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

Jiri Mazurek; Carlos Fernández García; Cristina Pérez Rico

doi:10.18778/1508-2008.24.27

Autor

Jiri Mazurek Ph.D., Silesian University in Opava, Opava, Czech Republic https://orcid.org/0000-0002-7965-0457
Carlos Fernández García Ph.D., Universidad Tecnica de Ambato, Quito, Ecuador https://orcid.org/0000-0003-0943-756X
Cristina Pérez Rico Ph.D., Escuela Politecnica Nacional, Quito, Ecuador https://orcid.org/0000-0002-4154-5483

DOI:

https://doi.org/10.18778/1508-2008.24.27

Słowa kluczowe:

edukacja, wskaźnik nierówności płci, indeks Giniego, nierówności, PISA

Abstrakt

Celem tego artykułu było zbadanie związku między wynikami badania PISA przeprowadzonego w poszczególnych krajach w 2018 r. a zestawem wskaźników związanych z nierównościami społeczno-ekonomicznymi, takimi jak indeks Giniego, wskaźnik rozwoju społecznego czy wskaźnik nierówności płci, oraz ze zmiennymi czysto ekonomicznymi, takimi jak PKB per capita i wydatki rządowe na edukację. Badaniem objęto 70 krajów, w tym 37 krajów OECD i 33 kraje spoza OECD. Metody badawcze obejmowały wielowymiarowe modele regresji liniowej, grupowanie k‑średnich i grupowanie hierarchiczne. Wyniki przeprowadzonej analizy wykazały, że wskaźnik Giniego był statystycznie nieistotny, co wskazuje, że nierówności dochodowe miały niewielki wpływ na wyniki uczniów w badaniu PISA. Z drugiej strony, wskaźnik nierówności płci był jedyną najbardziej istotną statystycznie zmienną objaśniającą zarówno dla krajów OECD, jak i spoza OECD. Dlatego nasza rekomendacja dla decydentów jest prosta: należy zwiększyć wyniki uczniów w badaniu PISA, a tym samym osiągnąć poprawę w obszarze kapitału ludzkiego i konkurencyjności krajów, oraz skupić się na zmniejszaniu nierówności płci i związanej z tym utraty osiągnięć edukacyjnych wynikających z nierówności płci.

Pobrania

Brak dostępnych danych do wyświetlenia.

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