This section compares the countries and economies on the basis of PISA average mathematics scores.
Additionally, compares the relative standing of countries with the most recent assessment in mathematics, major
PISA domain – are presented. The country results are estimated because they are obtained from samples of
students, rather than from all students, and they are obtained using a limited set of assessment tasks, not a
population of all possible assessment tasks.
When interpreting mean performance, only those differences among countries and economies that are
statistically significant should be taken into account. Figure below shows each country’s/economy’s mean score
and also for which groups of countries/economies the differences between the means are statistically significant.
The figure below lists each participating country and their last three PISA results. The main aim is to clarify
country’s achievement over the years. The values range from a high points for the partner economy Shanghai-
China to a low o points for the partner country Indonesia.
3.3. Student Performance in Reading
The metric for the overall reading scale is based on a mean for participating OECD countries set at 500. To help
interpret what students’ scores mean in substantive terms, the scale is divided into levels of proficiency that
indicate the kinds of tasks that students at those levels are capable of completing successfully (OECD, 2009).
One way to summarize student performance and to compare the relative standing of countries in reading is
through countries’ and economies’ mean performance, both relative to each other and to the OECD mean. For
PISA 2012, the OECD mean is 496. This establishes the benchmark against which each country’s and each
economy’s reading performance in PISA 2012 is compared.
When interpreting mean performance, only those differences among countries and economies that are
statistically significant should be taken into account. Figure below shows each country/economy’s mean score
and also for which pairs of countries/economies the differences between the means are statistically significant.
Moreover, countries and economies are divided into three broad groups: those whose mean scores are
statistically around the OECD mean, those whose mean scores are above the OECD mean, and those whose
mean scores are below the OECD mean.
As shown in the tables Shanghai-China, Hong Kong-China, and Singapore are the top performer countries in
science category of PISA
Abstract
Mathematics and Science classes in schools have become a focus to be considered in terms of educational
systems and administration around the world in the last decade. Related to the mentioned classes, there are many
benefits that lead students to academic success. In the recent years, educators have found that there are so many
different factors that effect students’ performance in science and math classes. Especially reading comprehension
has changed so many traditional procedures in teaching math and science. It also shows remarkable benefits.
This research focuses on the effects of reading comprehension on mathematics and science achievement.
Students’ academic performance on the mentioned classes and their motivation towards those courses will also
be the focus of the research. The research is based on the data gathered from the latest PISA results and the
opinions of secondary school teachers and students. Findings of this research indicate that there is a correlation
between reading comprehension results and student success in math or science classes. It also indicates that
reading comprehension contributes positively or negatively to the success results in math or science classes.
Keywords: Education, PISA, Reading Comprehension, Performance in Math, Performance in Science
1. Introduction
Science and Mathematics are considered the most important core courses among others in the secondary schools.
These classes have lots of similarities. Compared to other classes, critical thinking and problem solving skills are
vital for both Science and Math. On the other hand, memorization and mimicry are not necessarily critical to
become successful on these subjects. Recently, educational systems have been criticized for being unsatisfying
all around the world and many researchers have focused on improving the students’ performance. Therefore,
math and science classes in schools have gotten the attention. In order to improve students’ achievement in these
classes, researchers have come up with new teaching methods and techniques. To do so, PISA results will
project the current situation of countries and their educational systems. If there is a relation between Science and
Mathematics learning, this relation will change some many traditional procedures in teaching. Recent studies
show that reading comprehension has great contributions to students on Mathematics and Science learning. Not
all approaches appeared to be equally effective but most evaluation studies reported significant positive effects
on reading proficiency on Mathematics and Science.
Researchers also discuss the proficiency levels of the math, science, and reading courses. Students who have
great level of understanding on what they read show remarkable achievement in both Mathematics and Science
classes. PISA results, 15 year –old students’ academic performances, allow educators to see the big picture of
students’ academic success in OECD-countries. This opportunity guides educators to improve some universal
techniques in schools.
Lastly, it has been found that the cooperation of the school and families on reading comprehension plays an
important role on the performance of the students. When teachers and parents involve in their children’s
education, not only students will have higher achievement in schools but also the morale and the motivation of
the individuals will increase. Considering that reading is one of the most powerful sources of learning, reading
books, articles, and newspapers is evidently a crucial concomitant of intellectual engagement. Because reading is
not limited with respect to content, it comes close to the “hungry mind” that is open to new ideas (von Stumm et
al., 2011, p. 583). Reading has also been described as the “desire to engage and understand [one's] world [...], a
need to know” (Goff & Ackerman, 1992, p. 539), which seems best expressed by contemplation. Intellectual
curiosity has been labeled as the “third pillar of academic performance” besides intelligence and effort (von
Stumm et al., 2011, p. 574). If the items had been more strongly related to scientific inquiry, relations with
mathematics and science achievement may have been stronger.
The fact that most math and science textbooks require reading skills has led several scholars to investigate the
relation between students’ reading ability and their achievements in these courses. Some researchers evidently suggest that students’ reading ability is correlated with both their general school achievements and those in
mathematics (Ní Ríordáin & O’Donoghue, 2009; Reikerås, 2006). Reikerås (2006), for example, found that low
achievement in reading slightly interfered with students’ development of arithmetic skills. Walker, Zhang &
Surber (2008) believe that mathematics items designed to measure higher cognitive skills, such as problem
solving and mathematical reasoning, are two-dimensional in that they measure both reading ability and
mathematics skills (pp. 163– 164). In their study (Walker et al., 2008), they found that students’ scores on these
contextualized items were indeed influenced by their level of reading ability. Furthermore, Grimm (2008) reports
that early reading comprehension (third grade) relates to a conceptual understanding of mathematics and the
application of mathematics knowledge.
We did find several studies on this topic (mostly conducted in secondary education), which describe how
students’ comprehension of word problems can be improved (Borasj & Siegel, 1998; Brown & Ryoo, 2008;
Carter & Dean, 2006; Helwig & Almond, 1999; Nathan, Kintsch & Young, 1992). This focus suggests the
assumption that students’ reading ability is related to their understanding of math/science. Brown & Ryoo (2008)
demonstrated that students, who were taught via a “content-first” approach facilitating the transition from an
everyday understanding of general phenomena to the use of scientific language, significantly improved their
understanding of science. As regards the text comprehension in mathematics tests, Helwig & Almond (1999)
have suggested a video format by which the questions are read by an actor on a video monitor, a method
specifically meant for students with an above average mathematical understanding but low reading skills.
Additionally, Nathan et al. (1992) proposed using computer-based tutors to help students improve their
situational understanding of algebra word problems. Borasj & Siegel (1998) give examples of how reading
strategies can support mathematics instruction. They argue that unfamiliarity with the vocabulary necessary to
understand word problems can affect students’ performance.
In the extensive math/science vocabulary, everyday words such as ‘product’ and ‘volume’ take on new
meanings. Several scholars have suggested that teachers should explicitly teach their students this vocabulary.
Whether all these methods can successfully improve students’ understanding of word problems in science
classes as well is as yet unclear. In recent years, increased attention has been paid to the role of vocabulary and,
for example, analogies in teaching science in secondary education (e.g. Bellocchi & Ritchie, 2011). Mathematics
teachers generally do guide their students in improving their reading comprehension of mathematics texts (Carter
& Dean, 2006). Notwithstanding the importance of this kind of teacher support, however, Chapman (2006)
reports that most teachers have little experience in dealing with context in their teaching (i.e. the narrative mode
of knowing; see also Bell, Matkins & Gansneder, 2011 on the impact of contextual instruction on teachers’ own
understanding of science).
All in all, we found multiple indications in the literature that students’ reading ability and their academic
achievement in mathematics (and presumably also their achievement in science) are somehow related. Further,
understanding of science and mathematics is essential for all students, not only those are pursuing careers in
scientific fields. Adequate preparation in science and mathematics enables students to develop intellectually and
socially, and participate fully in a technological society as informed citizens (Clark, 1996) It is important for
teachers to help students develop to their maximum potentials by involving them in classroom experiences that
will (a) challenge them intellectually, and (b) prepare them for a life of continuous learning.
Without sufficient instruction, many students, whether they are slow learners, average, high performers, or from
other exceptional groups, will show little interest in science and mathematics. They will eventually "turn off" to
science and mathematics and never realize their potential in these subjects. All students, minority students in
particular, need to know the importance of science and mathematics in their daily lives. Knowledge of these
subjects helps them to develop intellectually and socially. Science is a way of thinking, a way of understanding
the world. Minority students need to understand that early involvement with the substance of science and
mathematics can open gates for them into all the domains of knowledge and employment. Science and
mathematics are shaping the future; studying these subjects prepares them for a place in that future.
Additionally, compares the relative standing of countries with the most recent assessment in mathematics, major
PISA domain – are presented. The country results are estimated because they are obtained from samples of
students, rather than from all students, and they are obtained using a limited set of assessment tasks, not a
population of all possible assessment tasks.
When interpreting mean performance, only those differences among countries and economies that are
statistically significant should be taken into account. Figure below shows each country’s/economy’s mean score
and also for which groups of countries/economies the differences between the means are statistically significant.
The figure below lists each participating country and their last three PISA results. The main aim is to clarify
country’s achievement over the years. The values range from a high points for the partner economy Shanghai-
China to a low o points for the partner country Indonesia.
3.3. Student Performance in Reading
The metric for the overall reading scale is based on a mean for participating OECD countries set at 500. To help
interpret what students’ scores mean in substantive terms, the scale is divided into levels of proficiency that
indicate the kinds of tasks that students at those levels are capable of completing successfully (OECD, 2009).
One way to summarize student performance and to compare the relative standing of countries in reading is
through countries’ and economies’ mean performance, both relative to each other and to the OECD mean. For
PISA 2012, the OECD mean is 496. This establishes the benchmark against which each country’s and each
economy’s reading performance in PISA 2012 is compared.
When interpreting mean performance, only those differences among countries and economies that are
statistically significant should be taken into account. Figure below shows each country/economy’s mean score
and also for which pairs of countries/economies the differences between the means are statistically significant.
Moreover, countries and economies are divided into three broad groups: those whose mean scores are
statistically around the OECD mean, those whose mean scores are above the OECD mean, and those whose
mean scores are below the OECD mean.
As shown in the tables Shanghai-China, Hong Kong-China, and Singapore are the top performer countries in
science category of PISA
Abstract
Mathematics and Science classes in schools have become a focus to be considered in terms of educational
systems and administration around the world in the last decade. Related to the mentioned classes, there are many
benefits that lead students to academic success. In the recent years, educators have found that there are so many
different factors that effect students’ performance in science and math classes. Especially reading comprehension
has changed so many traditional procedures in teaching math and science. It also shows remarkable benefits.
This research focuses on the effects of reading comprehension on mathematics and science achievement.
Students’ academic performance on the mentioned classes and their motivation towards those courses will also
be the focus of the research. The research is based on the data gathered from the latest PISA results and the
opinions of secondary school teachers and students. Findings of this research indicate that there is a correlation
between reading comprehension results and student success in math or science classes. It also indicates that
reading comprehension contributes positively or negatively to the success results in math or science classes.
Keywords: Education, PISA, Reading Comprehension, Performance in Math, Performance in Science
1. Introduction
Science and Mathematics are considered the most important core courses among others in the secondary schools.
These classes have lots of similarities. Compared to other classes, critical thinking and problem solving skills are
vital for both Science and Math. On the other hand, memorization and mimicry are not necessarily critical to
become successful on these subjects. Recently, educational systems have been criticized for being unsatisfying
all around the world and many researchers have focused on improving the students’ performance. Therefore,
math and science classes in schools have gotten the attention. In order to improve students’ achievement in these
classes, researchers have come up with new teaching methods and techniques. To do so, PISA results will
project the current situation of countries and their educational systems. If there is a relation between Science and
Mathematics learning, this relation will change some many traditional procedures in teaching. Recent studies
show that reading comprehension has great contributions to students on Mathematics and Science learning. Not
all approaches appeared to be equally effective but most evaluation studies reported significant positive effects
on reading proficiency on Mathematics and Science.
Researchers also discuss the proficiency levels of the math, science, and reading courses. Students who have
great level of understanding on what they read show remarkable achievement in both Mathematics and Science
classes. PISA results, 15 year –old students’ academic performances, allow educators to see the big picture of
students’ academic success in OECD-countries. This opportunity guides educators to improve some universal
techniques in schools.
Lastly, it has been found that the cooperation of the school and families on reading comprehension plays an
important role on the performance of the students. When teachers and parents involve in their children’s
education, not only students will have higher achievement in schools but also the morale and the motivation of
the individuals will increase. Considering that reading is one of the most powerful sources of learning, reading
books, articles, and newspapers is evidently a crucial concomitant of intellectual engagement. Because reading is
not limited with respect to content, it comes close to the “hungry mind” that is open to new ideas (von Stumm et
al., 2011, p. 583). Reading has also been described as the “desire to engage and understand [one's] world [...], a
need to know” (Goff & Ackerman, 1992, p. 539), which seems best expressed by contemplation. Intellectual
curiosity has been labeled as the “third pillar of academic performance” besides intelligence and effort (von
Stumm et al., 2011, p. 574). If the items had been more strongly related to scientific inquiry, relations with
mathematics and science achievement may have been stronger.
The fact that most math and science textbooks require reading skills has led several scholars to investigate the
relation between students’ reading ability and their achievements in these courses. Some researchers evidently suggest that students’ reading ability is correlated with both their general school achievements and those in
mathematics (Ní Ríordáin & O’Donoghue, 2009; Reikerås, 2006). Reikerås (2006), for example, found that low
achievement in reading slightly interfered with students’ development of arithmetic skills. Walker, Zhang &
Surber (2008) believe that mathematics items designed to measure higher cognitive skills, such as problem
solving and mathematical reasoning, are two-dimensional in that they measure both reading ability and
mathematics skills (pp. 163– 164). In their study (Walker et al., 2008), they found that students’ scores on these
contextualized items were indeed influenced by their level of reading ability. Furthermore, Grimm (2008) reports
that early reading comprehension (third grade) relates to a conceptual understanding of mathematics and the
application of mathematics knowledge.
We did find several studies on this topic (mostly conducted in secondary education), which describe how
students’ comprehension of word problems can be improved (Borasj & Siegel, 1998; Brown & Ryoo, 2008;
Carter & Dean, 2006; Helwig & Almond, 1999; Nathan, Kintsch & Young, 1992). This focus suggests the
assumption that students’ reading ability is related to their understanding of math/science. Brown & Ryoo (2008)
demonstrated that students, who were taught via a “content-first” approach facilitating the transition from an
everyday understanding of general phenomena to the use of scientific language, significantly improved their
understanding of science. As regards the text comprehension in mathematics tests, Helwig & Almond (1999)
have suggested a video format by which the questions are read by an actor on a video monitor, a method
specifically meant for students with an above average mathematical understanding but low reading skills.
Additionally, Nathan et al. (1992) proposed using computer-based tutors to help students improve their
situational understanding of algebra word problems. Borasj & Siegel (1998) give examples of how reading
strategies can support mathematics instruction. They argue that unfamiliarity with the vocabulary necessary to
understand word problems can affect students’ performance.
In the extensive math/science vocabulary, everyday words such as ‘product’ and ‘volume’ take on new
meanings. Several scholars have suggested that teachers should explicitly teach their students this vocabulary.
Whether all these methods can successfully improve students’ understanding of word problems in science
classes as well is as yet unclear. In recent years, increased attention has been paid to the role of vocabulary and,
for example, analogies in teaching science in secondary education (e.g. Bellocchi & Ritchie, 2011). Mathematics
teachers generally do guide their students in improving their reading comprehension of mathematics texts (Carter
& Dean, 2006). Notwithstanding the importance of this kind of teacher support, however, Chapman (2006)
reports that most teachers have little experience in dealing with context in their teaching (i.e. the narrative mode
of knowing; see also Bell, Matkins & Gansneder, 2011 on the impact of contextual instruction on teachers’ own
understanding of science).
All in all, we found multiple indications in the literature that students’ reading ability and their academic
achievement in mathematics (and presumably also their achievement in science) are somehow related. Further,
understanding of science and mathematics is essential for all students, not only those are pursuing careers in
scientific fields. Adequate preparation in science and mathematics enables students to develop intellectually and
socially, and participate fully in a technological society as informed citizens (Clark, 1996) It is important for
teachers to help students develop to their maximum potentials by involving them in classroom experiences that
will (a) challenge them intellectually, and (b) prepare them for a life of continuous learning.
Without sufficient instruction, many students, whether they are slow learners, average, high performers, or from
other exceptional groups, will show little interest in science and mathematics. They will eventually "turn off" to
science and mathematics and never realize their potential in these subjects. All students, minority students in
particular, need to know the importance of science and mathematics in their daily lives. Knowledge of these
subjects helps them to develop intellectually and socially. Science is a way of thinking, a way of understanding
the world. Minority students need to understand that early involvement with the substance of science and
mathematics can open gates for them into all the domains of knowledge and employment. Science and
mathematics are shaping the future; studying these subjects prepares them for a place in that future.
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