Mathematic Achievement of Canadian Private School Students

Authors

DOI:

https://doi.org/10.55016/ojs/ajer.v59i4.55823

Keywords:

Private school, Academic Achievement, PISA, Canada, Mathematics, école privée, rendement académique, mathématiques

Abstract

Very little Canadian research has examined the academic achievement of private school students. Data from The Programme for International Student Assessment (PISA) 2003 were used to examine the achievement of private school students. The study found that private school students outperformed their public school peers. In addition, the students’ morale, motivation, interest in mathematics, expected education, effort invested in the PISA test, and socioeconomic status were significantly and positively related to their academic performance. Surprisingly, the cost of their tuition fees, reported hours spent on math homework, sense of belonging, and higher ratio of instructional time on mathematics were significantly, but negatively, related to the students’ math performance.

Au Canada, le rendement académique d’élèves dans les écoles privées a très peu fait l’objet de recherche. Nous avons étudié les données du Programme international pour le suivi des acquis des élèves (PISA) de 2003 pour évaluer le rendement des élèves dans les écoles privées; notre étude est similaire à une étude récente portant sur le rendement académique d’élèves dans les écoles publiques au Canada (Wei, Clifton, & Roberts, 2011). Nos résultats indiquent que le rendement des élèves dans les écoles privées est supérieur à celui des élèves dans les écoles publiques. De plus, nous avons trouvé plusieurs facteurs ayant un effet significatif et positif sur le rendement académique :  le moral, la motivation, l’intérêt pour les mathématiques, les attentes quant à leur scolarisation, les efforts consentis pour bien réussir au PISA et le statut socioéconomique. Étonnamment, les facteurs suivants exerçaient un effet significatif, mais négatif, sur la performance des élèves en mathématiques : le cout des frais de scolarité, les heures qu’ils disaient passer à faire des devoirs en mathématiques, le sentiment d’appartenance et un rapport plus élevé d’heures d’enseignement des mathématiques.

Published

2014-10-30

Issue

Vol. 59 No. 4 (2013): Winter

Section

ARTICLES

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