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Ansträngning i OECD:s PISA-test: En studie om hur ansträngning påverkar antalet överhoppade matematikuppgifter för elever i Sverige
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Statistics.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Statistics.
2016 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The aim and focus of this study is to investigate how Swedish students’ effort affects the number of unanswered mathematical tasks for the PISA-tests in 2003 and 2012. The effort is measured partially by looking at students’ self-assessed effort invested in the test, but also by looking at how the count of unanswered tasks deviates in differ- ent parts of the test. Poisson regression is implemented as the primary method of investigation. The results from the regression indicates both that the students who reported a lower self-assessed effort tend to skip more tasks on average and also that students on average tend to skip more tasks in the end of the test. This indicates that the students’ effort is a crucial part to include in order to see how many tasks that are skipped in the test. It is also indicated that the effort is not constant during the whole test. The results also point out that the effect that effort has on unan- swered tasks is greater in 2003 compared to 2012. However, the count of unanswered tasks is on average higher for students in 2012. 

Abstract [sv]

Syfte och fokus för denna studie ligger i att undersöka hur svenska elevers ansträng- ning förklarar antalet överhoppade matematikuppgifter i PISA:s kunskapstest år 2003 och år 2012. Ansträngning mäts dels genom den ansträngning som eleverna själva uppskattar att de lade ned i testet, men också genom att undersöka hur antalet över- hoppade uppgifter varierar i olika placeringar i provhäftet. Poissonregression används som huvudsaklig metod i denna studie. Resultaten från regressionsanalysen indikerar både att elever som har angett att de har ansträngt sig mindre tenderar att i genom- snitt hoppa över fler uppgifter och även att elever i genomsnitt hoppar över fler upp- gifter i slutet av testet. Det här betyder att elevernas ansträngning är en viktig faktor för hur många uppgifter som hoppas över i testet och att ansträngningen inte är kon- stant genom hela testtillfället. Resultaten indikerar också att ansträngningens påver- kan på det förväntade antalet överhoppade uppgifter är starkare år 2003 än år 2012. Emellertid är antalet överhoppade uppgifter i genomsnitt högre för elever år 2012. 

Place, publisher, year, edition, pages
2016. , 43 p.
Keyword [sv]
PISA, ansträngningstermometer, matematikuppgifter, provhäftesplace- ring, Poissonregression, negativ binomialregression
National Category
Probability Theory and Statistics
Identifiers
URN: urn:nbn:se:uu:diva-312836OAI: oai:DiVA.org:uu-312836DiVA: diva2:1064983
External cooperation
Skolverket
Subject / course
Statistics; Statistics
Educational program
Bachelor Programme in Political Science; Bachelor Programme in Social Sciences
Supervisors
Examiners
Available from: 2017-02-03 Created: 2017-01-13 Last updated: 2017-02-03Bibliographically approved

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CiteExportLink to record
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