PISA Quality Time for Students : Learning In and Out of School.

QUALITY TIME FOR STUDENTS: LEARNING IN AND OUT OF SCHOOL......Page 3
Foreword......Page 5
Table of Contents......Page 7
Reader’s Guide......Page 13
Executive Summary......Page 15
CHAPTER 1: STUDENTS’ LEARNING TIME......Page 17
OECD Programme for International Student Assessment (PISA)......Page 18
Figure 1.1 - A map of PISA countries and economies......Page 19
Box 1.1 - Student questionnaire items for learning time......Page 20
Why learning time is studied......Page 21
Aims and organisation of the report......Page 22
What are the cross-country and within-country relationships between learning time and performance?......Page 23
Box 1.3 - Interpreting the data on students’ learning time......Page 24
References......Page 26
CHAPTER 2: PATTERNS OF STUDENTS’ LEARNING TIME......Page 27
Learning time in regular school lessons......Page 28
Learning time in individual study......Page 29
Allocation of learning time and different forms of deliberate learning activities......Page 30
Figure 2.1a - Mean learning hours and allocation of learning hours out of total time in science......Page 32
Figure 2.1b - Mean learning hours and allocation of learning hours out of total time in mathematics......Page 33
Figure 2.1c - Mean learning hours and allocation of learning hours out of total time on the language of instruction......Page 34
Figure 2.2a - Percentage of students taking out-of-school-time lessons with non-school teachers, by type of out-of-school-time lessons......Page 35
Patterns of students’ absolute and relative learning time......Page 36
Figure 2.3 - Absolute learning time and relative time in regular school lessons in science, in mathematics and on the language of instruction......Page 37
Box 2.1. - Patterns of learning time in regular school lessons, by country......Page 38
CHAPTER 3: PATTERNS OF STUDENTS’ LEARNING TIME BY POPULATION SUB-GROUPS......Page 39
Student background characteristics......Page 40
School characteristics......Page 41
Characteristics of learning time in regular school lessons and individual study......Page 42
Figure 3.1 - Percentage of between school variance out of total variance in regular school lessons, out-of-school-time lessons, and individual study......Page 44
Figure 3.2 - Participation rates in out-of-school-time lessons with school teachers, by gender......Page 47
Figure 3.3a - Difference in learning time in science, by quarters of the PISA index of economic, social and cultural status (ESCS)......Page 49
Figure 3.3c - Participation rates in out-of-school-time lessons with school teachers, by quarters of the PISA index of economic, social and cultural status (ESCS)......Page 50
Figure 3.4b - Participation rates in out-of-school-time lessons with non-school teachers, by school location......Page 53
Who spends more time in which types of out-of-school-time lessons?......Page 54
Box 3.1 - Summary of observed learning patterns by student and school characteristics......Page 55
References......Page 57
CHAPTER 4: RELATIONSHIPS BETWEEN STUDENTS’ LEARNING TIME AND PERFORMANCE......Page 59
Learning time and performance across countries......Page 60
Figure 4.1b - Cross-country relationship between performance in science and learning time in out-of-school-time lessons in science......Page 61
Figure 4.1c - Cross-country relationship between performance in science and learning time in individual study in science......Page 62
Figure 4.2 - Cross-country relationship between performance in science and percentage of total learning time allocated to regular school lessons in science......Page 63
Box 4.1. Mean indices of teacher shortage and the school’s educational resources, by share of learning time in regular school lessons out of the total learning time in science......Page 65
Science......Page 66
Mathematics......Page 67
Language of instruction......Page 68
The role of students’ motivation......Page 70
Figure 4.5 - Relationship between performance in science and learning time in regular school  lessons in science, by students\' perception of doing well in science......Page 71
Figure 4.6 - Within-country relationship between performance and learning time in out-of-school-time lessons, by subject (OECD average)......Page 72
Language of instruction......Page 73
Performance by different types of out-of-school-time lessons......Page 74
Box 4.2. Summary of performance difference by seven types of out-of-school-time lessons......Page 75
Figure 4.7 - Difference in students’ latent performance, by different types of out-of-school-time lessons......Page 76
Science......Page 77
Language of instruction......Page 78
Do students who study longer perform better?......Page 79
For policy makers......Page 81
For school administrators, teachers, parents and students......Page 82
ANNEX......Page 83
Student-level indices......Page 84
School-level indices......Page 85
Table 2.1a - Percentage of students, by time spent learning science......Page 86
Table 2.1b - Percentage of students, by time spent learning mathematics......Page 88
Table 2.1c - Percentage of students, by time spent learning the language of instruction......Page 90
Table 2.1d - Percentage of students who spend no time in out-of-school-time lessons, among those who take regular lessons at school......Page 92
Table 2.2a - Mean learning hours and allocation of total learning time in science......Page 93
Table 2.2b - Mean learning hours and allocation of total learning time in mathematics......Page 94
Table 2.2c - Mean learning hours and allocation of total learning time on the language of instruction......Page 95
Table 2.2d - Mean learning hours and allocation of total learning time in science, in mathematics and on the language of instruction......Page 96
Table 2.3 - Percentage of students participating in out-of-school-time lessons, by different types of out-of-school-time lessons......Page 97
Table 3.1 - Percentage of students, by immigrant status......Page 98
Table 3.2 - Percentage of students, by lower and upper secondary schools......Page 99
Table 3.3 - Percentage of students, by public and private schools......Page 100
Table 3.4 - Percentage of students, by academic and vocational orientation of schools......Page 101
Table 3.5 - Percentage of students, by school location......Page 102
Table 3.6a - Mean learning hours and allocation of total learning time in science, by gender......Page 103
Table 3.6b - Mean learning hours and allocation of total learning time in mathematics, by gender......Page 106
Table 3.6c - Mean learning hours and allocation of total learning time on the language of instruction, by gender......Page 109
Table 3.6d - Mean learning hours and allocation of total learning time in science, in mathematics and on the language of instruction, by gender......Page 112
Table 3.7a - Mean learning hours and allocation of total learning time in science, by quarters of the PISA index of economic, social and cultural status (ESCS)......Page 115
Table 3.7b - Mean learning hours and allocation of total learning time in mathematics, by quarters of the PISA index of economic, social and cultural status (ESCS)......Page 122
Table 3.7c - Mean learning hours and allocation of total learning time on the language of instruction, by quarters of the PISA index of economic, social and cultural status (ESCS)......Page 129
Table 3.7d - Mean learning hours and allocation of total learning time in science, in mathematics and on the language of instruction, by quarters of the PISA index of economic, social and cultural status (ESCS)......Page 136
Table 3.8a - Mean learning hours and allocation of total learning time in science, by immigrant status......Page 143
Table 3.8b - Mean learning hours and allocation of total learning time in mathematics, by immigrant status......Page 146
Table 3.8c - Mean learning hours and allocation of total learning time on the language of instruction, by immigrant status......Page 149
Table 3.8d - Mean learning hours and allocation of total learning time in science, in mathematics and on the language of instruction, by immigrant status......Page 152
Table 3.9a - Within- and between-school variance in learning time in science......Page 155
Table 3.9b - Within- and between-school variance in learning time in mathematics......Page 157
Table 3.9c - Within- and between-school variance in learning time on the language of instruction......Page 159
Table 3.9d - Within- and between-school variance in learning time in science, in mathematics and on the language of instruction......Page 161
Table 3.10a - Mean learning hours and allocation of total learning time in science, by lower and upper secondary schools......Page 163
Table 3.10b - Mean learning hours and allocation of total learning time in mathematics, by lower and upper secondary schools......Page 166
Table 3.10c - Mean learning hours and allocation of total learning time on the language of instruction, by lower and upper secondary schools......Page 169
Table 3.10d - Mean learning hours and allocation of total learning time in science, in mathematics and on language of instruction, by lower and upper secondary schools......Page 172
Table 3.11a - Mean learning hours and allocation of total learning time in science, by public and private schools......Page 175
Table 3.11b - Mean learning hours and allocation of total learning time in mathematics, by public and private schools......Page 178
Table 3.11c - Mean learning hours and allocation of total learning time on the language of instruction, by public and private schools......Page 181
Table 3.11d - Mean learning hours and allocation of total learning time in science, in mathematics and on the language of instruction, by public and private schools......Page 184
Table 3.12a - Mean learning hours and allocation of total learning time in science, by academic and vocational orientation of schools......Page 187
Table 3.12b - Mean learning hours and allocation of total learning time in mathematics, by academic and vocational orientation of schools......Page 190
Table 3.12c - Mean learning hours and allocation of total learning time on the language of instruction, by academic and vocational orientation of schools......Page 193
Table 3.12d - Mean learning hours and allocation of total learning time in science, in mathematics and on the language of instruction, by academic and vocational orientation of schools......Page 196
Table 3.13a - Mean learning hours and allocation of total learning time in science, by school location......Page 199
Table 3.13b - Mean learning hours and allocation of total learning time in mathematics, by school location......Page 202
Table 3.13c - Mean learning hours and allocation of total learning time on the language of instruction, by school location......Page 205
Table 3.13d - Mean learning hours and allocation of total learning time in science, in mathematics and on the language of instruction, by school location......Page 208
Table 3.14 - Percentage of students by different types of out-of-school-time lessons, by gender......Page 211
Table 3.15 - Percentage of students by different types of out-of-school-time lessons, by quarters of the PISA index of economic, social and cultural status (ESCS)......Page 214
Table 3.16 - Percentage of students by different types of out-of-school-time lessons, by immigrant status......Page 219
Table 3.17 - Percentage of students by different types of out-of-school-time lessons, by lower and upper secondary schools......Page 224
Table 3.18 - Percentage of students by different types of out-of-school-time lessons, by public and private schools......Page 227
Table 3.19 - Percentage of students by different types of out-of-school-time lessons, by academic and vocational orientation of schools......Page 233
Table 3.20 - Percentage of students by different types of out-of-school-time lessons, by school location......Page 238
Table 4.1a - Performance in science, mathematics and reading and learning time in science, in mathematics and on the language of instruction......Page 243
Table 4.1c - Cross-country relationship between relative learning time and performance, by subject......Page 245
Table 4.2a - Performance in science, by learning time in regular school lessons in science......Page 246
Table 4.2b - Performance in mathematics, by learning time in regular school lessons in mathematics......Page 248
Table 4.2c - Performance in reading, by learning time in regular school lessons on the language of instruction......Page 250
Table 4.3 - Percentage of students who think it is very important to do well in each subject, by learning time in regular school lessons......Page 252
Table 4.4 - Percentage of students who take optional science courses, by learning time in regular lessons in science......Page 253
Table 4.5a - Relationship between performance in science and learning time in regular school lessons in science, by students’ perception of how important it is to do well in science......Page 254
Table 4.5b - Relationship between performance in science and learning time in regular school lessons in science, by students’ perception of how important it is to do well in science in academic and vocational schools......Page 255
Table 4.6a - Performance in science, by learning time in out-of-school-time lessons in science......Page 256
Table 4.6b - Performance in mathematics, by learning time in out-of-school-time lessons in mathematics......Page 258
Table 4.6c - Performance in reading, by learning time in out-of-school-time lessons on the language of instruction......Page 260
Table 4.7 - Students’ latent performance, by different types of out-of-school-time lessons......Page 262
Table 4.8a - Performance in science, by learning time in individual study in science......Page 265
Table 4.8b - Performance in mathematics, by learning time in individual study in mathematics......Page 267
Table 4.8c - Performance in reading, by learning time in individual study on the language of instruction......Page 269