Annex A. LIST OF TABLES AVAILABLE ON LINE
ANNEX A
LIST OF TABLES AVAILABLE ON LINE
The following tables are available in electronic form only.
Chapter 1 Who and where are the low-performing students?
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Table 1.1 |
Percentage of students above and below baseline in mathematics, reading and science |
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Table 1.2 |
Percentage of students at or below Level 1 in mathematics, reading and science |
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Table 1.3 |
Overlapping of low performance across subjects |
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Table 1.4 |
Percentage of students below Level 1 in one or more subjects |
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Table 1.5 |
Percentage of students below baseline in one, two or three subjects |
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Table 1.6 |
Percentage of students who are low performers or score below Level 1 in at least one subject |
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Table 1.7a |
Absolute number of low performers in mathematics, reading and science (Part 1/2) |
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Table 1.7b |
Absolute number of low performers in mathematics, reading and science (Part 2/2) |
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Table 1.8 |
Absolute number of low performers and students who score below Level 1 in all three subjects or in at least one subject |
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Table 1.9 |
Percentage of low performers in mathematics in PISA 2003 through 2012 |
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Table 1.10 |
Percentage of students who score below Level 1, at Level 1 or at Level 2 in mathematics in PISA 2003 through 2012 |
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Table 1.11 |
Percentage of low performers in reading in PISA 2000 through 2012 |
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Table 1.12 |
Percentage of low performers in science in PISA 2003 through 2012 |
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Table 1.13 |
Relationship between student low performance and mean mathematics scores across countries and schools |
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Table 1.14 |
Low performers in mathematics by quintile of performance within country/economy |
Chapter 2 Student background and low performance
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Table 2.1 |
Students’ socio-economic status and low performance in mathematics |
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Table 2.2 |
Students’ socio-economic status and the likelihood of low performance in mathematics |
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Table 2.3a |
Gender and low performance in mathematics, reading and science (Part 1/2) |
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Table 2.3b |
Gender and low performance in mathematics, reading and science (Part 2/2) |
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Table 2.4 |
Gender and low performance in mathematics, reading, science and in all subjects, by proficiency level |
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Table 2.5 |
Gender and the likelihood of low performance in mathematics |
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Table 2.6 |
Immigrant status and low performance in mathematics |
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Table 2.7 |
Immigrant status and the likelihood of low performance in mathematics |
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Table 2.8 |
Language spoken at home and low performance in mathematics |
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Table 2.9 |
Language spoken at home and the likelihood of low performance in mathematics |
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Table 2.10 |
Family structure and low performance in mathematics |
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Table 2.11 |
Family structure and the likelihood of low performance in mathematics |
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Table 2.12 |
Geographic location and low performance in mathematics |
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Table 2.13 |
Geographic location and the likelihood of low performance in mathematics |
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Table 2.14 |
Attendance at pre-primary school and low performance in mathematics |
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Table 2.15 |
Attendance at pre-primary school and the likelihood of low performance in mathematics |
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Table 2.16 |
Grade repetition and low performance in mathematics |
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Table 2.17 |
Grade repetition and the likelihood of low performance in mathematics |
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Table 2.18 |
Programme orientation and low performance in mathematics |
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Table 2.19 |
Programme orientation and the likelihood of low performance in mathematics |
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Table 2.20 |
Likelihood of low performance in mathematics, by students’ socio-economic, demographic and education background |
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Table 2.21 |
Probability of low performance in mathematics across risk profiles, by students’ socio-economic status |
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Table 2.22 |
Percentage of all low performers in mathematics from specific socio-economic, demographic and education groups |
Chapter 3 Engagement, motivation and self-confidence among low performers
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Table 3.1 |
Student truancy and low performance in mathematics |
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Table 3.2a |
Skipping school and low performance in mathematics |
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Table 3.2b |
Skipping some classes and low performance in mathematics |
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Table 3.2c |
Arriving late for school and low performance in mathematics |
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Table 3.3 |
Hours spent doing homework and low performance in mathematics |
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Table 3.4 |
Hours spent doing homework and the likelihood of low performance in mathematics |
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Table 3.5a |
Talking about mathematics problems with friends and low performance in mathematics |
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Table 3.5b |
Helping friends with mathematics and low performance in mathematics |
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Table 3.5c |
Doing extracurricular mathematics and low performance in mathematics |
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Table 3.5d |
Taking part in mathematics competitions and low performance in mathematics |
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Table 3.5e |
Doing more than two hours of mathematics per day outside school and low performance in mathematics |
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Table 3.5f |
Programming computers and low performance in mathematics |
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Table 3.5g |
Playing chess and low performance in mathematics |
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Table 3.5h |
Participating in a mathematics club and low performance in mathematics |
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Table 3.6a |
Finishing homework in time for mathematics class and low performance in mathematics |
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Table 3.6b |
Working hard on mathematics homework and low performance in mathematics |
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Table 3.6c |
Preparation for mathematics exams and low performance in mathematics |
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Table 3.6d |
Studying hard for mathematics quizzes and low performance in mathematics |
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Table 3.6e |
Listening in mathematics class and low performance in mathematics |
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Table 3.6f |
Paying attention in mathematics class and low performance in mathematics |
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Table 3.6g |
Avoiding distractions when studying mathematics and low performance in mathematics |
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Table 3.7 |
Effort invested in the PISA test and low performance in mathematics |
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Table 3.8 |
Perseverance and low performance in mathematics |
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Table 3.9 |
Correlation between perseverance and mathematics work ethic, by low performance in mathematics |
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Table 3.10 |
Interest in mathematics and low performance in mathematics |
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Table 3.11 |
Correlation between interest in mathematics and participation in mathematics-related activities, by low performance in mathematics |
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Table 3.12 |
Mathematics self-efficacy and self-concept, by low performance in mathematics |
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Table 3.13 |
Association between low performance in mathematics, mathematics self-efficacy and mathematics anxiety |
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Table 3.14 |
Correlations among students’ attitudes towards learning, by low performance in mathematics |
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Table 3.15 |
Sense of belonging at school and low performance in mathematics |
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Table 3.16 |
Correlation between the sense of belonging at school and skipping a day of school, by low performance in mathematics |
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Table 3.17 |
Students’ attitudes towards school and learning, by socio-economic status and low performance in mathematics |
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Table 3.18 |
Students’ attitudes towards school and learning, by the number of subjects in which students are low performers |
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Table 3.19 |
Low performers’ attitudes towards school and learning, by subject in which students are low performers |
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Table 3.20 |
Hours spent on after-school mathematics activities, Korea and OECD average |
Chapter 4 How school characteristics are related to low performance
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Table 4.1 |
Between-school variation in low performance in mathematics |
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Table 4.2 |
Percentage of students who are in schools where 30% or more, 50% or more, and 80% or more of students are low performers in mathematics |
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Table 4.3 |
Socio-economic profile of schools attended by low performers in mathematics |
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Table 4.4 |
Socio-economic profile of schools, by students proficiency level in mathematics |
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Table 4.5 |
Schools’ socio-economic profile and the likelihood of low performance in mathematics |
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Table 4.6 |
Teachers’ expectations for students and low performance in mathematics |
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Table 4.7 |
Teachers’ expectations for students and the likelihood of low performance in mathematics |
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Table 4.8 |
Ability grouping for mathematics classes and low performance in mathematics |
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Table 4.9 |
Ability grouping for mathematics classes and the likelihood of low performance in mathematics |
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Table 4.10 |
Teachers’ support for students and low performance in mathematics |
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Table 4.11 |
Teachers’ support in mathematics classes and the likelihood of low performance in mathematics |
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Table 4.12 |
Teacher morale and low performance in mathematics |
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Table 4.13 |
Teacher morale and the likelihood of low performance in mathematics |
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Table 4.14 |
Teacher absenteeism and low performance in mathematics |
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Table 4.15 |
Teacher absenteeism and the likelihood of low performance in mathematics |
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Table 4.16 |
Mathematics-related extracurricular activities at school and low performance in mathematics |
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Table 4.17 |
Mathematics-related extracurricular activities at school and the likelihood of low performance in mathematics |
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Table 4.18 |
Creative extracurricular activities at school and low performance in mathematics |
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Table 4.19 |
Creative extracurricular activities at school and the likelihood of low performance in mathematics |
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Table 4.20 |
Parental pressure on school and low performance in mathematics |
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Table 4.21 |
Parental pressure on school and the likelihood of low performance in mathematics |
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Table 4.22 |
Quality of educational resources in school and low performance in mathematics |
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Table 4.23 |
Quality of educational resources in school and the likelihood of low performance in mathematics |
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Table 4.24 |
Teacher shortage and low performance in mathematics |
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Table 4.25 |
Teacher shortage and the likelihood of low performance in mathematics |
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Table 4.26 |
School type and low performance in mathematics |
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Table 4.27 |
School type and the likelihood of low performance in mathematics |
Chapter 5 Policies governing school systems and low student performance
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Table 5.1 |
Socio-economic inclusion and low/top performance in mathematics |
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Table 5.2 |
School resources and low/top performance in mathematics |
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Table 5.3 |
School governance, asessments and accountability and low/top performance in mathematics |
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Table 5.4 |
Sorting and selecting students and low/top performance in mathematics |