Factors influencing students' achievement in mathematical literacy: a secondary analysis of PISA 2022 data from Saudi Arabia

Source abstract

Million students from secondary college do not accomplish minimal stages in their mathematical ability by the end of their secondary school. Thus, the prompt and effective identity of this drawback as well as the execution of corrective practices is crucial. In the year 2022, PISA, (the Programme related to International Student Assessment, evaluated the studying abilities of school students in a number of 81 international economies and location. thus, this study provides researchers and contribute to knowledge by providing feedback to those involved in the Saudi educational system. and design programs aimed at improving the psychological and social environment of students within the school context and enhancing their mathematical literacy by examine the influence of selected student- and school-level factors on mathematical literacy using data that were gathered as part of the 2022 PISA assessment. sample consisted of (6,928) students distributed across (193) schools. The study used the secondary analytical method. The results of the analysis Hierarchical Linear Modeling (HLM) showed that seven of the student-level factors in the second model had a significant effect on Mathematical literacy scores: The economic, cultural as well as social status (ESCS), Duration in early childhood education and care (DURECEC), Bullying (BULLIED), repeating the grade, Curiosity and Quality of student-teacher relationships. According to the results of model 3, out of nine school-level variables, only one variable was significant. This variable was about School type. The study recommends paying attention to students' Achievement in Mathematical literacy, and developing their capacity through targeted programs.