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Variation Levels of Mathematical Literacy among Students Participating in (PISA 2022) Attributed to Schools' Characteristics

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Title: Variation Levels of Mathematical Literacy among Students Participating in (PISA 2022) Attributed to Schools' Characteristics
Language: English
Authors: Ahmed Mubarak Alreshidi (ORCID 0000-0003-1380-5185), Nawaf Alreshidi
Source: Education and Urban Society. 2026 58(4):435-459.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Achievement Tests, Secondary School Students, International Assessment, Institutional Characteristics, Mathematics Achievement, Attendance Patterns, Truancy, Bullying, Community Influence, Class Size
Geographic Terms: Saudi Arabia, Qatar, United Arab Emirates
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1177/00131245251393720
ISSN: 0013-1245
1552-3535
Abstract: The current study aimed to reveal how schools' characteristics affected students' mathematical literacy according to PISA 2022 in Saudi Arabia, Qatar and UAE. The sample included all schools and students who participated from these countries (39,204 students from 1,261 schools). The number of participants in Saudi Arabia reached (6,928 students & 193 schools) with an average score of (389), (7,676 students & 229 schools) participants with an average score of (412) in Qatar, while participants from the Emirates "UAE" reached (24,600 students & 840 schools) with an average score of (433). Multiple regression analysis was used, which revealed that these variables contributed to explaining (35.7%) of the variance in mathematical literacy in Saudi Arabia, (46.6%) in Qatar, and (47.4%) in UAE. The study found that school type significantly affected mathematical literacy in all three countries. Community size positively influenced mathematical literacy in the UAE, while larger math class sizes and student truancy negatively affected it in the UAE. Additionally, students skipping classes negatively impacted mathematical literacy in Qatar. However, bullying had no effect on mathematical literacy in any of the countries. The study concluded with a detailed analysis of the results and recommendations for improving mathematical literacy in the region.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501008
Database: ERIC
FullText Text:
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  Data: Variation Levels of Mathematical Literacy among Students Participating in (PISA 2022) Attributed to Schools' Characteristics
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  Data: <searchLink fieldCode="AR" term="%22Ahmed+Mubarak+Alreshidi%22">Ahmed Mubarak Alreshidi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1380-5185">0000-0003-1380-5185</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nawaf+Alreshidi%22">Nawaf Alreshidi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Urban+Society%22"><i>Education and Urban Society</i></searchLink>. 2026 58(4):435-459.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 25
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink><br /><searchLink fieldCode="DE" term="%22Qatar%22">Qatar</searchLink><br /><searchLink fieldCode="DE" term="%22United+Arab+Emirates%22">United Arab Emirates</searchLink>
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  Data: 10.1177/00131245251393720
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  Data: 0013-1245<br />1552-3535
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The current study aimed to reveal how schools' characteristics affected students' mathematical literacy according to PISA 2022 in Saudi Arabia, Qatar and UAE. The sample included all schools and students who participated from these countries (39,204 students from 1,261 schools). The number of participants in Saudi Arabia reached (6,928 students & 193 schools) with an average score of (389), (7,676 students & 229 schools) participants with an average score of (412) in Qatar, while participants from the Emirates "UAE" reached (24,600 students & 840 schools) with an average score of (433). Multiple regression analysis was used, which revealed that these variables contributed to explaining (35.7%) of the variance in mathematical literacy in Saudi Arabia, (46.6%) in Qatar, and (47.4%) in UAE. The study found that school type significantly affected mathematical literacy in all three countries. Community size positively influenced mathematical literacy in the UAE, while larger math class sizes and student truancy negatively affected it in the UAE. Additionally, students skipping classes negatively impacted mathematical literacy in Qatar. However, bullying had no effect on mathematical literacy in any of the countries. The study concluded with a detailed analysis of the results and recommendations for improving mathematical literacy in the region.
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  Data: 2026
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        Value: 10.1177/00131245251393720
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      – Text: English
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        PageCount: 25
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Achievement Tests
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      – SubjectFull: Secondary School Students
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      – SubjectFull: International Assessment
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Attendance Patterns
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      – SubjectFull: Truancy
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      – SubjectFull: Bullying
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      – SubjectFull: Community Influence
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      – SubjectFull: Class Size
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      – SubjectFull: Saudi Arabia
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      – SubjectFull: Qatar
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      – SubjectFull: United Arab Emirates
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      – SubjectFull: Program for International Student Assessment
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      – TitleFull: Variation Levels of Mathematical Literacy among Students Participating in (PISA 2022) Attributed to Schools' Characteristics
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