EXPLAINING READING LITERACY DIFFERENCES BETWEEN HIGH- AND LOW-ACHIEVING KAZAKHSTANI 15-YEAR-OLDS: THE ROLE OF PERSONAL AND SOCIAL-CONTEXTUAL FACTORS
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Date
2021-05
Authors
Adilbek, Aizhan
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Nazarbayev University Graduate School of Education
Abstract
Reading performance is one of the greatest challenges in the Kazakhstani education system. PISA results show a consistent large-scale reading underachievement among students. Given that reading is a prerequisite for prosperity in modern knowledge societies, it is important to understand what causes poor reading performance in Kazakhstani adolescents. This study investigates what personal and social-contextual factors explain the likelihood of Kazakhstani 15-year-olds being high- or low-achievers in reading. A binary logistic regression was performed in this quantitative study. The results showed that students with higher levels of reading enjoyment, a greater perception of competence, and greater knowledge of metacognitive skills were more likely to be high-achieving students. Regarding social-contextual factors, it was found that students from higher socioeconomic family backgrounds were more likely to attain high achievement levels in reading than those with lower socioeconomic statuses...
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Aizhan Adilbek (2021) Explaining reading literacy differences between high- and low-achieving Kazakhstani 15-year-olds: The role of personal and social-contextual factors. Nazarbayev University Graduate School of Education.