The Link between Structural Quality Indicators in Pre-primary and PISA Science Literacy Skills: A Cross-Country Comparison

Date

2020-06-01

Author

Buldu, Elif
Olgan, Refika

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The main aim of this study was to make a comparison across distinct countries to investigate the relationship between several quality indicators in pre-primary education and children’s subsequent science competency in the Program for International Student Assessment (PISA) between 2000-2015 years. The cross-national indicators that were used were obtained from previous records, including public and private expenditure, pupil-teacher ratio, enrollment rate, duration, age of beginning in pre-primary education, individual countries' adult literacy rates, and income per capita. The results showed that the relationship between public expenditure, pupil-teacher ratio, income per capita, adult literacy rate and children’s subsequent science performance on the PISA were positively statistically significant at a country-level. One of the important implications of the current study is that countries that spend less (which include Turkey) should plan a detailed pre-primary expenditure agenda for the public sector and raise their current level of public spending.

Subject Keywords

Cross-country comparison, PISA, Pre-primary education, Quality indicators in pre-primary, Science literacy skills, Ülkeler-arası karşılaştırma, Okul öncesi eğitim, Okul öncesi kalite göstergeleri, Fen okur-yazarlık becerileri

URI

https://hdl.handle.net/11511/43723

Journal

e-Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (elektronik)

DOI

https://doi.org/10.17522/balikesirnef.618977

Collections

Department of Elementary and Early Childhood Education, Article

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Citation Formats

E. Buldu and R. Olgan, “The Link between Structural Quality Indicators in Pre-primary and PISA Science Literacy Skills: A Cross-Country Comparison,” e-Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (elektronik), pp. 186–216, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/43723.