Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods
Why this work is in the frame
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Bibliographic record
Abstract
This paper constructs a predictive model of student reading literacy based on data from students who participated in the Program for International Student Assessment (PISA 2018) from four provinces/municipalities of China, i.e., Beijing, Shanghai, Jiangsu and Zhejiang. We calculated the contribution of influencing factors in the model by using eXtreme Gradient Boosting (XGBoost) algorithm and sHapley additive exPlanations (SHAP) values, and get the following findings: (1) Factors that have the greatest impact on students' reading literacy are from individual and family levels, with school-level factors taking a relative back seat. (2) The most important influencing factors at individual level are reading metacognition and reading interest. (3) The most important factors at family level are ESCS (index of economic, social and cultural status) and language environment, and dialect is negative for reading literacy, whereas proficiency in both a dialect and Mandarin plays a positive role. (4) At the school level, the most important factors are time dedicated to learning and class discipline, and we found that there is an optimal value for learning time, which suggests that reasonable learning time is beneficial, but overextended learning time may make academic performance worse instead of improving it.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it