Kategorie: PISA

„Comparing OECD PISA 2006 and 2015 in science performance, equity indicators showed a significant deterioration. Of three main determinants of

„PISA 2015 data revealed that, on average across OECD countries, students spent almost two and a half hours online outside

„Across OECD countries, 75 % of 15-year-old boys played one-player games regularly, and more than 13 % played every day. 70 % of

„On average, 54 % of students who took the 2015 PISA assessment reported that they felt bad when no Internet connection

„PISA defines children as ‚extreme Internet users‘ when they spend more than 6 hours online per day outside school. In

„In the PISA 2015 survey, 45 per cent of head teachers in England reported that teacher shortages were the greatest

„Positive, trustworthy, good-quality relationships protect students from loneliness, low academic performance, and mental and physical health problems. By contrast, negative

„Results show that, across all participating countries and economies, students in schools with teachers who are satisfied with their current

„Research into what makes schools effective finds that learning requires an orderly, supportive and positive environment both in and outside

„In England, the relationship between ESCS (Anm.: Economic, Social and Cultural Status) and average maths score has not improved since