Reading habits play an active role in promoting students' reading skills and making them prepared to participate in modern society. Gender differences regarding students' habits in the use of reading medium, amount of time spent on leisure reading, and the frequency of school-related reading and of leisure reading were examined. The relation…

Globally, the private school share of enrollment increased from about 14 percent in 2000 to about 18 percent in 2019. We estimate the systemic effect of private enrollment share on learning outcomes. Estimates of the systemic effect of private school enrollment capture any competitive effects as well as any differences between public and private…

Background: Socioeconomic status (SES) and motivation are both important predictors of student achievement. However, most studies have investigated these factors separately, and very few have looked into the interplay between SES and motivation as determinants of student reading achievement. Aims: We intend to bridge this gap by examining a model…

Purpose: Achievement in mathematics and reading is a function of many interrelated variables. Therefore, it is important to identify and compare the variables that affect success in these areas. The aim of this study is to examine the characteristics that are thought to be effective on achievement scores in reading and mathematics. Method: The…

Our study is among the first to provide a comprehensive review of cross-national patterns of gender differences in various STEM-related constructs--achievement, beliefs, attitudes, aspirations, and participation, concerning country-level gender equality. We complement our review with empirical analyses utilizing rigorous methodologies and richer…

The purpose of this study is to explain the gender differences in reading achievement with the mediating role of metacognitive strategies and reading-related attitudes. Hypotheses were tested with 6890 students [3396 (49.3%) females, 3494 (50.7%) males] who participated in PISA 2018 in Turkey. The path analysis results indicated that gender had…

This study investigated the relationship between formative assessment and reading achievement in Hong Kong, a Confucian Heritage Culture (CHC) society. 4,837 Hong Kong students were surveyed in a nine-item questionnaire that was used as indicator variable of formative assessment strategies. The study used multi-group structural equation modelling…

Data from international large-scale assessments (ILSAs) of schooled populations indicate that boys have considerably poorer literacy skills than girls. New evidence from a household-based ILSA--Organisation for Economic Cooperation and Development Survey of Adult Skills (PIAAC)--indicates that the gender gap in literacy is negligible, even though…

The aim of this study was to examine the moderator role of gender and socioeconomic status (SES) factors in the relationship between students' metacognitive skills and reading performance. The sample of the study was 6890 students in the age group of 15 years-old who participated in the Programme for International Student Assessment (PISA) in 2018…

The study draws on the theory of 'migrant optimism' and anticipated discrimination to examine whether a gap in educational expectations and achievement exists between immigrant and native students in Qatar and explores whether the impact of educational expectations on educational achievement is contingent upon the migratory status of students…

The reading literacy skills of Australian adolescents, as measured in successive PISA waves, have declined since 2000. Literacy achievement is not low by international standards, but it is lower in Australia than it is in Anglophone countries with which we compare ourselves, e.g. Canada. Using PISA 2018 and PIRLS 2021 data, we investigated both…

The OECD Programme for International Student Assessment (PISA) examines what students know in mathematics, reading and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning…

Gender differences in math-related professional achievements have been identified as a worldwide problem. Academic achievement assessments, however, have repeatedly revealed gender similarities. The observed gender similarity might be due to biased assessments that heavily rely on reading skills, which favors girls. The current study analyzed 29…

The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of…

Has the achievement of U.S. students improved over the past half century? Have gaps between racial, ethnic, and socioeconomic groups widened or narrowed? These and similar questions provoke near-constant conversation. But answers are uncertain, partly because research to date has yielded inconsistent findings. In this article, the authors bring…