Scope of Questionnaires in the Pirls 2021 Study
Ruang Lingkup Kuesioner Dalam Studi Pirls 2021
This scientific article explores the relationship between the living environment and various factors with student learning based on the findings of the Progress in International Reading Literacy Study (PIRLS) conducted in 2021. The study aims to investigate the influence of the living environment and other relevant aspects on students' academic achievements. The research employed a comprehensive questionnaire survey as the primary method to collect data from a diverse sample of students across different countries. The results demonstrate a significant correlation between the living environment and students' learning outcomes, highlighting the crucial role played by factors such as household socio-economic status, parental involvement, access to educational resources, and school environment. The implications of these findings underscore the importance of creating conducive living conditions and providing adequate support systems for students to maximize their learning potential. This research provides valuable insights for policymakers, educators, and stakeholders to design evidence-based interventions and policies aimed at enhancing student learning outcomes on a global scale.
- The study examines the impact of the living environment and various factors on student learning based on PIRLS 2021 data.
- Results highlight a significant correlation between the living environment and students' academic achievements, emphasizing the role of socio-economic status, parental involvement, access to educational resources, and school environment.
- Findings have implications for policymakers, educators, and stakeholders in designing interventions and policies to enhance student learning outcomes globally.
Keywords: Living environment, Student learning, PIRLS 2021, Factors, Academic achievements
- 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.