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An IERI – International Educational Research Institute Journal

Table 6 Hierarchical two-level binary logistic regression model for high achievement in science, PISA 2015

From: Examining high achievement in mathematics and science among post-primary students in Ireland: a multilevel binary logistic regression analysis of PISA data

 

Step 1

Step 2

Step 3

Step 4

Step 5

R 2

student-level (%)

19.8

48.2

52.0

51.3

50.6

school-level (%)

    

83.6

Threshold ( SE )

2.77 (0.14)

3.05 (0.22)

2.70 (0.34)

2.63 (0.26)

2.73 (0.26)

Student-level variables (reference category)

β  ( SE )

β  ( SE )

β  ( SE )

β  ( SE )

β ( SE )

OR

Student sex (male)

− 0.31 (0.07)***

− 0.18 (0.08)*

− 0.17 (0.09)*

− 0.19 (0.08)*

− 0.22 (0.08)**

0.57

Family economic, social and cultural status

0.42 (0.04)***

0.18 (0.04)***

0.19 (0.04)***

0.20 (0.04)***

0.15 (0.04)**

1.57

Student environmental awareness

 

− 0.12 (0.05)**

− 0.11 (0.05)*

− 0.11 (0.05)*

− 0.10 (0.05)*

0.79

Student enjoyment of science

 

0.14 (0.05)**

0.08 (0.05)

   

Student interest in broad science topics

 

0.17 (0.05)**

0.13 (0.06)*

0.20 (0.04)***

0.23 (0.04)***

1.90

Student instrumental motivation in science

 

0.04 (0.04)

    

Student science self-efficacy

 

0.12 (0.05)*

0.12 (0.05)*

0.15 (0.05)**

0.14 (0.05)**

1.36

Epistemological beliefs about science

 

0.14 (0.04)***

0.14 (0.04)***

0.14 (0.04)***

0.14 (0.04)***

1.53

Students’ expected occupational status

 

0.08 (0.04)

    

Student test anxiety

 

− 0.15 (0.04)***

− 0.13 (0.04)**

− 0.12 (0.04)**

− 0.13 (0.04)**

0.69

Student achievement motivation

 

0.04 (0.04)

    

Student value of co-operation

 

− 0.15 (0.04)***

− 0.11 (0.04)**

− 0.13 (0.04)**

− 0.11 (0.04)**

0.75

Student perceived ICT competence

 

− 0.08 (0.05)

    

Student perceived autonomy related to ICT use

 

0.08 (0.04)

    

Student educational expectations (Tertiary (NFQ level 8))

      

Lower secondary education

 

− 0.36 (0.17)*

− 0.37 (0.18)*

− 0.37 (0.17)*

− 0.42 (0.17)*

0.34

Leaving Certificate Applied, Transition Year, VTOS and FÁS programmes

 

− 0.38 (0.40)

− 0.36 (0.33)

− 0.31 (0.31)

− 0.28 (0.33)

 

Leaving Certificate and Vocational programmes

 

− 0.48 (0.22)*

− 0.38 (0.17)*

− 0.49 (0.21)*

− 0.48 (0.20)*

0.29

Post-secondary, non-tertiary

 

− 0.50 (0.37)

− 0.41 (0.29)

− 0.37 (0.29)

− 0.28 (0.30)

 

Tertiary - NFQ levels 6 (higher) and 7

 

− 0.21 (0.12)

− 0.20 (0.11)

− 0.24 (0.11)

− 0.23 (0.11)

 

Before going to school: Watch TV\DVD\Video (no)

  

− 0.16 (0.10)

   

Before going to school: Internet\Chat\Social networks (e.g. Facebook) (no)

  

− 0.08 (0.07)

   

Before going to school: Meet friends or talk to friends on the phone (no)

  

− 0.06 (0.09)

   

Before going to school: Exercise or play a sport (no)

  

− 0.28 (0.10)**

− 0.36 (0.10)***

− 0.36 (0.10)***

0.40

After leaving school: Meet friends or talk to friends on the phone (no)

  

− 0.09 (0.07)

   

Member of student’s family (including parent) working in a science-related career (no)

  

− 0.01 (0.08)

   

Student-level variables (reference category)

β ( SE )

β ( SE )

β ( SE )

β ( SE )

β ( SE )

OR

Parent perceptions and expectations: child shows interest in working in a science-related career (no)

  

0.12 (0.15)

   

Parent perceptions and expectations: expect child will go into a science-related career (no)

  

0.16 (0.16)

   

Parent perceptions and expectations: child shows interest in studying science after completing secondary school (no)

  

0.01 (0.17)

   

Parent perceptions and expectations: expect child will study science after completing secondary school (no)

  

− 0.03 (0.19)

   

Student science activities

  

0.01 (0.05)

   

Students’ past science activities

  

0.13 (0.05)**

0.14 (0.05)*

0.15 (0.05)**

1.47

Parental current support for learning at home

  

− 0.05 (0.04)

   

Parent view on science

  

0.01 (0.05)

   

Average time per week on science

   

− 0.01 (0.04)

  

Adaption of instruction

   

0.03 (0.04)

  

ICT availability at school

   

− 0.12 (0.04)**

− 0.04 (0.02)*

0.90

Teacher fairness

   

− 0.13 (0.05)**

− 0.04 (0.01)**

0.90

School-level variables

      

School mean of family economic, social and cultural status

    

0.49 (0.27)

 

Availability of computers at school

    

− 0.44 (0.33)

 

School autonomy

    

− 0.05 (0.22)

 

Shortage of educational material

    

− 0.33 (0.23)

 

Science specific resources

    

0.03 (0.25)

 

Student-related factors affecting school climate

    

− 0.09 (0.22)

 

Fit statistics

Loglikelihood (H0)

-1236.91

-855.42

-800.96

-788.21

-739.89

AIC

2481.82

1752.84

1661.93

1618.42

1529.78

BIC

2508.39

1887.54

1853.19

1749.99

1686.10

  1. Notes. The variable percentage of students from socioeconomically disadvantaged homes in school was excluded from the model due to multicollinearity with the school mean of family economic, social and cultural status variable. Null model: Threshold (SE): 2.92 (0.13), H0 = -1342.21, AIC = 2688.41, BIC = 2701.72. *p < .05; **p < .01; ***p < .001