PISA

ISSN :
1996-3777 (online)
ISSN :
1990-8539 (print)
DOI :
10.1787/19963777
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A series of reports on the OECD’s Programme for International Student Assessment’s (PISA) periodic testing program on student performance. The reports generally compare student (15 year olds) academic performance across countries, or discuss the methodology used to gather the data.

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Quality Time for Students: Learning In and Out of School

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Author(s):
OECD
Publication Date :
23 Mar 2011
Pages :
272
ISBN :
9789264087057 (PDF) ; 9789264087545 (print)
DOI :
10.1787/9789264087057-en

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At a time when OECD and partner countries are trying to figure out how to reduce burgeoning debt and make the most of shrinking public budgets, spending on education is an obvious target for scrutiny. Education officials, teachers, policy makers, parents and students struggle to determine the merits of shorter or longer school days or school years, how much time should be allotted to various subjects, and the usefulness of after-school lessons and independent study. 

This report focuses on how students use learning time, both in and out of school. What are the ideal conditions to ensure that students use their learning time efficiently? What can schools do to maximise the learning that occurs during the limited amount of time students spend in class? In what kinds of lessons does learning time reap the most benefits? And how can this be determined?

The report draws on data from the 2006 cycle of the Programme of International Student Assessment (PISA) to describe differences across and within countries in how much time students spend studying different subjects, how much time they spend in different types of learning activities, how they allocate their learning time and how they perform academically.

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    Foreword
    The OECD’s Programme for International Student Assessment (PISA) represents a commitment by governments to monitor student achievement within an internationally agreed framework. In the decade since its first report was issued, PISA has become the most comprehensive and rigorous student assessment programme in the world. The countries participating in PISA together make up close to 90% of the global economy.
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    Reader's Guide
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    Students' Learning Time
    At a time when OECD and partner countries are trying to figure out how to reduce burgeoning debt and make the most of shrinking public budgets, spending on education, which averages slightly more than 6% of GDP among OECD countries, is an obvious target for scrutiny. Education officials, teachers, policy makers, parents and students are discussing the merits of shorter or longer school days or school years, how much time should be allotted to various subjects, and the usefulness of lessons outside of school and independent study.
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    Patterns of Students' Learning Time
    How much time do students spend learning science, mathematics and the language of instruction through deliberate learning activities? In PISA 2006, students were asked to report how much time they typically spent per week studying these three subjects in deliberate learning activities, such as regular school lessons, out-of-school-time lessons, or individual study. Students could report one of the following five options: "No time", "Less than 2 hours per week", "2 or more but less than 4 hours per week", "4 or more but less than 6 hours per week" or "6 or more hours per week".
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    Patterns of Students' Learning Time by Population Sub-Groups
    In general, the findings in this chapter show that students’ learning time patterns differ according to individual and school characteristics within countries. The individual characteristics examined are gender, socioeconomic status and immigrant status; the school characteristics studied involve lower and upper secondary schools, academic and vocational schools, public and private schools, and schools in urban and rural areas.
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    Relationships between Students' Learning Time and Performance
    This chapter examines the relationship between students’ learning time and students’ academic performance in PISA, both across and within countries. Do students who spend more time learning achieve higher scores? Is the amount of time spent learning more important than how that time is spent? In other words, is the quality of learning time as important as the quantity of learning time?
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    Annex
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