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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0013-1245 1552-3535 |
| DOI: | 10.1177/00131245251393720 |
