jouni välijärvi, professor university of jyväskylä, institute for educational research finland

Jouni Välijärvi, professorUniversity of Jyväskylä, Institute for Educational Research

Finland

PISA results and the Use of ICT in the Finnish Comprehensive Schoolby

ICT in Educating Cities -conferenceTampere 19 – 20 May 2005 IAEC Tampere 19.5.2005

IAEC Tampere 19.5.2005

Students on different levels of the mathematics scale

1 2 4 5 7 918

53

85 7 710

14 12

21

22

131617 14

19

2419

26

14

2128 24

20

23

25

23

20

7

24

26 25

25

22

1921

11

3

19

17 1720

14

912

3 1

11

7 8 11 7 3 4 1 0 4

0 %

10 %

20 %

30 %

40 %

50 %

60 %

70 %

80 %

90 %

100 %

Finland Korea Hong Kong-China

NewZealand

Norway Germany Greece Brazil OECDaverage

Below Level 1 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6IAEC Tampere 19.5.2005

Country percentiles on the mathematics scale compared to the OECD average percentiles

-20

-10

0

10

20

30

40

50

60

70

80

5th 10th 25th 50th 75th 90th 95th

Percentile

Diff

eren

ce, p

oint

s

Belgium Finland Germany Korea New Zealand Hong Kong-China


Country percentiles on the reading scale compared to the OECD average percentiles

-40

-20

0

20

40

60

80

100


Percentile

Diff

eren

ce, p

oint

s

Australia Belgium Finland Germany Korea Hong Kong-China


Country percentiles on the science scale compared to the OECD average precentiles

-30

-20

-10

0

10

20

30

40

50

60

70

80


Percentile

Diff

eren

ce, p

oint

s

Belgium Finland Germany Korea New Zealand Hong Kong-ChinaIAEC Tampere 19.5.2005

Country percentiles compared to OECD percentiles in mathematics in PISA 2000 and 2003

0

10

20

30

40

50

60

70

80


Percentiles

Diff

eren

ce, p

oins

Finland 2003 Finland 2000IAEC Tampere 19.5.2005

Country percentiles of the reading literacy scale compared to the OECD percentiles in PISA 2000 and 2003

0

10

20

30

40

50

60

70

80

90


Percentiles

Diff

eren

ce, p

oint

s


0

10

20

30

40

50

60

70

80

Fin

land

Kor

ea

Can

ada

Hon

g K

ong-

Chi

na

Aus

tral

ia

Mac

ao-C

hina

Irel

and

Liec

hten

stei

n

Net

herla

nds

Sw

eden

Icel

and

Pol

and

Uni

ted

Kin

gdom

New

Zea

land

Nor

way

Latv

ia

Sw

itzer

land

Fra

nce

Bel

gium

Den

mar

k

Aus

tria

Uni

ted

Sta

tes

Spa

in

Hun

gary

Cze

ch R

epub

lic

Japa

n

Por

tuga

l

Ger

man

y

Luxe

mbo

urg

Italy

Gre

ece

Slo

vak

Rep

ublic

Rus

sian

Fed

erat

ion

Tur

key

Tha

iland

Uru

guay

Ser

bia

Mex

ico

Indo

nesi

a

Tun

isia

Percentage of students

Proportion of males and females at level 1 or below on the reading scale

1

Females Males


Country percentiles of the science scale compared to the OECD percentiles in PISA 2000 and 2003

0

10

20

30

40

50

60

70

80


Percentiles

Diff

eren

ce, p

oint

s


Between-school Within-school

Between school and within school variation on the mathematics scale

-69

-66

-62

-57

-57

-56

-55

-55

-54

-53

-51

-49

-42

-42

-40

-39

-36

-33

-32

-31

-30

-30

-30

-30

-29

-27

-22

-21

-20

-17

-17

-15

-13

-13

-12

-11

-6

-4

-4

56

47

55

67

52

53

49

40

69

60

55

60

58

58

55

68

70

45

39

68

51

60

69

54

45

78

82

71

91

70

75

73

71

84

83

93

92

77

91

100 80 60 40 20 0 20 40 60 80 100

Turkey

Hungary

Japan

Belgium

Italy

Germany

Austria

Netherlands

Uruguay

Hong Kong-China

Czech Republic

Brazil

Korea

Slovak Republic

Liechtenstein

Greece

Switzerland

Tunisia

Indonesia

Luxembourg

Thailand

Portugal

Russian Federation

Serbia

Mexico

United States

Australia

Latvia

New Zealand

Spain

Macao-China

Canada

Ireland

Denmark

Poland

Sweden

Norway

Finland

Iceland

OECD average

OECD average


Mean scores of the schools on the mathematic scale

380

420

460

500

540

580

620

Lowestperforming

10% ofschools

20 30 40 50 60 70 80 90 Highestperforming

10% ofschools

Schools in the ranked order

Finland OECDIAEC Tampere 19.5.2005

Source: OECD PISA 2003 database, Table 4.5.

0

10

20

30

40

50

60

70

80

Japa

n 0

.60

Liec

hten

stei

n 0

.93

Net

herla

nds

0.6

5

Hon

g Ko

ng-C

hina

0.4

9

Cze

ch R

epub

lic 0

.56

Belg

ium

0.7

9

Aust

ria 0

.77

Ger

man

y 0

.94

Kore

a 0

.70

Hun

gary

0.8

4

Turk

ey 0

.84

Slov

ak R

epub

lic 0

.61

Italy

0.8

7

Luxe

mbo

urg

0.9

2

Switz

erla

nd 0

.57

Uru

guay

0.7

3

Serb

ia 0

.67

Braz

il 0

.68

Gre

ece

0.8

6

Indo

nesi

a 0

.73

Aust

ralia

0.6

4

Rus

sian

Fed

erat

ion

0.4

5

Uni

ted

Stat

es 0

.57

New

Zea

land

0.5

7

Mex

ico

0.9

7

Tuni

sia

0.9

4

Latv

ia 0

.47

Thai

land

0.8

0

Irela

nd 0

.48

Can

ada

0.5

5

Portu

gal

0.78

Mac

ao-C

hina

0.4

7

Spai

n 0

.79

Den

mar

k 0

.42

Swed

en 0

.40

Pola

nd 0

.66

Nor

way

0.4

2

Icel

and

0.4

5

Finl

and

0.4

0

Uni

ted

King

dom

1 0

.58

Effect of students' economic, social and cultural status Effect of schools' economic, social and cultural status

* *

Effects of students’ and schools SES-background on student performance on the mathematics scale


School level factors explaining achivement in mathematics

2,5

1,0

8,0

2,5

3,3

1,2

0,9

3,6

3,4

0,2

0,0

0,0

1,1

0,0

0,9

0,3

0,0

0,4

1,3

0,2

0 1 2 3 4 5 6 7 8 9

Quality of educational resources

Quality of physical infrastructure

Students' sense of belonging

Teacher shortage

Students' morale and commitment

Teachers' morale and commitment

Teacher-factors affecting school climate

Student factors affecting school climate

Disciplinary climate in mathematicslessons

Teacher' support in mathematics

Percentage of variance explained

Finland

OECD average


Use of computer at home

0 20 40 60 80 100

OECD COUNTRIES:CanadaIceland

Sw edenAustralia

KoreaDenmarkBelgium

United StatesGermany

AustriaSw itzerland

New ZealandFinland

PortugalItaly

OECD averageCzech Republic

HungarySlovak Republic

IrelandPoland

GreeceMexicoTurkeyJapan

PARTNER COUNTRIES:Liechtenstein

UruguayTunisia

Serbia and Montenegro (Ser.)Latvia

Russian FederationThailand

%

At least a few times a week Never


Use of computer at school

0 20 40 60 80 100

OECD COUNTRIES:Hungary

Denmark

AustraliaMexico

Austria

ItalySw eden

TurkeyGreece

Poland

OECD averageNew Zealand

United States

Slovak RepublicCzech Republic

Iceland

CanadaFinland

PortugalSw itzerland

Korea

BelgiumJapan

Ireland

Germany

PARTNER COUNTRIES:Serbia and Montenegro (Ser.)

Liechtenstein

ThailandRussian Federation

Latvia

UruguayTunisia

%

At least a few times a week Never


Frequencies of computer use at home and performance on the mathematics among Finnish students

500

520

540

560

580

Never Less than oncea month

Between once aweek and once

a month

A few timeseach week

Almost everyday

Aver

age

Girls Boys


Frequencies of computer use at school and performance on the mathematics among

Finnish students

500

520

540

560

580

Never Less than once amonth

Betw een once aw eek and once a

month

A few times eachw eek

Almost every day

Aver

age

Girls Boys


Finnish students' use of computer programs/software in 2000 ja 2003

0 % 20 % 40 % 60 % 80 % 100 %

2003Educational software: 2000

2003Spreadsheets: 2000

2003Programming: 2000

2003Drawing or graphics programs: 2000

2003To help learn school material: 2000

2003Word processing: 2000

2003Electronic communication: 2000

2003Games: 2000

Almost every day A few times each weekBetween once a week and once a month Less than once a monthNever


Student related factors explaining the achievement in mathematics

12,1

6,3

11,7

20,3

0,0

0,3

0,7

1,5

12,7

22,7

10,8

3,5

4,3

7,2

10,8

1,2

3,1

8,5

11,2

19,7

27,5

33,0

0 5 10 15 20 25 30 35

Parents' years of schooling

"Classical culture in the family

Occupational status (HISEI)

Econ., social & cultural status

Control strategy

Elaboration strateg

Instrumental motivation

Interest & enjoyment

Anxiety

Self-efficacy

Self-concept

OECD FinlandIAEC Tampere 19.5.2005

Self concept in mathematics

0,28

-0,35

0,25

0,17

-0,03

-0,7

-0,23

-0,17

-0,80 -0,60 -0,40 -0,20 0,00 0,20 0,40

Australia

Japan

Finland

OECD

Boys Girls IAEC Tampere 19.5.2005

Interest, enjoyment and performance in mathematics

480

500

520

540

560

580

600

Bottom Quarter Second quarter Third quarter Top quarter

Australia Japan Finland OECD

Engagement in reading

0,08

0,3

-0,19

0,82

0,49

0,19

-0,4

-0,2

0

0,2

0,4

0,6

0,8

1

Finland Hong Kong OECD

Boys GirlsIAEC Tampere 19.5.2005

Engagement and achievement in reading

400

440

480

520

560

600

640

Bottom quarter Second quarter Third quarter Top quarter

Finland Hong Kong OECDIAEC Tampere 19.5.2005

Teachers have responsibility

0

0

0

1

7

8

4

25

24

31

27

18

0

0

4

6

23

12

7

78

88

89

85

81

0 10 20 30 40 50 60 70 80 90 100

FinlandJapan


Students' learning time

0,0 5,0 10,0 15,0 20,0 25,0 30,0 35,0 40,0 45,0 50,0

OECD

Denmark

Finland

Sweden

Norway

Iceland

Korea

Japan

Hours/week

Instructional time Remedial classes Enrichment classessHomework/other study by teachers Working with a tutor Out-of school classesOther study


Time for mathematics

0,0 2,0 4,0 6,0 8,0 10,0 12,0

OECD

Denmark

Finland

Sweden

Norway

Iceland

Korea

Japan

Hours/week

Instructional time Remedial classes Enrichment classessHomework/other study by teachers Working with a tutor Out-of school classesOther study


jouni välijärvi, professor university of jyväskylä, institute for educational research finland

Documents

iaec tampere

oecd percentiles

pointscountry percentiles

poinscountry percentiles

reading scale

science scale

reading literacy scale

mathematics scaleexpressed