The Rationale for Choosing PISA Data Sample Clauses

The Rationale for Choosing PISA Data. A significant number of students do not feel socially linked to their school. For example, in certain countries and economies, a significant minority groups of 15-year-old students indicated a lack of attachment to their schools and a sense of loneliness or isolation (OECD, 2019). Therefore, the analysis of 15-year-old Kazakhstani student data based on the PISA survey is worthy of enquiry. Specifically, it is worthwhile to investigate the importance of contextual factors and patterns of belongingness and school engagement among Kazakhstani students who took part in the PISA exams. Since gaining independence in 1991, the Kazakhstani educational system evolved rapidly and integrated with international organizations. According to Xxxxxxxx & Xxxxxxxxx (2014), “The key strategic step toward ‘entering’ the world education arena was Kazakhstan’s participation in international studies (e.g., PISA and TIMSS). Importantly, the results have raised some issues that key policy makers and educational officials were not able to ignore…” (p. 48). Kazakhstani policymakers always paid attention to international studies as it could negatively affect the prestige of the republic. As PISA has developed and improved since its inception, policymakers started to use the PISA data as a benchmark. The 2018 PISA test assessed not only hard skills (e.g., critical thinking, math, science) but also examined social issues, which is important for school climate and well- being. Despite Kazakhstan’s vested interest in international surveys and student assessments, little empirical work has been undertaken to explore the results and the types of school and pedagogical conditions that might be associated with improved student experiences. The few studies that have focused on making use of PISA data in Kazakhstan have generally focused on identifying the drivers of academic success (e.g., Xxxxxxxxx, 2020). Therefore, an examination of the drivers of students’ sense of belonging in Kazakhstan represents an important new field of research.
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The Rationale for Choosing PISA Data. ‌ The transition between middle and high school has been widely recognized as a critical phase in the development of younger learners (Eccles, 2008). Therefore, the analysis of 15-year-old Kazakhstani student performance in PISA may provide valuable developmental insights. For this reason, it is meaningful to look at the role of contextual factors and patterns of achievement of students who partook in the PISA examinations in Kazakhstan.
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