Scope of Questionnaires in the Pirls 2021 Study
Lingkup Kuesioner dalam Studi Pirls 2021
This presents a concise summary of a scientific article based on the PIRLS-2021 research, focusing on the relationship between the living environment and various factors influencing student learning outcomes. The study aimed to investigate the impact of these external factors on students' educational attainment, employing a comprehensive set of questionnaires to gather relevant data. Through rigorous analysis, the results demonstrated that the living environment plays a crucial role in shaping students' learning experiences and academic achievements. The implications of these findings suggest the necessity of considering external factors and promoting supportive environments to enhance student learning outcomes effectively. This study contributes to the broader understanding of the multifaceted nature of education and emphasizes the importance of holistic approaches in fostering successful learning environments.
- The PIRLS-2021 research examines the influence of the living environment and external factors on student learning outcomes.
- Comprehensive questionnaires were utilized to collect data and analyze the relationship between the living environment and educational attainment.
- The study underscores the significance of supportive environments in promoting successful learning outcomes and emphasizes the need for holistic approaches in education.
Keywords: PIRLS-2021, living environment, student learning, external factors, educational attainment.
- Martin, M.O., Mullis, I.V.S., Foy, P., & Arora, A. (2012). Creating and interpreting the TIMSS and PIRLS 2011 context questionnaire scales. In M.O. Martin & I.V.S Mullis (Eds.), Methods and Procedures in TIMSS and PIRLS 2011 (pp.1– 11). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
- Dahl, G.B., & Lochner, L. (2012). The impact of family income on child achievement: Evidence from the earned income tax credit. American Economic Review, 102(5), 1927–1956.
- Davis-Kean, P.E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294–304.
- Martin, M.O., Foy, P., Mullis, I.V.S., & O’Dwyer, L.M. (2013). Effective schools in reading, mathematics, and science at the fourth grade. In M.O. Martin & I.V.S. Mullis (Eds.), TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade—Implications for early learning. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
- Sirin, S.R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453.
- Willms, J.D. (2006). Learning divides: Ten policy questions about the performance and equity of schools and schooling systems. Montreal, Canada: UNESCO Institute for Statistics.
- Baker, L., & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23(4), 239–269.
- Kloosterman, R., Notten, N., Tolsma, J., & Kraaykamp, G. (2010). The effects of parental reading socialization and early school involvement on children’s academic performance: A panel study of primary school pupils in the Netherlands.European Sociological Review, 27(3), 291–306.
- Notten, N., & Kraaykamp, G. (2010). Parental media socialization and educational attainment: Resource or disadvantage? Research in Social Stratification and Mobility, 28(4), 453–464.
Download data is not yet available.