Examining organizational learning conditions and student outcomes using the Programme of International Student Assessment (PISA): A Canada and Saskatchewan school context
Bibliographic record
Abstract
The purpose was to investigate the relationship between Canadian and Saskatchewan PISA 2009 reading performance and organizational learning (OL) conditions as perceived by students and principals when selected student and school characteristics were taken into consideration. Gender, Aboriginal status, and socioeconomic status were the student characteristics that were considered. School size, urban versus rural school community, proportion of students self-identified as Aboriginal, and school average socioeconomic status were school characteristics taken into consideration. A nationally represented sample of 978 schools and 23,207 15-year-old students across the ten Canadian provinces participated in the PISA 2009. Within this sample, 1,997 students and 99 schools were from Saskatchewan. Principal components analyses were conducted to produce components for the calculation of two composite (OL) indices: a Student OL Index based on the Canada and OECD PISA student questionnaires and a School OL Index based on OECD PISA school questionnaire. Subsequently, two hierarchal linear modelling analyses were employed to examine the association of student-level OL index and school-level OL index with reading performance. Across Canadian and Saskatchewan schools, students’ perspective of OL conditions was positively associated with reading performance in the presence of the selected student and school characteristics. Except for one school-level OL component (i.e., principal’s perspective of school culture/environment) in the Canadian model, school-level OL conditions were not significantly associated to reading performance in the presence of student and school characteristics. With the adjustment of student and contextual characteristics incorporated in the modelling, the average reading performance was comparable across Canadian and Saskatchewan schools, 528 and 523 respectively. Variance decomposition of final models indicated that 55% of the Canadian school-level variance in reading achievement and 68% of the Saskatchewan school-level variance were explained by the selected student and school characteristics along with student perspective of OL conditions. The findings from this study supported the hypothesis that OL conditions are associated with student achievement. Additionally, it was noted that the effect of OL conditions was of similar magnitude to that of the socioeconomic status effect. Furthermore, the findings from this study further emphasized the importance of the student voice within the school OL framework.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.009 |
| Science and technology studies | 0.008 | 0.003 |
| Scholarly communication | 0.006 | 0.001 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".