Izvleček
Članek obravnava dosežke iz matematike slovenskih 15-letnikov v okviru raziskave PISA, pri čemer se poleg samih povprečnih dosežkov osredotoča na analizo razlik v dosežkih v različnih zajemih raziskave PISA glede na spol, izobraževalni program in status priseljenca. V ta namen so bili uporabljeni vzorci učencev in učenk iz zajemov raziskave PISA 2012 (n = 5911), 2015 (n = 6406) in 2018 (n = 6401). Povprečni dosežki iz matematike na preizkusu PISA za Slovenijo so vseskozi stabilni in nad povprečjem držav OECD. Rezultati analize razlik v dosežkih iz matematike med različnimi skupinami učencev in učenk pa kažejo, da v Sloveniji v vseh obravnavanih zajemih podatkov raziskave ne prihaja do značilnih razlik med spoloma, obstajajo pa značilne razlike v dosežkih iz matematike glede na izobraževalni program in status priseljenca, kjer najnižje rezultate dosegajo učenci in učenke, ki obiskujejo programe srednjega poklicnega izobraževanja in tisti, ki so poročali o statusu priseljenca prve generacije. Rezultati tako kažejo na potrebo po nadaljnjem raziskovanju razlogov za razlike v dosežkih iz matematike z namenom zagotavljanja večje kakovosti v izobraževanju.
Abstract
PISA Mathematics Performance Differences by Gender, Educational Programme, and Immigration Status
This paper examines the mathematics performance of Slovenian 15-year-olds in the PISA survey, focusing not only on the average performance but also on disparities in performance by gender, educational programme and immigration status. For this purpose, PISA samples from 2012 (n = 5911), 2015 (n = 6406) and 2018 (n = 6401) were used. Average mathematics achievement in PISA for Slovenia has been stable throughout and above the OECD average. However, the results of the analysis of differences in mathematics achievement between different groups of students show that in Slovenia, across all the survey data captures considered, there are no significant gender differences, but there are notable differences in mathematics achievement by educational programme and immigrant status, with the lowest scores among students attending vocational secondary education programmes and those reporting first-generation immigrant status. The results thus point to the need to further investigate the reasons for the achievement gap in mathematics, with a view to ensuring higher quality and equity in education.