High Achievement in Mathematics and Science among Students in Ireland: An In-Depth Analysis of International Large-Scale Assessment Data Since 2000.
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| Title: | High Achievement in Mathematics and Science among Students in Ireland: An In-Depth Analysis of International Large-Scale Assessment Data Since 2000. |
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| Authors: | Pitsia, Vasiliki1,2,3 pitsiavasiliki@gmail.com, Lysaght, Zita4, O'Leary, Michael1, Shiel, Gerry3 |
| Source: | Irish Educational Studies. Jun2024, Vol. 43 Issue 2, p207-236. 30p. |
| Subject Terms: | *STEM education, *Student engagement, *Academic achievement |
| Geographic Terms: | Ireland |
| Company/Entity: | Progress in International Reading Literacy Study , Programme for International Student Assessment |
| Abstract: | National policy initiatives in Ireland, such as Project Maths and the Science, Technology, Engineering, and Mathematics (STEM) Education Policy Statement have sought to increase the engagement and performance of students in mathematics and science. The current study investigated the performance of students in Ireland in these areas and in reading in international large-scale assessments (Programme for International Student Assessment [PISA], Trends in International Mathematics and Science Study [TIMSS], and Progress in International Reading Literacy Study [PIRLS]), with a view to better understand the performance of high-achieving students, relative to their counterparts in other countries in general, and in countries with similar average performance. Lower than expected proportions of high achievers were noted and a pattern of relative underachievement was observed among high achievers – those performing at the highest levels of proficiency, and those performing at key benchmarks, including the 75th and 90th percentiles – in mathematics and science to a greater extent than in reading. These issues were found to be consistent over time, and more prevalent at post-primary level, compared with primary level. The findings of this study are discussed with reference to individual and societal costs, and specific issues that need to be investigated further are identified. [ABSTRACT FROM AUTHOR] |
| Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176277893 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: High Achievement in Mathematics and Science among Students in Ireland: An In-Depth Analysis of International Large-Scale Assessment Data Since 2000. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pitsia%2C+Vasiliki%22">Pitsia, Vasiliki</searchLink><relatesTo>1,2,3</relatesTo><i> pitsiavasiliki@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Lysaght%2C+Zita%22">Lysaght, Zita</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22O'Leary%2C+Michael%22">O'Leary, Michael</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Shiel%2C+Gerry%22">Shiel, Gerry</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Jun2024, Vol. 43 Issue 2, p207-236. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Progress+in+International+Reading+Literacy+Study%22">Progress in International Reading Literacy Study</searchLink> <br /><searchLink fieldCode="DE" term="%22Programme+for+International+Student+Assessment%22">Programme for International Student Assessment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: National policy initiatives in Ireland, such as Project Maths and the Science, Technology, Engineering, and Mathematics (STEM) Education Policy Statement have sought to increase the engagement and performance of students in mathematics and science. The current study investigated the performance of students in Ireland in these areas and in reading in international large-scale assessments (Programme for International Student Assessment [PISA], Trends in International Mathematics and Science Study [TIMSS], and Progress in International Reading Literacy Study [PIRLS]), with a view to better understand the performance of high-achieving students, relative to their counterparts in other countries in general, and in countries with similar average performance. Lower than expected proportions of high achievers were noted and a pattern of relative underachievement was observed among high achievers – those performing at the highest levels of proficiency, and those performing at key benchmarks, including the 75th and 90th percentiles – in mathematics and science to a greater extent than in reading. These issues were found to be consistent over time, and more prevalent at post-primary level, compared with primary level. The findings of this study are discussed with reference to individual and societal costs, and specific issues that need to be investigated further are identified. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03323315.2022.2061563 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 207 Subjects: – SubjectFull: STEM education Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Ireland Type: general – SubjectFull: Progress in International Reading Literacy Study Type: general – SubjectFull: Programme for International Student Assessment Type: general Titles: – TitleFull: High Achievement in Mathematics and Science among Students in Ireland: An In-Depth Analysis of International Large-Scale Assessment Data Since 2000. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pitsia, Vasiliki – PersonEntity: Name: NameFull: Lysaght, Zita – PersonEntity: Name: NameFull: O'Leary, Michael – PersonEntity: Name: NameFull: Shiel, Gerry IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 03323315 Numbering: – Type: volume Value: 43 – Type: issue Value: 2 Titles: – TitleFull: Irish Educational Studies Type: main |
| ResultId | 1 |
