MAZUREK, Jiří and Elena MIELCOVÁ. On the relationship between selected socio-economic indicators and student performances in the PISA 2015 study. E+M. 2019, vol. 22, No 2, p. 22-39. ISSN 1212-3609.
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Basic information
Original name On the relationship between selected socio-economic indicators and student performances in the PISA 2015 study
Authors MAZUREK, Jiří (203 Czech Republic, guarantor, belonging to the institution) and Elena MIELCOVÁ (203 Czech Republic, belonging to the institution).
Edition E+M, 2019, 1212-3609.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50202 Applied Economics, Econometrics
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
WWW URL
RIV identification code RIV/47813059:19520/19:A0000066
Organization unit School of Business Administration in Karvina
UT WoS 000482727500002
Keywords in English Education; PISA 2015; primary education; expenditures on education
Changed by Changed by: Miroslava Snopková, učo 43819. Changed: 26/4/2020 21:21.
Abstract
The main aim of this paper was to examine the relationship between the PISA (Programme for International Student Assessment) international study results of 15 and 16 years-old pupils from 2015 and a set of socio-economic indicators (on a national level) such as governments’ expenditures on primary education, gross domestic product per capita, the Democracy index compiled by the Economist Intelligence Unit, or primary teachers’ salaries. The study covered 71 countries or territories, including 34 OECD countries and their 37 non-OECD counterparts. The methods included multivariate linear models, models based on Törnquist functions, and cluster analysis. The main result of the study is that there exists a threshold in terms of GDP per capita and government expenditures on primary education per capita. Above the threshold, the higher GDP per capita or expenditures do not translate into the higher PISA scores. However, below this threshold, the opposite is true. Therefore, poorer and mainly non-OECD countries may achieve better student performances in PISA tests by increasing expenditures on primary education, while for student performances of the wealthy and mainly OECD countries expenditures are not a statistically significant factor. The division between OECD and non-OECD countries was also confirmed to be statistically significant by cluster analysis method. In addition, from linear multivariate models it was found that PISA scores were statistically significantly (and positively) related to the national GDP per capita, governments’ expenditures on primary education, and the Democracy index, while the influence of primary teachers’ salaries on PISA scores was found statistically insignificant.
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