Cognitive skills inequality and academic achievement in the Philippines, Vietnam, and Malaysia: Evidence from PISA 2018

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ID: 285734
2022
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Abstract
Roemer’s theory suggests that inequality compensation focuses on unfair inequality which is due to circumstances not controlled by the individual, and fair inequality, which is due to controllable effort or volition, must not be compensated. We decompose unfair inequality from the existing achievement inequality in the Philippines, Vietnam and Malaysia using the generalized entropy method, and recommend priority socio-economic circumstances for compensation. Using PISA 2018, we focus on the achievement inequality in reading because it is the core cognitive skill needed in learning higher technical skills in post secondary education. Our findings show that gender, parental education, number of books at home, type of institution, ability, and attitudes to schooling are all significant in explaining PISA test scores. Furthermore, for the Philippines, Vietnam, and Malaysia, highest unfair inequality resides in students with different levels of number of books at home and parental education.
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persistent_1760656490_68f17c6a677b9 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Pimentel, Hannah Gwynneth Yu
Journal Malay Journal
Year 2022
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdb_econ/43
Keywords Keywords not found

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