Discovery of the Key Contextual Factors Relevant to the Reading Performance of Elementary School Students from 61 Countries/Regions: Insight from a Machine Learning-Based Approach

Autor/inn/en	Hu, Jie; Dong, Xin; Peng, Yi
Titel	Discovery of the Key Contextual Factors Relevant to the Reading Performance of Elementary School Students from 61 Countries/Regions: Insight from a Machine Learning-Based Approach
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 1, S.93-127 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Jie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10176-z
Schlagwörter	Elementary School Students; Context Effect; Reading Achievement; Grade 4; Achievement Tests; Foreign Countries; International Assessment; Reading Tests; High Achievement; Low Achievement; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Lesetest; Unterdurchschnittliche Leistung
Abstract	Contextual factors have been identified as greatly influencing students' reading performance. However, the collaborative influence of key contextual factors on students' reading performance is still elusive and warrants further exploration. Based on Walberg's educational productivity theory and Bronfenbrenner's ecological system theory, emphasizing that learning in humans can only be understood by considering the influence of multiple factors combined into a unit or system, the current study sought to identify the optimal factor set of key contextual factors that collaboratively influences fourth-grade students' reading performance. In this study, data from 183,428 students from 61 countries/regions were extracted from the progress in international reading literacy study 2016 dataset. First, a support vector machine (SVM) was adopted to classify the contextual factors influencing high-performing (students whose reading score is above 550) and low-performing (students whose reading score is below 475) students. Second, SVM recursive feature elimination (SVM-RFE) was applied to identify the key contextual factors capable of differentiating the two student cohorts. The findings indicate that 20 key contextual factors selected from 106 contextual factors at the student, family and school levels collectively differentiate high- and low-performing students, providing implications for future teaching and learning on elementary school students' reading performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01