PISA 2015: Association between students' motivation and learning outcomes in

Finland

Juhani RautopuroAssociateprofessorFinnishInstituteforEducationalResearch,UniversityofJyväskyläAdjunctprofessor(UniversityofHelsinki)

Finnish Institute for Educational Research, FIER

² A national centre for educational research, established in 1968

² A multidisciplinary research institute basedat the University of Jyväskylä

² Mission: to develop education throughscientific research

² Tasks:§ Research§ Teaching§ ”Third task” – Societal interaction

FIER

Helsinki

FIER – the home of PISA studies in Finland

Centralisedcontrolanddecision-making(1970’sand1980’s)

Situationsince1990’s(devolutionofpower)

CentralisedcurriculumTextbookinspectionsSchoolinspectionsTeacherlicences

NationalcorecurriculumMunicipality-specificcurriculaSchool-specificcurriculaAutonomyBasicEducationAct(law):“action”law

Change of Educational Steering System in Finland

Key words Evaluation in Finland (basic school)

Equity/equality

Competence

Trust

Basic Education Act (law):

Education providers have the responsibility to evaluate the quality and effectiveness of the education they offer è external assessment of learning outcomes in schools

Control concerning equal educational opportunitiese.g. gender, place of residence, home background

Effectiveness of schooling and education (quality assurance)

No school rankings

In a nutshell

Finnish Institute for Educational research (FIER)International assessment studies (ongoing/forthcoming)

² PISA – Programme for International Student Assessment (2018)² ICILS – International Computer and Information Literacy Study

(2018)² eTIMSS – Trends in International Mathematics and Science

Study (2019)² PIRLS – Progress in International Reading Literacy Study (2016)² ICCS – International Civic and Citizenship Education Study (2016)² TALIS – Teaching and Learning International Survey (2018)

Let’s look at the PISA in Finland

546543

547

536

524 526536

544548

541

519

511

538

548

563

554

545

531

500

510

520

530

540

550

560

570

2000 2003 2006 2009 2012 2015

Reading Mathematics Science

The way things are going

Year 2000(32)

Reading

2003(41)

Mathematics

2006(56)

Science

2009(65)

Reading

2012(65)

Mathematics

2015(72)

Science

All OECD All OECD All OECD All OECD All OECD All OECD

Reading 1. 1. 1. 1. 2. 2. 3. 2. 6. 3. 4. 2.

Mathematics 4. 4. 2. 1. 2. 1. 6. 2. 12. 6. 13. 7.

Science 3. 3. 1. 1. 1. 1. 2. 1. 5. 2. 5. 3.

The way things are going (science)

541551

565 562554

541

534

545

562

546537

521

500510520530540550560570

2000 2003 2006 2009 2012 2015

Female Male

68 9 9 10 10 11 11 12

14 15 15 16 16 16 17 17 17 17 17

05

1015202530

VietNam

Macao(C

hina)

Estonia

HongKon

g(China)

Singapore

Japan

Canada

Finland

ChineseTaipei

Korea

Sloven

iaIre

land

Denm

ark

B-S-J-G

(China)

Poland

Germ

any

Latvia

Portugal

Unite

dKingdo

mNew

Zealand

LOWACHIEVERSINSCIENCE(%)

24

15 15 14 14 14 13 12 11 11 11 11 11 11 10 9 9 9 9 8

0

5

10

15

20

25

30

Singapore

ChineseTaipei

Japan

Finland

B-S-J-G

(China)

Estonia

New

Zealand

Canada

Australia

Nethe

rland

sUn

itedKingdo

mKo

rea

Sloven

iaGe

rmany

Switzerland

Macao(C

hina)

Belgium

Unite

dStates

Swed

enVietNam

TOPPERFORMERSINSCIENCE(%)

The way things are going (science)Gender cap (points; benefit for girls)

6 6

3

1516

19

0

5

10

15

20

PISA2000 PISA2003 PISA2006 PISA2009 PISA2012 PISA2015

What’s behind this?

Something about motivation

² Not one-dimensional construct§ types of motivation differ in the goal of action

² Traditional definition (e.g Ryan & Deci, 2000)§ Intrinsic motivation

• Motivation by interest or enjoyment§ Extrincic motivation

• Instrumental value

² In PISA both intrinsic motivation and extrinsic motivation are measured

Something about motivation(some findings)

² Motivation is one of the non-cognitive factors which has been demonstrated to influence on science achievement (e.g. Areepattamannil et al., 2011; Lavonen & Laaksonen, 2009)

² The results from PISA 2015 study show that the more motivated students are the better they perform in science (OECD, 2016)

² Girls and boys differ from each other in interest in science which seems to be domain-related (Buccheri et al., 2011; Krapp & Prenzel, 2011; Vettenranta et al., 2016).

Motivation scales (science)

Intrinsic motivation Extrinsic motivationI have fun when I am learning science.I like reading about science topics.I am happy working on topics.I enjoy acquiring new knowledge in science.I am interested in learning about science.

Making an effort in my school science subject(s) is worth it because this will help me in the work I want to do laterWhat I learn in my school science subject(s) is important for me because I need this for what I want to do later on.Studying my school science subject(s) is worthwhile for me because what I learn will improve my career prospects.Many things I learn in my school science subject(s) will help me to get a job.

Alpha = 0,95Inter-item corr. (mean) = 0,77

Alpha = 0,93Inter-item corr. (mean) = 0,79

Mean = 2,6 (0,72); scale 1 - 4 Mean = 2,8 (0,75); scale 1 - 4

Motivation scales (science)correlations

Intrinsic Extrinsic InterestSciencescore

Intrinsic 1,00

Extrinsic 0,41 1,00

Interest 0,60 0,33 1,00

Sciencescore 0,33 0,18 0,40 1,00

Modelling the impact of motivation and ESCS to science achievement

RMSEA = 0,06; CFI = 0,98, TLI = 0,97

Conclusions?

² Level of instrumental motivation a bit higher than”enjoyment” motivation

² The association between ejoyment motivation and science score a bit higher that association betweeninstrumental motivation and science score

² Some gender differences² Motivation really domain related?² Still a lot of research to be done

Thank youfor your interest!