13 publications

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“…This means the higher the GDP per capita or expenditure on education, the lower the PISA scores. In the case of expenditure, a similar result was reported in several previous studies, see, e.g., Afonso and Aubyn (2006) or Mazurek and Mielcová (2019), and it is related to expenditure inefficiency. As for GDP per capita, the wealth of a nation does not give obvious evidence of the quality of its educational system.…”

Section: Discussionsupporting

confidence: 89%

“…Hence, the more money that is spent on education, the worse the educational outcomes. These somewhat counter-intuitive findings are in accord with previous studies, which reported that financial resources for education are expended inefficiently in many countries, and are prone to being wasted, see, e.g., Afonso and Aubyn (2006), Agasisti (2014), or Mazurek and Mielcová (2019).…”

Section: Discussionsupporting

confidence: 88%

“…Their results suggested income inequality was one of the variables influencing the PISA achievements of students, but several countries with high-income inequality scored above average results, nonetheless. Mazurek and Mielcová (2019) examined the relationship between PISA 2015 scores and a set of socio-economic indicators, such as GDP, expenditure on education, or the democracy index. They found GDP and the democracy index to be statistically significant and directly proportional to PISA scores, while expenditure was negatively correlated with PISA scores.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Since the data sample consisted of 37 OECD countries and 33 non-OECD countries, we examined both subsamples separately. Although the subsamples are smaller, they are more homogeneous and might reveal new insights (see Mazurek and Mielcová 2019). The mean values of all variables for both groups of countries are provided in Table 5.…”

Section: Multivariate Linear Regression Modelsmentioning

confidence: 99%

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Inequality and Students’ PISA 2018 Performance: a Cross-Country Study

Mazurek

García

Pérez

2021

CER

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The aim of this paper was to investigate the relationship between countries’ PISA study results from 2018 and a set of indices related to socio-economic inequality, such as the Gini index, human development index, or gender inequality index, along with purely economic variables, such as GDP per capita and government expenditure on education. The study covered 70 countries, consisting of 37 OECD countries and 33 non-OECD countries. Research methods included multivariate linear regression models, k-means clustering, and hierarchical clustering. Our findings revealed that the Gini index was statistically insignificant, indicating income inequality had little effect on students’ PISA performance. On the other hand, the gender inequality index was the single most statistically significant explanatory variable for both OECD and non-OECD countries. Therefore, our recommendation for policymakers is simple: increase students’ PISA performance, thus enhancing countries’ human capital and competitiveness, and focus on decreasing gender disparity and the associated loss of achievement due to gender inequality.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Section: Multivariate Linear Regression Modelsmentioning

confidence: 99%

See 2 more Smart Citations

Inequality and Students’ PISA 2018 Performance: a Cross-Country Study

Mazurek

García

Pérez

2021

CER

Self Cite

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“…Due to the growing role of education in the modern world, more and more studies are being directed to the knowledge-economy sphere, which demonstrates its place change in the national economy and ecology system (Vaiciukevičiūtė et al, 2019, Skliar, 2018, Wierzbicka, 2018, Smaliukienė et al, 2017, Vovk, 2017, Jikia et al, 2017, Balcerzak, 2016, Lyeonov & Liuta, 2016, Matošková, 2016, Marekha, 2016Tamulevičienė & Androniceanu, 2020). In general, many works of the native and foreign scientists were devoted to the study of the relationship between separate indicators of the state policy in the education sector (Kowalska, 2016, Mazurek & Mielcová, 2019, Palascakova et al, 2019. In this case it is appropriate to research different modern instruments or forms of state policy, for example coopetition (Shvindina, 2019), public-private partnership (Zakharkin et al, 2019, Anatan, 2018, participatory financing (Petrushenko et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

The influence of state regulation of education for achieving the sustainable development goals: case study of Central and Eastern European countries

Воронцова¹,

Vasylieva²,

Bilan³

et al. 2020

RAMP

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Nowadays, we are becoming more and more convinced that the educational sphere cannot be underestimated and we do not pay enough attention to its development. After all, it is responsible for the formation of a well-developed and indifferent personality both in social and environmental problems, as well as qualified workers in accordance with the modern requirements of the world. In this context, optimal government regulation of education will contribute not only to economic growth and the acquisition of intellectual capital of the country, which will ensure its competitiveness and innovations, but also to balanced sustainable development, which is important on a planetary scale. This article is devoted to the analysis of the interrelation between indicators of state regulation of the education sector and the achievement of sustainable development goals. For this purpose, the method of integral indicators with elements of the method of principal components (for each sustainable development goal) was used, as well as regression models with fixed effects (to determine the presence and nature of the link between state regulation of the education and the goals of sustainable development). The basis for the study was the official data of 14 countries of Central and Eastern Europe for 2006-2016 years, which is presented as panel data. The obtained results made it possible to confirm the existence of such interrelation, where the most effective state instrument proved to be the state financing of the education sector.

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Examining student, parent, and school factors predicting science achievement using a multilevel approach: the case of Hong Kong from the Program for International Student Assessment 2015

Li,

Bae,

et al. 2024

Asia Pacific Educ. Rev.

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On the Relationship between Selected Socio-Economic Indicators and Student Performances in the PISA 2015 Study

Cited by 8 publications

References 13 publications

Inequality and Students’ PISA 2018 Performance: a Cross-Country Study

Inequality and Students’ PISA 2018 Performance: a Cross-Country Study

The influence of state regulation of education for achieving the sustainable development goals: case study of Central and Eastern European countries

Examining student, parent, and school factors predicting science achievement using a multilevel approach: the case of Hong Kong from the Program for International Student Assessment 2015

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