Effects of survey weights on the ordinal logistic regression modeling of perceived difficulty in reading comprehension from PISA 2018

Clicks: 2
ID: 286874
2022
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #3,206 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Recent literacy statistics reveal that Filipino students have poor reading comprehension. This study employed a Proportional Odds (PO) Ordinal Logistic Regression analysis in identifying significant factors that affect the perceived difficulty of 15-year-old Filipino students in reading comprehension using the Programme for International Student Assessment (PISA) 2018 data. However, PISA employed a complex sampling design, and it is an uncommon knowledge that ignoring it would lead to misleading inferences. Thus, the effects of survey weights in PO modeling were also investigated. Results showed that coefficients and standard errors were overestimated when weights were ignored, and the significant predictors differ between the unweighted and weighted model. In the weighted model, nonsignificant predictors were found to be the support shown by the teacher in test language lessons and teacher-directed instructions. Meanwhile, the attitude of the students towards school learning activities, their exposure to bullying, their sense of belongingness in school, the interest being displayed by the teacher, and the way of stimulating reading engagement by the teacher were found to be significant. Among these, their exposure to bullying (BEINGBULLIED), and their sense of belongingness in school (BELONG) were found to be the most significant contributors to students' perceived difficulty in reading comprehension of students.
Reference Key
persistent_1760659921_68f189d1f0d76 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Tan, Mark Lenard Cunanan
Journal Malay Journal
Year 2022
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdb_math/6
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.