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Macao-PISA 2012 Report:

Assessment of mathematical, scientific and reading literacy

performance of 15-year-old students

from an international comparison perspective

Kwok-cheung Cheung, Pou-seong Sit, Soi-kei Mak & Man-kai, Ieong

Educational Testing and Assessment Research Centre

University of Macau

Macao, People’s Republic of China

2013

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Title: Macao-PISA 2012 Report:

Assessment of mathematical, scientific and reading literacy performance

of 15-year-old students from an international comparison perspective

General Editors: Kwok-cheung Cheung, Pou-seong Sit, Soi-kei Mak & Man-kai, Ieong

Editorial Board: In-fan Fong, Wai-cheong Cheong, Hou-chi Tou

Typesetting: Circle i Studio

Publisher: Educational Testing and Assessment Research Centre,

University of Macau

Printer:

Date: December, 2013

Quantity: 1000

ISBN

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Acknowledgements

Successful completion of the Macao-PISA 2012 Study was contingent on:

(1) Financial sponsorship and policy steering by Education and Youth Affairs Bureau of Macao

Government;

(2) Guidance and resource support by the University of Macau authority, especially Research

and Development Administration Office of University of Macau;

(3) Academic and technical support by the Educational Testing and Assessment Research

Centre, Faculty of Education, University of Macau;

(4) Cooperation of secondary schools participating in the PISA 2012 Study;

(5) Active participation of students and their parents in responding to PISA 2012 tests and

questionnaires;

(6) Cooperation of schools providing the testing venues: Colegio de Santa Rosa de Lima

(English Secondary), Escola Luso-Chinesa Técnico-Profissional, Escola Primaria Oficial

Luso-Chinesa Sir Robert Ho Tung, Keang Peng Middle School, Pui Ching Middle School,

Sheng Kung Hui Choi Kou School (Macau), The Affiliated School of the University of

Macau, and Yuet Wah College.

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Table of Contents

Acknowledgements………………………………………………………………………

Table of Contents ……..…………………………………………………………………

List of Tables ……………………………………………………………………………

List of Figures …..………………………………………………………………………

List of Appendices ………………………………………………………………………

Executive Summary …….………………………………………………………………

Chapter 1 Conduct of Enquiry …………………………………………………………

1.1 Introduction …………………………………………………………………

1.2 Sample design …….…………………………………………………………

1.3 Mathematical literacy assessment framework …….………..………………

1.4 Examples of a mathematical literacy test unit …….…...……………………

1.5 Description of proficiency levels of mathematical, scientific and reading

literacy scales ……………..………………………………………………

Chapter 2 A Profile of Literacy Performance for 15-year-olds in Macao ……………

2.1 Macao 15-year-olds’ literacy performance ………………………………

2.2 An international comparison of performance in the three literacy

domains ……..…………………………………………… .………

Chapter 3 Relationships between Literacy Performance and ESCS for Macao

Schools ……………………………………………………….…….……

3.1 Plots of literacy performance with ESCS in the Macao sample …………

3.2 Relationships of school literacy performance with school ESCS ……..…

Chapter 4 Quality Education Indicators for Improving Mathematics Education in

Macao Schools …......………….……………………………………………

4.1 Identification of quality education indicators …....……...………………….

4.2 Suggestions for school and student improvement according to the quality

indicators ……………………....……………………………………………

Chapter 5 Trend of Literacy Performance of Macao Students ………………………….

5.1 Trend of literacy performance of Macao 15-year-olds in the past decade …

5.2 Strengths and weaknesses of Macao 15-year-olds’ literacy performance in

the last decade ………………………………………………………………

References ………...……………………………………………………………………

Appendices…………………………………………………………………………..

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List of Tables

Table 1.1 Characteristics of schools in the PISA 2012 Macao sample.…………

Table 1.2 Number of 15-year-olds sampled and tested in Macao ………………

Table 1.3 Grade distribution of Macao’s 15-year-olds tested…...……………….

Table 1.4 Characteristics of sample items in accordance with the PISA 2012

mathematics assessment framework…………………………………..

Table 1.5 Proficiency level descriptions of the mathematical literacy scale…….

Table 1.6 Proficiency level descriptions of the scientific literacy scale ………...

Table 1.7 Proficiency level descriptions of the reading literacy scale …………..

Table 2.1 Macao 15-year-olds’ literacy performance results ……………………

Table 2.2 Distribution of Macao 15-year-olds’ proficiency levels on the literacy

scales …………………………………………………………………

Table 2.3 Performance of countries/economies in the mathematical, scientific

and reading literacy in PISA 2012…………………………………….

Table 3.1 Literacy performance and ESCS of participating schools …................

Table 4.1 Quality education indicators for mathematics education in Macao

schools ………….………………………………………….……….…

Table 4.2 Quality indicators pertaining to Learning Mathematics for the

improvement of mathematics education in Macao schools…………...

Table 4.3 Quality indicators pertaining to Mathematics Experience for the

improvement of mathematics education in Macao schools…………..

Table 4.4 Quality indicators pertaining to Problem Solving Experience for the

improvement of mathematics education in Macao schools…………..

Table 4.5 Quality indicators pertaining to Availability and Use of ICT for the

improvement of mathematics education in Macao schools…………...

Table 4.6 Quality indicators pertaining to Classroom and School Climate for

the improvement of mathematics education in Macao

schools………………………………………………………………...

Table A1.1 A comparison of 15-year-olds’ responses to the Familiarity with

Mathematical Concepts between Macao and OECD countries………

Table A1.2 A comparison of 15-year-olds’ responses to the Experience with Pure

Mathematics Tasks at School between Macao and OECD countries….

Table A1.3 A comparison of 15-year-olds’ responses to the Mathematics

Self-Efficacy between Macao and OECD countries…………………..


Self-Concept between Macao and OECD countries…………….…….

Table A1.5 A comparison of 15-year-olds’ responses to the Mathematics Interest

between Macao and OECD countries…………………………………

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Table A1.6 A comparison of 15-year-olds’ responses to the Instrumental

Motivation for Mathematics between Macao and OECD countries…..

Table A1.7 A comparison of 15-year-olds’ responses to the Mathematics Work

Ethics between Macao and OECD countries…………………………


Behavior between Macao and OECD countries………………………

Table A1.9 A comparison of 15-year-olds’ responses to the Subjective Norms in

Mathematics between Macao and OECD countries………………….

Table A1.10 A comparison of 15-year-olds’ responses to the Mathematics Anxiety


Table A1.11 A comparison of 15-year-olds’ responses to the Attributions to

Failure in Mathematics between Macao and OECD countries……….


Teacher’s Classroom Management between Macao and OECD

countries……………………………………………………………….

Table A2.2 A comparison of 15-year-olds’ responses to the Cognitive Activation

in Mathematics Lessons between Macao and OECD countries………


Teacher’s Support between Macao and OECD countries …………..

Table A2.4 A comparison of 15-year-olds’ responses to the Disciplinary Climate


Table A3.1 A comparison of 15-year-olds’ responses to the Perseverance


Table A3.2 A comparison of 15-year-olds’ responses to the Openness for

Problem Solving between Macao and OECD countries………………

Table A4.1 A comparison of 15-year-olds’ responses to the ICT Resources


Table A4.2 A comparison of 15-year-olds’ responses to the ICT Use at Home for

School-related Tasks between Macao and OECD countries………….

Table A5.1 A comparison of 15-year-olds’ responses to the Teacher-Student

Relations between Macao and OECD countries………………………

Table A5.2 A comparison of 15-year-olds’ responses to the Sense of Belonging to

School between Macao and OECD countries…………………………

Table A5.3 A comparison of 15-year-olds’ responses to the Attitude towards

School: Learning Outcomes between Macao and OECD countries…..

Table A5.4 A comparison of 15-year-olds’ responses to the Attitude towards

School: Learning Activities between Macao and OECD countries…...

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List of Figures

Figure 1.1 Main features of the PISA 2012 mathematical literacy assessment

framework …………….....................................................................

Figure 2.1 Percentage of 15-year-olds at different mathematical literacy

proficiency levels across grades in the Macao

sample ………………………………………………………………

Figure 2.2 Percentage of 15-year-olds at different grade levels across

mathematical literacy proficiency levels in the Macao

sample ………………………………………………………………

Figure 3.1 Plots of literacy performance with ESCS ………………………….

Figure 3.2 Plots of mathematical literacy subscale performance with

ESCS………………………………………………………………..

Figure 3.3 Plot of school mathematical literacy performance with school

ESCS ………………………………………………………………..

Figure 3.4 Plot of school scientific literacy performance with school

ESCS ………………………………………………………………..

Figure 3.5 Plot of school reading literacy performance with school

ESCS ………………………………………………………………..

Figure 5.1 Trend of mathematical, scientific and reading literacy performance

of 15-year-old students in Macao (2003-2012)…………………….

Figure 5.2 QQ-Plot of mathematical literacy performance (2003 vs. 2012)….

Figure 5.3 QQ-Plot of scientific literacy performance (2003 vs. 2012)………

Figure 5.4 QQ-Plot of reading literacy performance (2003 vs. 2012)………...

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List of Appendices

Appendix 1 Frequency distribution of student responses to the quality

education indicators pertaining to Learning Mathematics ………...


education indicators pertaining to Mathematics

Experiences.....................................................................................


education indicators pertaining to Problem Solving

Experiences…………………………………………………………......


education indicators pertaining to Availability and Use of ICT.......


education indicators pertaining to Classroom and School Climate

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Executive Summary

The main purpose of this report is to complement the PISA 2012 International Report (OECD,

2013a) released on 3 December, 2013 in Paris. It is hoped that this report can serve as a good

starting point for any systematic enquiry that makes use of PISA 2012 data in the examination

of quality and equity of basic education in Macao. The following is an executive summary of

this report.

1. Macao, special administrative region of People’s Republic of China, participated in

OECD’s Programme for International Student Assessment (PISA) for the first time in

2003. Macao participated again in 2006, 2009, 2012, and will participate for the fifth time

in 2015.

2. In each three-yearly cycle of PISA assessment, three kinds of literacy are examined,

namely: reading, mathematical and scientific literacy. The target students assessed are all

secondary students who are aged between 15 years three months and 16 years two months

at the time of assessment. For Macao, most students are studying in the three middle grade

levels (i.e. grade 8, 9 and 10), whereas some students are studying in the lower or higher

grade levels (i.e. grade 7, 11 and 12). This grade distribution has implications for the

literacy performance attained in the Macao sample.

3. When comparing the literacy performance across schools, it is important to note that the

literacy assessed actually referred to the cumulative educational effects of all the schools

that the students have attended previously. Therefore, a low-performing school identified

in PISA may not be a poor school. Low-performing students who drop out from one

school may subsequently enroll in another school thereby have a possibility of lowering

the sampled school’s literacy performance level.

4. The focus of PISA 2012 was on mathematics. Amongst the 65 participating

countries/economies, Macao’s mathematical literacy performance was statistically

significantly above the OECD average, and ranked between 6 and 8 on the combined

mathematics scale. In decreasing order of the mean of the mathematical literacy score, the

five countries/economies statistically significantly higher than Macao are: Shanghai-China,

Singapore, Hong Kong-China, Chinese Taipei, and Korea whereas the two

countries/economies comparable in performance with that of Macao are: Japan and

Liechtenstein.

5. Altogether there are six proficiency levels (i.e. level 1-6) in the combined mathematical

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literacy scale. There are three important findings. First, students performing below level 2

are regarded as low-performers. About 11% of Macao’s 15-year-olds performed at this

low level. Second, students who cannot reach the lowest level (i.e. level 1) are regarded as

disadvantaged. They run the risks of being unable to function productively in the life-long

learning society in the 21st Century. About 3% of the students are thus seriously at risk.

Third, students who can reach the top two levels (i.e. level 5 and 6) are crowned as

high-performers. They are cherished as valuable talents who are much needed in

nowadays knowledge society. In Macao, close to a quarter of the adolescents are high

performers in mathematical literacy.

6. Amongst the three problem-solving processes of mathematical literacy, Macao’s

15-year-olds performed pretty well in problem formulation, very well in employing

mathematics to solve problems, and quite well in interpreting the problem solving

solutions. Contrary to previous cycles of PISA assessment, gender difference in

mathematical literacy favoring males is not pronounced in PISA 2012. Admittedly, there

is a small gender difference favoring males observed in mathematical problem

formulation.

7. A minor focus of the PISA 2012 was on the assessment of scientific literacy. Amongst the

65 participating countries/economies, Macao’s scientific literacy performance was

statistically significantly above the OECD average, and ranked between 9 and 19 on the

scientific literacy scale. In descending order of the mean of the scientific literacy score,

countries/economies statistically significantly higher than Macao are: Shanghai-China,

Hong Kong-China, Singapore, Japan, Finland, Estonia, Korea and Canada.

8. Another minor focus of the PISA 2012 Study was on the assessment of reading literacy.

Amongst the 65 participating countries/economies, Macao’s reading literacy performance

was statistically significantly above the OECD average, and ranked between 12 and 22 on

the reading literacy scale. In descending order of the mean of reading literacy score,

countries/economies statistically significantly higher than Macao are: Shanghai-China,

Hong Kong-China, Singapore, Japan, Korea, Finland, Ireland, Chinese Taipei, Canada,

Poland and Estonia.

9. Same as previous three cycles of PISA assessment, the slope of the literacy-ESCS

relationship is gentle and the percentage of literacy performance variance explained by

economic, social and cultural status (ESCS) is the lowest of the 65 participating

countries/economies. Therefore, Macao’s basic educational system continues to provide

equitable schooling opportunities for the student body it served.

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10. Five sets of quality education indicators for the betterment of mathematics education in

Macao schools have been identified, namely (1) Learning Mathematics (e.g. familiarity

with mathematical concepts); (2) Mathematics Experiences (e.g. mathematics teacher’s

classroom management); (3) Problem Solving Experiences (e.g. openness for problem

solving); (4) Availability and Use of ICT (e.g. ICT use at home for school-related tasks);

(5) Classroom and School Climate (e.g. sense of belonging). Using these indicators as

guideposts, suggestions can be made to help low-performing students enhance

mathematical literacy performance.

11. Since 2003, Macao has participated four times in the PISA assessment of mathematical,

scientific and reading literacy (i.e. PISA 2003, 2006, 2009 and 2012). As at 2012, Macao

students have reached very high standards in mathematical literacy, improved appreciably

in reading literacy up to the OECD average standard, and maintained fairly good standard

in scientific literacy. To raise literacy standards to new heights in the forthcoming PISA

2015, it is important to elevate the mathematical and reading literacy performance

standard of the low-achievers, and increase the scientific literacy standard of the

high-achievers.

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Chapter 1

Conduct of Enquiry

Abstract: This chapter recapitulates the conduct of enquiry of the PISA 2012 undertaken in

Macao from 21 April to 31 May 2012. It comprises five sections: (1) Introduction; (2) Sample

design; (3) Mathematical literacy assessment framework; (4) Examples of a mathematical

literacy test unit; (5) Description of proficiency levels of mathematical, scientific and reading

literacy scales.

1.1 Introduction

PISA 2012 assessed 15-year-old students’ literacy in three key domain areas: (1) mathematics,

(2) science, and (3) reading. In this fifth round of international assessment, mathematical

literacy was the main focus of international assessment, whereas scientific and reading literacy

were assessed to a minor extent. The assessment design allows researchers to chart changes

across the various cycles of PISA assessment, i.e. PISA 2000, 2003, 2006, 2009 and 2012. In

PISA, literacy refers to the capacity of students to apply knowledge and skills in key domain

areas and to reason and communicate effectively as they pose and solve problems in a variety

of situations in the real world.

PISA 2012 sought to chart a profile of knowledge and skills, i.e. a detailed profile of literacy

for mathematics, and an update for science and reading. For mathematics, the emphasis is on

the examination of mathematical thought and actions in problems and tasks set in real world

contexts. The assessment focuses on mathematical literacy in practice in contemporary world.

Approximately 510,000 students were randomly sampled to participate in PISA 2012. The

achieved sample represents about 28 million 15-year-old students in the schools of the 65

participating countries/economies, of which 34 were OECD member countries and 31 were

partner countries/economies.

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1.2 Sample design

Table 1.1 presents characteristics of the schools and the 15-year-olds sampled and tested in

PISA 2012, broken down by school type, study program, and language of instruction.

Table 1.1

Characteristics of schools in the PISA 2012 Macao sample

Stratifying Variable Number of

schools

sampled

Number of

schools

tested

Number of

students

sampled

Number of

students

tested

School Type

Government 4 4 226 223

Private-In-Net 32 32 4255 4210

Private 9 9 916 902

Study Program

Grammar-International 40 40 5152 5093

Technical-Prevocational 5 5 245 242

Language of Instruction

Chinese 32 32 4071 4034

English 7 7 579 572

Portuguese 1 1 43 41

Chinese & English 4 4 582 567

Chinese & Portuguese 1 1 122 121

Total 45 45 5397 5335 Note 1: All sampled schools offered basic education courses to 15-year-olds. Two schools were excluded from the

designed school sample; one offered senior secondary vocational education only to a few students and the

other was a school offering special education at the secondary level.

Note 2: Sampled students were all 15-year-olds born in 1996.

Note 3: PISA 2012 was essentially a census as all eligible schools and students were sampled for assessment.

Table 1.2 presents the number of students (males/females) sampled and tested in the PISA 2012.

The response rate is very satisfactory, showing that the achieved sample is highly representative

of the Macao’s 15-year-old student population.

Table 1.2

Number of 15-year-olds sampled and tested in Macao

Number of 15-year-olds

Sampled 5397

(2765 males and 2632 females)

Tested 5335

(2731 males and 2604 females)

Response rate (%) 98.85%

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Table 1.3 presents the grade distribution of Macao’s 15-year-olds tested in the PISA 2012.

Despite 33.2% and 44.7% of the Macao sample were studying at grade 9 and 10 respectively,

there were 5.3% and 16.3% of sampled students studying at grade 7 and 8 respectively. A

sampled school’s literacy performance is expected to be affected when the proportions of

students studying at the lower grades (i.e. grade 7 and 8) are significantly higher than the

corresponding figures in the Macao sample (see Figure 2.1 and Figure 2.2 for the distribution

of mathematical literacy proficiency levels across grades).

Table 1.3

Grade distribution of Macao’s 15-year-olds tested

Grade Number of students % of students

7 284 5.3

8 872 16.3

9 1770 33.2

10 2385 44.7

11 23 0.4

12 1 0.0

Total 5335 100.0

1.3 Mathematical literacy assessment framework

Mathematical literacy is defined as “an individual’s capacity to formulate, employ, and interpret

mathematics in a variety of contexts. It includes reasoning mathematically and using

mathematical concepts, procedures, facts, and tools to describe, explain, and predict

phenomena. It assists individuals to recognize the role that mathematics plays in the world and

to make the well-founded judgment and decisions needed by constructive, engaged and

reflective citizens”(OECD, 2013e, p.25).

This definition portrays a view of students as active problem solvers, an explicit link to a

variety of contexts for problems, and a visible role for mathematical tools including technology.

The definition emphasizes the importance of mathematical literacy for full citizenship in

contemporary society. This is because mathematics can be used to describe, explain and predict

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phenomena encountered in an individual’s everyday lives. Hence, mathematical literacy

assessment is highly embedded in challenges and problems in the real world. In the test

booklets, many PISA problems seek to measure not just the extent to which students can

reproduce mathematical content knowledge, but also assess how well they can generalize from

what they know and apply their mathematical knowledge in a variety of contextual situations.

The focus on real-life contexts is also reflected in the usage of mathematical tools to solve

problems. The word “tools” refers to the physical and digital equipment, as well as software

and calculation devices that have become ubiquitous in the 21st century homes and workplaces.

Using these tools require a certain degree of mathematical reasoning that PISA 2012 is

well-equipped to measure.

Figure 1.1 presents an overview of the main features of the PISA 2012 mathematical literacy

assessment framework, which is essentially a conceptual model of mathematical literacy in

practice (OECD, 2013e, p.26).

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Figure 1.1

Main features of the PISA 2012 mathematical literacy assessment framework

In Figure 1.1, the largest box shows that mathematical literacy is assessed in the context of a

challenge, or a problem encountered in the real world context. The middle box highlights the

nature of mathematical thought and action that can be deployed to confront the challenge or

solve the problem. The smallest box describes the mathematizing processes that the problem

solver uses to construct a solution to the problem.

Real-world challenges or problems are categorized in two ways: their contexts and the contents

of mathematics involved. Successful mathematical problem solving entails effective usage of

fundamental mathematical capabilities in the mathematical processes. In order to elucidate the

PISA 2012 mathematical literacy assessment framework, there is a need to delineate the three

components of the framework, namely: (1) real world contexts; (2) mathematical contents; and

Challenge In real world context Mathematical content categories: Quantity; Uncertainty and data; Change and relationships; Space and shape Real world context categories: Personal; Societal; Occupational; Scientific

Mathematical thought and action Mathematical concepts, knowledge and skills Fundamental mathematical capabilities: Communication; Representation; Devising strategies; Mathematisation; Reasoning and argument; Using symbolic, formal and technical language and operations; Using mathematical tools Processes: Formulate; Employ; Interpret/Evaluate

Problem in context

Mathematical results

Mathematical problem

Results in context

Employ

Interpret

Evaluate

Formulate

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(3) mathematical processes.

Real world contexts

Below are the four context categories used to identify the broad areas of human life in which

the problems in the real world may arise:

Personal – related to an individual’s daily lives

Societal – related to the community, whether local, national, or global, in which an

individual lives

Occupational – related to the world of work

Scientific – related to the use of mathematics in science and technology

According to the framework, these four categories should be represented by equal number of

items in the PISA test booklets.

Mathematical contents

An understanding of mathematical content knowledge and the ability to apply that knowledge

to the solution of contextualized problems are important for citizens in the modern world. To

formulate situations and solve problems set in personal, societal, occupational, and scientific

contexts, there is a need to draw upon certain mathematical knowledge and understandings.

Consistent with the categories used in previous PISA surveys (say PISA 2003) a set of

mathematical content categories was selected for the PISA 2012 assessment framework. The

four content categories are:

Quantity

Uncertainty and data

Change and relationships

Space and shape

According to the assessment framework, these four categories of mathematics content should

be represented by equal number of items in the PISA test booklets.

Mathematical processes

The definition of mathematical literacy refers to a student’s capacity to formulate, employ, and

interpret/evaluate mathematics. It is important for policy makers and educational practitioners

to know how students are performing when they engage in the three mathematical processes

described below:

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Formulate (Formulate situations mathematically) – how effectively students are able to

recognize and identify opportunities to use mathematics in problem situations and

provide the necessary mathematical structure needed to formulate that contextualized

problem into a mathematical form

Employ (Employ mathematical concepts, facts, procedures and reasoning) – how well

students are able to perform computations and manipulations and apply the concepts

and facts that they know to arrive at a mathematical solution to a problem formulated

mathematically

Interpret (Interpret, apply and evaluate mathematical outcomes) – how effectively

students are able to reflect upon mathematical solutions or conclusions, interpret them

in the context of a real-world problem, and determine whether the results or conclusions

are reasonable or not

For the first time PISA 2012 reports assessment results according to these three key

mathematical processes, which when engaged by the examinee each draws on a number of

fundamental mathematical capabilities. Because not all PISA problems engage students in

every stage of the problem solving processes (see Figure 1.1), items of each test unit are

classified in accordance with the prevalent mathematical processes. According to the

assessment framework, the three mathematical processes Formulate, Employ and Interpret

should be covered by 25%, 50% and 25% of the number of items in the PISA test booklets.

1.4 Examples of a mathematical literacy test unit

Table 1.4 presents the characteristics of two examples of a mathematical literacy test unit (i.e.

CHARTS and REVOLVING DOOR) classified in accordance with the item response format

(i.e. simple multiple choices and constructed responses), as well as the various features of the

mathematics assessment framework discussed in the previous section. The following pages of

this section detail the items in the test units, as well as the question intent and the associated

coding guides for scoring the test items.

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Table 1.4

Characteristics of sample items in accordance with the PISA 2012 mathematics assessment

framework

Items Item Response Format Content Context Process

CHARTS

Q01 Simple Multiple Choice Uncertainty & data Societal Interpret

Q02 Simple Multiple Choice Uncertainty & data Societal Interpret

Q03 Simple Multiple Choice Uncertainty & data Societal Employ

REVOLVING DOOR

Q01 Constructed Response

(Manual)

Space & shape Scientific Employ

Q02 Simple Multiple Choice Quantity Scientific Formulate

Q03 Constructed Response

(Expert)

Space & shape Scientific Formulate

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CHARTS In January, the new CDs of the bands 4U2Rock and The Kicking Kangaroos were released. In February, the CDs of the bands No One’s Darling and The Metalfolkies followed. The following graph shows the sales of the bands’ CDs from January to June.

Question 1: CHARTS

How many CDs did the band The Metalfolkies sell in April?

A 250 B 500 C 1000 D 1270

Nu

mb

er

of

CD

s s

old

pe

r m

on

th

Month

0

250

750

2000

2250

1750

1500

1000

1250

500

May Jun Apr Mar Jan Feb

4U2Rock

The Kicking Kangaroos

No One’s Darling

The Metalfolkies

Sales of CDs per month

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CHARTS SCORING Q01

QUESTION INTENT:

Description: Read a bar chart

Mathematical content area: Uncertainty and data

Context: Societal

Process: Interpret

Full Credit

Code 1: B 500

No Credit

Code 0: Other responses.

Code 9: Missing.

Question 2: CHARTS

In which month did the band No One’s Darling sell more CDs than the band The Kicking Kangaroos for the first time?

A No month B March C April D May

CHARTS SCORING Q02

QUESTION INTENT:

Description: Read a bar chart and compare the height of two bars


Context: Societal

Process: Interpret

Full Credit

Code 1: C April

No Credit


Code 9: Missing.

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Question 3: CHARTS

The manager of The Kicking Kangaroos is worried because the number of their CDs that sold decreased from February to June.

What is the estimate of their sales volume for July if the same negative trend continues?

A 70 CDs B 370 CDs C 670 CDs D 1340 CDs

CHARTS SCORING Q03

QUESTION INTENT:

Description: Interpret a bar chart and estimate the number of CDs sold in the future assuming that the linear trend continues


Context: Societal

Process: Employ

Full Credit

Code 1: B 370 CDs

No Credit


Code 9: Missing.

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REVOLVING DOOR A revolving door includes three wings which rotate within a circular-shaped space. The inside diameter of this space is 2 metres (200 centimetres). The three door wings divide the space into three equal sectors. The plan below shows the door wings in three different positions viewed from the top.

Question 1: REVOLVING DOOR

What is the size in degrees of the angle formed by two door wings?

Size of the angle: ................................. º

REVOLVING DOOR SCORING Q01

QUESTION INTENT:

Description: Compute the central angle of a sector of a circle

Mathematical content area: Space and shape

Context: Scientific

Process: Employ

Full Credit

Code 1: 120 [accept the equivalent reflex angle: 240].

No Credit


Code 9: Missing.

Exit

Entrance

200 cm

Wings

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Possible air flow in this position.


The two door openings (the dotted arcs in the diagram) are the same size. If these openings are too wide the revolving wings cannot provide a sealed space and air could then flow freely between the entrance and the exit, causing unwanted heat loss or gain. This is shown in the diagram opposite.

What is the maximum arc length in centimetres (cm) that each door opening can have, so that air never flows freely between the entrance and the exit?

Maximum arc length: ................... cm

REVOLVING DOOR SCORING Q02

QUESTION INTENT:

Description: Interpret a geometrical model of a real life situation to calculate the length of an arc

Mathematical content area: Space and shape

Context: Scientific

Process: Formulate

Full Credit

Code 1: Answers in the range from 103 to 105. [Accept answers calculated as 1/6th of the

circumference (

. Also accept an answer of 100 only if it is clear that this

response resulted from using = 3.

Note: Answer of 100 without supporting working could be obtained by a simple guess that it is the same as the radius (length of a single wing).]

No Credit

Code 0: Other responses. 209 [states the total size of the openings rather than the size of “each” opening].

Code 9: Missing.

- 25 -


The door makes 4 complete rotations in a minute. There is room for a maximum of two people in each of the three door sectors.

What is the maximum number of people that can enter the building through the door in 30 minutes?

A 60 B 180 C 240 D 720

REVOLVING DOOR SCORING 3

QUESTION INTENT:

Description: Identify information and construct an (implicit) quantitative model to solve the problem

Mathematical content area: Quantity

Context: Scientific

Process: Formulate

Full Credit

Code 1: D 720

No Credit


Code 9: Missing.

- 26 -

1.5 Description of proficiency levels of mathematical, scientific and reading

literacy scales

Test items of the same test unit are organized under the same stimulus of the whole test unit

(see illustrative examples shown in previous section), and there are several kinds of item

response formats (e.g. multiple choice, short-answer/extended constructed response) in the

construction of the items. In multiple choices item response format, students are required to

select the best or most correct answer amongst several options, and in the constructed response

item response format students provide their answers as requested. In PISA 2012, each student

was randomly assigned one of thirteen test booklets containing clusters of test units which take

approximately 120 minutes to complete.

Table 1.5 to 1.7 present descriptions of the proficiency levels of the literacy scales for

mathematics, science and reading respectively (OECD, 2013a). All PISA literacy proficiency

scales have been calibrated on the sample responses from the OECD countries. The scales in

PISA 2012 were adjusted based on the responses to the link items common to the previous

PISA cycles of assessment. In the benchmarking assessments (i.e. PISA 2003 for mathematics,

PISA 2006 for science, PISA 2000 and PISA 2009 for reading) the mean scale score was

initially set at 500 and standard deviation at 100.

- 27 -

Table 1.5

Proficiency level descriptions of the mathematical literacy scale

Level What students can typically do at each level?

6

Students can conceptualize, generalize, and utilize information based on their

investigations and modeling of complex problem situations. They can link different

information sources and representations and flexibly translate among them. Students

at this level are capable of advanced mathematical thinking and reasoning. These

students can apply this insight and understandings along with a mastery of symbolic

and formal mathematical operations and relationships to develop new approaches

and strategies for attacking novel situations. Student at this level can formulate and

precisely communicate their actions and reflections regarding their findings,

interpretations, arguments, and the appropriateness of these to the original situations.

5

Students can develop and work with models for complex situations, identifying

constraints and specifying assumptions. They can select, compare, and evaluate

appropriate problem solving strategies for dealing with complex problems related to

these models. Students at this level can work strategically using broad,

well-developed thinking and reasoning skills, appropriate linked representations,

symbolic and formal characterizations, and insight pertaining to these situations.

They can reflect on their actions and formulate and communicate their

interpretations and reasoning.

4

Students can work effectively with explicit models for complex concrete situations

that may involve constraints or call for making assumptions. They can select and

integrate different representations, including symbolic, linking them directly to

aspects of real-world situations. Students at this level can utilize well-developed

skills and reason flexibly, with some insight, in these contexts. They can construct

and communicate explanations and arguments based on their interpretations,

arguments, and actions.

3

Students can execute clearly described procedures, including those that require

sequential decisions. They can select and apply simple problem solving strategies.

Students at this level can interpret and use representations based on different

information sources and reason directly from them. They can develop short

communications reporting their interpretations, results and reasoning.

2

Students can interpret and recognize situations in contexts that require no more than

direct inference. They can extract relevant information from a single source and

make use of a single representational mode. Students at this level can employ basic

algorithms, formulae, procedures, or conventions. They are capable of direct

reasoning and making literal interpretations of the results.

1

Students can answer questions involving familiar contexts where all relevant

information is present and the questions are clearly defined. They are able to identify

information and to carry out routine procedures according to direct instructions in

explicit situations. They can perform actions that are obvious and follow

immediately from the given stimuli.

Note: There is an additional “Below 1” level in the literacy scale for those students who cannot attain at the

minimum level.

- 28 -

Table 1.6

Proficiency level descriptions of the scientific literacy scale


6

Students can consistently identify, explain and apply scientific knowledge and

knowledge about science in a variety of complex life situations. They can link

different information sources and explanations and use evidence from those sources

to justify decisions. They clearly and consistently demonstrate advanced scientific

thinking and reasoning, and they demonstrate willingness to use their scientific

understanding in support of solutions to unfamiliar scientific and technological

situations. Students at this level can use scientific knowledge and develop

arguments in support of recommendations and decisions that center on personal,

social or global situations.

5

Students can identify the scientific components of many complex life situations,

apply both scientific concepts and knowledge about science to these situations, and

can compare, select and evaluate appropriate scientific evidence for responding to

life situations. Students at this level can use well-developed inquiry abilities, link

knowledge appropriately and bring critical insights to situations. They can construct

explanations based on evidence and arguments based on their critical analysis.

4

Students can work effectively with situations and issues that may involve explicit

phenomena requiring them to make inferences about the role of science or

technology. They can select and integrate explanations from different disciplines of

science or technology and link those explanations directly to aspects of life

situations. Students at this level can reflect on their actions and they can

communicate decisions using scientific knowledge and evidence.

3

Students can identify clearly described scientific issues in a range of contexts. They

can select facts and knowledge to explain phenomena and apply simple models or

inquiry strategies. Students at this level can interpret and use scientific concepts

from different disciplines and can apply them directly. They can develop short

statements using facts and make decisions based on scientific knowledge.

2

Students have adequate scientific knowledge to provide possible explanations in

familiar contexts or draw conclusions based on simple investigations. They are

capable of direct reasoning and making literal interpretations of the results of

scientific inquiry or technological problem solving.

1

Students have such a limited scientific knowledge that it can only be applied to a

few, familiar situations. They can present scientific explanations that are obvious

and follow explicitly from given evidence.

Note: There is an additional “Below 1” level in the literacy scale for those students who cannot attain at the

minimum level.

- 29 -

Table 1.7

Proficiency level descriptions of the reading literacy scale


6

Tasks at this level typically require the reader to make multiple inferences, comparisons and contrasts

that are both detailed and precise. They require demonstration of a full and detailed understanding of

one or more texts and may involve integrating information from more than one text. Tasks may require

the reader to deal with unfamiliar ideas, in the presence of prominent competing information, and to

generate abstract categories for interpretations. Reflect and evaluate tasks may require the reader to

hypothesize about or critically evaluate a complex text on an unfamiliar topic, taking into account

multiple criteria or perspectives, and applying sophisticated understandings from beyond the text. There

is limited data about access and retrieve tasks at this level, but it appears that a salient condition is

precision of analysis and fine attention to detail that is inconspicuous in the texts.

5

Tasks at this level that involve retrieving information require the reader to locate and organize several

pieces of deeply embedded information, inferring which information in the text is relevant. Reflective

tasks require critical evaluation or hypothesis, drawing on specialized knowledge. Both interpretative

and reflective tasks require a full and detailed understanding of a text whose content or form is

unfamiliar. For all aspects of reading, tasks at this level typically involve dealing with concepts that are

contrary to expectations.

4

Tasks at this level that involve retrieving information require the reader to locate and organize several

pieces of embedded information. Some tasks at this level require interpreting the meaning of nuances of

language in a section of text by taking into account the text as a whole. Other interpretative tasks require

understanding and applying categories in an unfamiliar context. Reflective tasks at this level require

readers to use formal or public knowledge to hypothesize about or critically evaluate a text. Readers

must demonstrate an accurate understanding of long or complex texts whose content or form may be

unfamiliar.

3

Tasks at this level require the reader to locate, and in some cases recognize the relationship between,

several pieces of information that must meet multiple conditions. Interpretative tasks at this level

require the reader to integrate several parts of a text in order to identify a main idea, understand a

relationship or construe the meaning of a word or phrase. They need to take into account many features

in comparing, contrasting or categorizing. Often the required information is not prominent or there is

much competing information; or there are other text obstacles, such as ideas that are contrary to

expectation or negatively worded. Reflective tasks at this level may require connections, comparisons,

and explanations, or they may require the reader to evaluate a feature of the text. Some reflective tasks

require readers to demonstrate a fine understanding of the text in relation to familiar, everyday

knowledge. Other tasks do not require detailed text comprehension but require the reader to draw on

less common knowledge.

2

Some tasks at this level require the reader to locate one or more pieces of information, which may need

to be inferred and may need to meet several conditions. Others require recognizing the main idea in a

text, understanding relationships, or construing meaning within a limited part of the text when the

information is not prominent and the reader must make low level inferences. Tasks at this level may

involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this

level require readers to make a comparison or several connections between the text and outside

knowledge, by drawing on personal experience and attitudes.

1a

Tasks at this level require the reader to locate one or more independent pieces of explicitly stated

information; to recognize the main theme or author’s purpose in a text about a familiar topic, or to make

a simple connection between information in the text and common, everyday knowledge. Typically the

required information in the text is prominent and there is little, if any, competing information. The

reader is explicitly directed to consider relevant factors in the task and in the text.

1b

Tasks at this level require the reader to locate a single piece of explicitly stated information in a

prominent position in a short, syntactically simple text with a familiar context and text type, such as a

narrative or a simple list. The text typically provides support to the reader, such as repetition of

information, pictures or familiar symbols. There is minimal competing information. In tasks requiring

interpretation the reader may need to make simple connections between adjacent pieces of information.

Note: There is an additional “Below 1b” level in the literacy scale for those students who cannot attain at the

minimum level.

- 30 -

Chapter 2

A Profile of Literacy Performance for 15-year-olds in Macao

Abstract: This chapter recapitulates the key results, particularly those pertaining to Macao,

reported in the PISA 2012 Study International Report (OECD, 2013a). It details the profiles of

student performance in mathematical, scientific and reading literacy broken down by gender.

From an international comparison perspective, this chapter highlights a number of

countries/economies that may serve as exemplary models for Macao’s educational

improvement and curriculum reform.

2.1 Macao 15-year-old’s literacy performance

Table 2.1 presents Macao 15-year-olds’ performance results in the three domains of assessment,

i.e. mathematical, scientific and reading literacy, broken down by gender.

Table 2.1

Macao 15-year-olds’ literacy performance results

Descriptive Statistics

Mathematical Literacy Scientific Literacy

Reading Literacy Combined

mathematics Formulate Employ Interpret

Total = 5335

Mean 538.1 544.8 535.9 529.6 520.6 508.9

SD 94.5 111.9 89.7 92.0 78.8 82.3

Males = 2731

Mean 539.5 549.0 536.7 530.5 519.9 491.6

SD 97.2 114.4 92.2 94.8 82.3 84.9

Females = 2604

Mean 536.7 540.3 535.1 528.6 521.2 527.2

SD 91.6 109.1 87.0 89.0 74.9 75.3

Note 1: Examples of mathematical literacy test units are shown in section 1.4 of this report. Note 2: Mathematical literacy as measured by the combined scale is composed of three subscales, namely:

(1) Formulate, (2) Employ, and (3) Interpret.

As seen in Table 2.1, Macao’s 15-year-olds performed very well in mathematics, fairly well in

science, and quite satisfactory in reading (mean= 538.1, 520.6, and 508.9 respectively). In

mathematics, males are only a little bit ahead of the females (539.5 vs. 536.7), whereas it is the

- 31 -

other way round for science (519.9 vs. 521.2). In reading females outperform males by a wide

margin (527.2 vs. 491.6). All standard deviations are low (with the exception of the Formulate

subscale which is larger than 100) showing that student performance on the three literacy scales

and subscales are quite homogenous as compared with the average of the thirty-four OECD

countries. That the standard deviation of the Formulate subscale is larger than the average of

the OECD countries deserve attention by researchers and policy makers in Macao. For the first

time this phenomenon is observed in the history of PISA assessment of literacy performance of

adolescents in Macao.

There are three processes of mathematical literacy in practice in PISA 2012. Amongst these

three processes, Macao’s 15-year-olds performed pretty well in Formulate, very well in Employ,

and quite well in Interpret (the means are 544.8, 535.9 and 529.6 respectively). Contrary to

previous cycles of PISA assessment, gender difference in mathematical literacy favoring males

is not pronounced (539.5 vs. 536.7). One can only observe a small gender difference favoring

males in the process of mathematical formulation (549.0 vs. 540.3).

Each student is assigned to the highest proficiency level for which he or she is expected to

answer correctly the majority of the assessment items. Students classified as “level 1a & 1b” or

“below level 1”) are unable to demonstrate competency in situations required by the easiest

PISA tasks, and therefore they are regarded as at a disadvantage for full participation in

contemporary society and economy. Table 2.2 presents frequency distribution of Macao

15-year-olds’ proficiency levels on the mathematical, scientific and reading literacy scales,

broken down by gender.

- 32 -

Table 2.2

Distribution of Macao 15-year-olds’ proficiency levels on the literacy scales

Proficiency

Level

% of Students

Mathematical Literacy Scientific

Literacy

Reading

Literacy Combined

Mathematics Formulate Employ Interpret

Total= 5335

6 7.6 13.0 5.5 5.6 0.4 0.6

5 16.8 16.9 16.2 14.7 6.2 6.4

4 24.4 21.3 26.4 25.0 26.2 24.0

3 24.0 20.3 25.3 25.1 36.2 34.3

2 16.4 14.9 16.7 17.7 22.2 23.3

1a 7.6 8.7 7.1 8.4 7.4

9.0

1b 2.1

Below 1b 3.2 4.8 2.7 3.6 1.4 0.3

Males = 2731

6 8.2 14.4 6.1 6.1 0.5 0.3

5 17.9 18.1 17.0 15.5 7.0 4.4

4 23.5 20.6 26.2 24.9 26.4 19.6

3 23.4 19.4 24.1 23.8 34.1 33.0

2 15.5 14.1 15.9 17.1 21.8 26.2

1a 7.8 8.5 7.6 8.3 8.4

12.5

1b 3.4

Below 1b 3.7 5.0

3.1 4.3 1.7

0.6

Females = 2604

6 6.9 11.7 4.9 5.0 0.4 0.8

5 15.6 15.8 15.5 13.9 5.4 8.6

4 25.5 22.0 26.7 25.1 25.9 28.7

3 24.6 21.3 26.5 26.5 38.3 35.6

2 17.5 15.7 17.6 18.3 22.7 20.2

1a 7.3 9.0 6.6 8.4 6.3

5.3

1b 0.8

Below 1b 2.7 4.6 2.2 2.8 0.9

0.0

Note1: Description of the mathematical, scientific and reading proficiency levels are shown in

Table 1.5-1.7.

Note2: Contrary to six proficiency levels calibrated in the mathematical and scientific literacy scales

there are seven proficiency levels calibrated in the reading literacy scale.

As seen in Table 2.2, both male and female students’ mathematical literacy proficiency levels

are mainly concentrated at levels 3 and 4, totaling 48.4% of the sampled students. Percentages

- 33 -

of students with proficiency below level 2 for the three literacy scales remain at very low levels

(~11%), showing that the number of low-performing students who cannot function productively

in society is small. Unfortunately, the number of high-performing students with proficiency

level 6 in mathematical literacy is not high compared with our Chinese-speaking counterparts

(OECD, 2013a). In the case of scientific and reading literacy the situation is even alarming as

Macao has less than 1% of its students assessed at proficiency level 6. Figure 2.1 and Figure

2.2 show further the percentages of 15-year-olds at different mathematical literacy proficiency

levels across grades in the Macao sample. In 2012, there is a clear relationship between grade

level and literacy proficiency level in the sample of 15-year-old students in Macao.

Note: There is one grade 12 student graded at proficiency level 6 not shown in the bar chart.

Figure 2.1

Percentage of 15-year-olds at different mathematical literacy proficiency levels across grades in

the Macao sample

- 34 -

Note: There is one grade 12 student graded at proficiency level 6 not shown in the bar chart.

Figure 2.2

Percentage of 15-year-olds at different grade levels across mathematical literacy proficiency

levels in the Macao sample

2.2 An international comparison of performance in the three literacy

domains

Table 2.3 displays literacy performance results allowing educational researchers and policy

makers to compose a league table that is able to serve their international comparison purposes.

Macao’s literacy performance may not only be compared with Asian countries/economies (e.g.

Shanghai-China, Hong Kong-China, Chinese Taipei, Singapore, Japan, and Korea), but also

contrasted with the other non-Asian high-performing countries/economies (e.g. Estonia,

Canada, Finland) in the three domains of literacy assessed in the PISA 2012 Study.

- 35 -

Table 2.3

Performance of countries/economies in the mathematical, scientific and reading literacy in

PISA 2102 Country/Economy

Mathematical Literacy Scientific Literacy Reading Literacy

Mean SE Mean SE Mean SE

Shanghai-China 612.7 3.29 580.1 3.03 569.6 2.86

Singapore 573.5 1.32 551.5 1.51 542.2 1.37

Hong Kong-China 561.2 3.22 554.9 2.61 544.6 2.79

Chinese Taipei 559.8 3.30 523.3 2.33 523.1 3.03

Korea 553.8 4.58 537.8 3.66 535.8 3.94

Macao-China 538.1 0.96 520.6 0.85 508.9 0.91

Japan 536.4 3.59 546.7 3.60 538.1 3.67

Liechtenstein 535.0 3.95 524.7 3.55 515.5 4.10

Switzerland 530.9 3.04 515.3 2.71 509.0 2.57

Netherlands 523.0 3.47 522.1 3.51 511.2 3.47

Estonia 520.5 2.02 541.4 1.95 516.3 2.03

Finland 518.8 1.94 545.4 2.20 524.0 2.38

Canada 518.1 1.84 525.4 1.93 523.1 1.93

Poland 517.5 3.62 525.8 3.12 518.2 3.14

Belgium 514.7 2.08 505.5 2.09 509.1 2.16

Germany 513.5 2.88 524.1 2.96 507.7 2.82

Vietnam 511.3 4.84 528.4 4.31 508.2 4.40

Austria 505.5 2.67 505.8 2.70 489.6 2.76

Australia 504.2 1.64 521.5 1.76 511.8 1.58

Ireland 501.5 2.25 522.0 2.45 523.2 2.55

Slovenia 501.1 1.23 514.1 1.29 481.3 1.22

Denmark 500.0 2.29 498.5 2.74 496.1 2.65

New Zealand 499.7 2.21 515.6 2.14 512.2 2.40

Czech Republic 499.0 2.85 508.3 2.96 492.9 2.87

France 495.0 2.45 499.0 2.58 505.5 2.83

United Kingdom 493.9 3.30 514.1 3.38 499.3 3.50

Iceland 492.8 1.70 478.2 2.12 482.5 1.80

Latvia 490.6 2.75 502.2 2.75 488.7 2.39

Luxembourg 489.8 1.09 491.2 1.30 487.8 1.54

Norway 489.4 2.73 494.5 3.09 503.9 3.22

Portugal 487.1 3.81 489.3 3.75 487.8 3.75

Italy 485.3 2.03 493.5 1.94 489.8 1.97

Spain 484.3 1.90 496.4 1.83 487.9 1.91

Russian Federation 482.2 3.04 486.3 2.85 475.1 2.97

Slovak Republic 481.6 3.43 471.2 3.61 462.8 4.17

United States 481.4 3.60 497.4 3.78 497.6 3.74

Lithuania 478.8 2.64 495.7 2.55 477.3 2.48

Sweden 478.3 2.26 484.8 3.00 483.3 3.00

- 36 -

Table 2.3 (continued) Country/Economy

Mathematical Literacy Scientific Literacy Reading Literacy

Mean SE Mean SE Mean SE

Hungary 477.0 3.19 494.3 2.95 488.5 3.16

Croatia 471.1 3.54 491.4 3.10 484.6 3.31

Israel 466.5 4.68 470.1 4.96 485.8 5.01

Greece 453.0 2.50 466.7 3.12 477.2 3.27

Serbia 448.9 3.39 444.8 3.40 446.1 3.44

Turkey 448.0 4.83 463.4 3.89 475.5 4.21

Romania 444.6 3.76 438.8 3.25 437.6 3.98

Cyprus 439.7 1.07 437.7 1.18 449.0 1.18

Bulgaria 438.7 3.99 446.5 4.78 436.1 6.02

United Arab Emirates 434.0 2.43 448.4 2.81 441.7 2.50

Kazakhstan 431.8 3.03 424.7 2.97 392.7 2.69

Thailand 426.7 3.45 444.0 2.93 441.2 3.08

Chile 422.6 3.07 444.9 2.86 441.4 2.90

Malaysia 420.5 3.18 419.5 3.00 398.2 3.33

Mexico 413.3 1.35 414.9 1.31 423.6 1.51

Montenegro 409.6 1.05 410.1 1.07 422.1 1.18

Uruguay 409.3 2.76 415.8 2.77 411.3 3.16

Costa Rica 407.0 3.04 429.4 2.94 440.5 3.50

Albania 394.3 2.00 397.4 2.44 394.0 3.20

Brazil 388.5 1.94 401.6 2.06 406.5 2.03

Argentina 388.4 3.53 405.6 3.88 396.0 3.70

Tunisia 387.8 3.91 398.0 3.46 404.1 4.51

Jordan 385.6 3.12 409.4 3.12 399.0 3.56

Colombia 376.5 2.89 398.7 3.05 403.4 3.45

Qatar 376.4 0.76 383.6 0.75 387.5 0.82

Indonesia 375.1 4.04 381.9 3.82 396.1 4.21

Peru 368.1 3.69 373.1 3.58 384.2 4.34

OECD average 494.0 0.49 501.2 0.49 496.5 0.51

OECD total 486.9 1.14 496.7 1.18 494.9 1.12

Note: Literacy means which are: (i) statistically significantly higher than that of Macao are shaded; (ii) comparable

with that of Macao are printed in bold italic; (iii) statistically significantly lower than that of Macao are

printed as usual without any change of font or visual effect.

Amongst the 65 participating countries/economies, Macao’s mathematical literacy

performance (score= 538.1) was statistically significantly above the OECD average (score=

494.0), and Macao ranked between 6 and 8 on the combined mathematical scale after taking

the sampling and measurement errors into account. In decreasing order of the mean of the

mathematical literacy score, the five countries/economies statistically significantly higher

- 37 -

than Macao are: Shanghai-China, Singapore, Hong Kong-China, Chinese Taipei, and Korea,

whereas in the same league table the two countries/economies comparable in performance

with that of Macao are: Japan and Liechtenstein.

A minor focus of the PISA 2012 was on the assessment of scientific literacy. Amongst the 65

participating countries/economies, Macao’s scientific literacy performance (score= 520.6) was

statistically significantly above the OECD average (score= 501.2), and Macao ranked between

9 and 19 on the scientific literacy scale. In descending order of the mean of the scientific

literacy score, countries/economies statistically significantly higher than Macao are:

Shanghai-China, Hong Kong-China, Singapore, Japan, Finland, Estonia, Korea and Canada.

Another minor focus of the PISA 2012 was on the assessment of reading literacy. Amongst the

65 participating countries/economies, Macao’s reading literacy performance (score= 508.9)

was statistically significantly above the OECD average (score= 496.5), and Macao ranked

between 12 and 22 on the reading literacy scale. In descending order of the mean of reading

literacy score, countries/economies statistically significantly higher than Macao are:

Shanghai-China, Hong Kong-China, Singapore, Japan, Korea, Finland, Ireland, Chinese Taipei,

Canada, Poland and Estonia.

- 38 -

Chapter 3

Relationships between Literacy Performance and ESCS

for Macao Schools

Abstract: This chapter analyzes the intricate relationships between literacy performance and

ESCS (i.e. PISA index of economic, social and cultural status of the home) so as to throw lights

on the equity dimension of educational provision for the 15-year-olds in Macao.

3.1 Plots of literacy performance with ESCS in the Macao sample

As seen in Figure 3.1 and 3.2, there are slight non-linear relationships in the Macao sample

between student’s mathematical, scientific and reading literacy performance with economic,

social and cultural status (ESCS) of the home. The same relationships are also observed for the

three mathematical literacy subscales (i.e. Formulate, Employ and Interpret). Generally

speaking, higher ESCS is associated with higher mathematical, scientific and reading literacy

performance.

Figure 3.1

Plots of literacy performance with ESCS

350

400

450

500

550

600

650

700

-2.50 -2.00 -1.50 -1.00 -0.50 0.00 0.50 1.00

Mathematical literacy Scientific literacy Reading literacy

Index of Economic, Social and Cultural Status (ESCS)

Score

- 39 -

Figure 3.2

Plots of mathematical literacy subscale performance with ESCS

In PISA 2012, Macao 15-year-old students’ mathematical literacy performance is indeed very

favorable. Comparing amongst the three mathematical literacy subscales, Macao students

performed better on Formulate than the other two Employ and Interpret subscales, and this is

especially so at the higher end of the ESCS continuum. Given that standard deviation of the

Formulate performance measure is larger than expected, in what way ESCS affects problem

formulation of Macao students is a worthwhile topic of research.

Although the impact of ESCS on mathematical, scientific and reading literacy is not

pronounced by international standard (OECD, 2013b), elevating homes of low ESCS to the

higher levels are always desirable. In the long run, this will bring about better educational

opportunities for the students and at the same time increase their mathematical, scientific and

reading proficiency levels.

3.2 Relationships of school literacy performance with school ESCS

Table 3.1 presents the school mean of the mathematical, scientific and reading literacy

500

520

540

560

580

600

-2.50 -2.00 -1.50 -1.00 -0.50 0.00 0.50 1.00

Index of Economic, Social and Cultural Status (ESCS)

Score

- 40 -

performance score of sampled students in Macao, as well as the mean of the ESCS of each of

the 45 participating schools.

Table 3.1

Literacy performance and ESCS of participating schools

School ID

Mathematical literacy

Scientific literacy

Reading literacy

ESCS

1 482.8 489.5 463.3 -1.337

2 465.2 471.1 441.7 -1.342

3 527.9 514.1 505.0 0.018

4 580.6 473.1 619.5 -0.728

5 561.9 551.2 544.3 -0.722

6 538.8 538.5 536.4 -1.124

7 620.8 581.3 587.2 -0.866

8 398.4 416.6 395.9 -0.850

9 564.7 540.7 527.3 -1.088

10 577.1 555.7 543.6 -1.074

11 525.6 506.5 513.3 -1.207

12 628.4 588.5 587.7 -1.110

13 537.5 514.6 505.2 -1.299

14 507.7 500.3 498.8 -1.262

15 547.4 538.8 526.2 -0.796

16 541.9 534.1 520.4 -1.310

17 494.7 492.8 487.4 -1.366

18 577.3 554.2 549.9 -0.071

19 477.9 461.2 461.7 -1.189

20 541.6 536.2 533.9 -0.895

21 456.0 460.7 441.2 -0.743

22 554.5 553.2 542.4 -1.350

23 438.7 426.1 426.9 -1.026

24 479.8 468.4 465.1 -1.196

25 458.6 465.8 462.1 -1.135

26 497.0 492.7 476.8 -1.222

27 556.3 553.2 526.5 -0.983

28 576.5 546.9 528.8 -0.940

29 423.5 407.7 421.1 -1.437

30 544.5 456.3 421.5 -0.597

31 432.7 450.3 435.1 -0.175

32 562.5 533.5 499.0 -0.530

33 401.8 421.2 388.2 -1.028

34 609.7 579.8 588.6 -0.344

35 469.8 474.4 459.5 -1.462

- 41 -

Table 3.1 (continued)

School ID

Mathematical literacy

Scientific literacy

Reading literacy

ESCS

36 358.1 378.2 357.0 -0.781

37 624.2 587.8 586.8 0.098

38 492.3 490.5 468.9 -0.760

39 568.2 525.7 513.8 -0.395

40 541.7 506.7 497.4 -0.089

41 547.9 542.9 538.6 0.218

42 549.2 525.1 517.3 0.123

43 574.8 548.8 512.6 0.162

44 521.2 552.3 525.2 0.937

45 531.2 514.3 487.6 -0.859

Macao Mean 538.1 520.6 508.9 -0.886

Based on the data shown in Table 3.1, the school performance-ESCS relationship for each of

the three literacy measures may be plotted (see Figure 3.3, 3.4 and 3.5). It is observed that

school literacy performance is not related to school ESCS at the lower end of the ESCS

continuum (say ESCS <-0.50). However, at the higher end (say ESCS >0.00), the literacy

performance of the schools generally are very favorable (i.e. above the OECD average).

Regarding this, although Macao is famed worldwide over the years for its very high level of

educational equity there is a very slight sign of educational inequity present in Macao’s basic

education system. How to help students of disadvantaged homes for better learning

opportunities and educational provision deserves the attention of the researchers and the policy

makers.

- 42 -

Figure 3.3

Plot of school mathematics literacy performance with school ESCS

Figure 3.4

Plot of school scientific literacy performance with school ESCS

- 43 -

Figure 3.5

Plot of school reading literacy performance with school ESCS

Same as the previous three cycles of PISA assessment, the slope of the literacy performance

and ESCS relationship is gentle and the percentage of total literacy performance variance

explained by the PISA index of economic, social and cultural status (ESCS) of the home is the

lowest of the 65 participating countries/economies (OECD, 2013b). Therefore, Macao’s basic

educational system replicates the findings of previous cycles of assessment in succeeding to

provide equitable schooling opportunities for the student body it served.

- 44 -

Chapter 4

Quality Education Indicators for Improving Mathematics

Education in Macao Schools

Abstract: This chapter seeks to search for effective quality education indicators amongst the

scaled measures available in the PISA 2012 database for improving mathematics education in

Macao schools. Comparing student responses to items pertaining to these indicators between

Macao and OECD countries, suggestions for school and student improvement are summarized.

The purpose is to throw lights on the design of intervention programs and classroom

environments which may be used for the betterment of mathematics teaching and learning in

Macao schools in the 21st century.

4.1 Identification of quality education indicators

In PISA 2012, students answered a questionnaire that took about 40 minutes to complete. The

questionnaire focuses on students’ personal background, as well as variables that have a bearing

on the quality and equity of educational provision in Macao schools. Hence, quality education

indicators may be identified to reflect on the dispositions and conditions facilitative of

mathematics teaching and learning in the Macao schooling contexts. Five sets of mathematics

education variables affecting Macao 15-year-olds’ mathematical literacy performance have

been identified, namely (1) Learning Mathematics (e.g. familiarity with mathematical

concepts); (2) Mathematics Experiences (e.g. mathematics teacher’s classroom management);

(3) Problem Solving Experiences (e.g. openness for problem solving); (4) Availability and Use

of ICT (e.g. ICT use at home for school-related tasks); (5) Classroom and School Climate (e.g.

teacher- student relations) (OECD, 2013c & 2013d).

Table 4.1 presents the list of these five sets of quality education indicators applicable to Macao

schooling contexts. In the last column of the table finds the Pearson correlation coefficients

between these indicators with mathematical literacy performance. In absolute values the

coefficients range from 0.139 to 0.513, indicating that the variable concerned can explain a

considerable proportion (uniquely up to 26%) of the mathematical literacy variance of the

students in the Macao sample. It is estimated a total of 41.3% of the total variance of

- 45 -

mathematical literacy variance can be accounted for by the five sets of quality education

indicator variables.

Table 4.1

Quality education indicators for mathematics education in Macao schools

Variable Name Variable Label r

Learning Mathematics

FAMCON Familiarity with Mathematical Concepts .474

EXPUREM Experience with Pure Mathematics Tasks at School .149

MATHEFF Mathematics Self-Efficacy .513

SCMAT* Mathematics Self-Concept .371

INTMAT* Mathematics Interest .304

INSTMOT* Instrumental Motivation for Mathematics .232

MATWKETH* Mathematics Work Ethics .241

MATBEH Mathematics Behavior .233

SUBNORM* Subjective Norms in Mathematics .181

ANXMAT Mathematics Anxiety -.321#

FAILMAT Attributions to Failure in Mathematics -.171#

Mathematics Experiences

CLSMAN* Mathematics Teacher's Classroom Management .215

COGACT* Cognitive Activation in Mathematics Lessons .181

MTSUP* Mathematics Teacher's Support .156

DISCLIMA Disciplinary Climate .139

Problem Solving Experiences

PERSEV Perseverance .188

OPENPS Openness for Problem Solving .290

Availability and Use of ICT

ICTRES ICT resources .151

HOMSCH ICT Use at Home for School-related Tasks .214

Classroom and School Climate

STUDREL* Teacher-Student Relations .187

BELONG* Sense of Belonging to School .175

ATSCHL* Attitude towards School: Learning Outcomes .200

ATTLNACT* Attitude towards School: Learning Activities .156

* To facilitate comparative education, the items forming the scale constructs are anchored to account for social

and cultural differences of the participating economies in PISA 2012. # r is the Pearson correlation with mathematical literacy performance. For ANXMAT and FAILMAT, the

negative coefficients indicate that higher level of anxiety and attribution is related to lower level of

mathematical literacy performance.

4.2 Suggestions for school and student improvement according to the

quality indicators

Student responses to each of the 23 quality education indicators for Macao and OECD

countries are summarized in Appendices 1-5. Comparing the distribution of responses between

- 46 -

Macao and OECD countries one can make suggestions for school and student improvement in

mathematical literacy performance. These suggestions are summarized in Table 4.2-4.6, one for

each of the five sets of the quality education indicators so as to provide inspiration and

guidance to the stake-holders of Macao schools. They are made in the light of the very

favorable mathematical literacy performance of a large number of 15-year-old Macao students

assessed in PISA 2012.

Table 4.2

Quality indicators pertaining to Learning Mathematics for the improvement of

mathematics education in Macao schools

Quality

Indicator

Sample Item in the PISA 2012

Student Questionnaire

Suggestion for School and

Student Improvement Familiarity with

Mathematical

Concepts

Thinking about mathematical concepts:

how familiar are you with the following

terms?

Exponential Function.

(16 items/ 5-point Likert scale from “Never

heard of it” to “Know it well, understand

the concept”)

Most concepts are familiar to Macao

students. In spite of this, students at

earlier grade levels (i.e. grade 7-9) can

still familiarize themselves with some

very basic mathematical concepts (e.g.

probability) in the school mathematics

curriculum. Some students (~4% of the

Macao sample) are yet to be introduced

the topic of solving equation of the

simplest kind.

Experience with

Pure

Mathematics

Tasks at School

How often have you encountered the

following types of mathematics tasks

during your time at school?

Solving an equation like 6x2 + 5 = 29.

(3 items/ 4-point Likert scale from

“Frequently” to “Never”

Mathematics

Self-Efficacy

How confident do you feel about having to

do the following mathematics tasks?

Understanding graphs presented in

newspapers.

(8 items/ 4-point Likert scale from “Very

confident” to “Not at all confident”)

More mathematical problems are needed

to be set in real world contexts and

drawn from a variety of daily life

experiences of the students so as to

increase mathematics self-efficacy of the

students.

Mathematics

Self-Concept

Thinking about studying mathematics: to

what extent do you agree with the following

statements?

I am just not good at mathematics.


“Strongly agree” to “Strongly disagree”)

Students’ mathematics self-concept

needs to be strengthened through

assessment for learning by their

teachers. Both mathematical processes

and outcomes should be examined.

Students will then have a better idea of

their own learning progressions.

Mathematics

Interest

Thinking about your views on

mathematics: to what extent do you agree

with following statements?

I enjoy reading about mathematics.



More than 50% of Macao adolescents do

not enjoy their mathematics learning

very much. They are not interested in

things they learn in mathematics.

Fostering of the intrinsic motivation in

mathematics learning should be high up

in the agenda of mathematics education

in Macao schools.

- 47 -

Table 4.2 (continued) Instrumental

Motivation for

Mathematics

Thinking about your views on

mathematics: to what extent do you agree

with following statements?

I will learn many things in mathematics that

will help me get a job.



Instrumental motivation is needed to be

strengthened. Students need to

understand the importance of

mathematics in daily lives and nowadays

workplaces, recognizing that learning

mathematics improves one’s career

prospects and chances of advancement.

Mathematics

Work Ethics

Thinking about the mathematics you do for

school: to what extent do you agree with the

following statements?

I keep my mathematics work well

organized.



Students should be initiated into the

habits of paying attention and listening

carefully to their teacher’s instruction.

The mathematics schoolwork, whether

classwork or homework, should always

be very well-organized.

Mathematics

Behavior

How often do you do the following things

at school and outside of school?

I take part in mathematics competitions.

(8 items/ 4-point Likert scale from “Always

or almost always” to “Never or rarely”

Apart from daily mathematics classwork

and homework, more mathematics

activities should be organized to

students, e.g. doing mathematics as an

extracurricular activity and programing

computers outside of school.

Subjective

Norms in

Mathematics

Thinking about how people important to

you view mathematics: how strongly do

you agree with the following statements?

My parents believe it’s important for me to

study mathematics.



Parent education emphasizing the

importance of mathematics education

for their children’s career is needed.

Collaborative teamwork activities to

promote peer interactions for successful

problem solving are desirable. The ethos

established enhances children’s

mathematics learning.

Mathematics

Anxiety

Thinking about studying mathematics: to


statements?

I feel helpless when doing a mathematics

problem.



There are clear signs of mathematics

anxiety in Macao students, fearing of

getting poor grades in mathematics.

Teachers should set the difficulty levels

of the problems within the zone of

proximal development of the students.

Prompt assistance should be rendered to

students.

Attributions to

Failure in

Mathematics

Suppose that you are a student in the

following situation: Each week, your

mathematics teacher gives a shot quiz.

Recently you have done badly on these

quizzes. Today you are trying to figure out

why. How likely are you to have these

thoughts or feelings in this situation?

Sometimes the course material is too hard.


likely” to “Not at all likely”)

Some weak students attribute their

failure in mathematics to a number of

reasons other than luck and their own

inadequate abilities, e.g. teachers did not

get students interested in the learning

materials. There are also some strong

students who attribute their failure to

their teachers not explaining well the

concepts. Hence teachers should make

judgments wisely and revise their

instruction accordingly.

- 48 -

Table 4.3

Quality indicators pertaining to Mathematics Experience for the improvement of


Quality

Indicator




Student Improvement Mathematics

Teacher's

Classroom

Management

Thinking about the mathematics teacher

who taught your last mathematics class: to


statements?

My teacher keeps the class orderly.



Mathematics teacher’s classroom

management can be improved further by

starting classes on time. The class should

be kept orderly and tuned in attentively

before starting the mathematics

instruction.

Cognitive

Activation in

Mathematics

Lessons


that taught your last mathematics class:

How often does each of the following

happen?

The teacher asks questions that make us

reflect on the problem.

(9 items/ 4-point Likert scale from “Always

or almost always” to “ Never or rarely”)

Cognitive activation in mathematics

lessons needs to be greatly strengthened.

In mathematics lessons students should

be initiated to reflect on the problem

solving processes. More opportunities

should be provided to students to solve

non-routine problems and apply the

concepts that they have learned to new

contexts.

Mathematics

Teacher's

Support


who taught your last mathematics class: to


statements?

My teacher provides extra help when

needed.



While Macao mathematics teachers

generally render their support quite well

to their students, improvement may still

be possible by providing extra help

when needed and giving students ample

opportunity to express opinions.

Disciplinary

Climate

How often do these things happen in your

mathematics lessons?

Students don’t listen to what the teacher

says.

(5 items/ 4-point Likert scale from “Every

lesson” to “Never or hardly ever”)

While the disciplinary climate is

generally very satisfactory there is a

need to mobilize inattentive students to

engage promptly in classroom

instruction and listen quietly to what the

teacher says.

- 49 -

Table 4.4

Quality indicators pertaining to Problem Solving Experience for the improvement of


Quality

Indicator




Student Improvement Perseverance How well does each of the following

statements below describe you?

When confronted with a problem, I give up

easily.


much like me” to “Not at all like me”)

While most students persevere in their

problem solving tasks there is still a

sizable proportion of students put off

difficult problems. Teacher guidance

regarding time management in addition

to application of effective problem

solving strategies is needed.

Openness for

Problem Solving

How well does each of the following


I like to solve complex problems.


much like me” to “Not at all like me”)

Students have yet to develop openness

for problem solving and like to

challenge complex problems. They are

able to link facts together, seek

explanation for things, and handle a lot

of information.

Table 4.5

Quality indicators pertaining to Availability and Use of ICT for the improvement of


Quality

Indicator




Student Improvement ICT Resources Are any of these devices available for you

to use at home?

Desktop computer.

(11 items/ 3-point Likert scale from “Yes,

and I use it” to “No”)

Though there is no shortage of ICT

resources at school and at home, there is

a serious lack of ICT use at home for

school work, e.g. browsing the Internet

for schoolwork, and downloading and

uploading materials from the school’s

websites. ICT Use at

Home for

School-related

Tasks

How often do you use a computer for the

following activities outside of school?

Doing homework on the computer.

(7 items/ 5-point Likert scale from “Never

hardly ever” to “Every day”)

- 50 -

Table 4.6

Quality indicators pertaining to Classroom and School Climate for the improvement of


Quality

Indicator



Suggestion for School

Improvement Teacher-Student

Relations

Thinking about the teachers at your school:

to what extent do you agree with the


Students get along well with most teachers.



There is still ample room for

improvement in teacher-student

relations in Macao. Teachers should

really listen to what their student say and

bear in mind that they have to treat

students very fairly.

Sense of

Belonging to

School

Thinking about your school: to what extent

do you agree with the following

statements?

I feel like I belong at school.



Sense of belonging to school and

friendships amongst peers are needed

cultivation. They are encouraged to

organize or participate in school

activities. With their collaborative

efforts and contributions it is hoped that

they will be more proud of their schools’

achievement.

Attitude towards

School:

Learning

Outcomes

Thinking about what you have learnt at

school: to what extent do you agree with the


School has done little to prepare me for

adult life when I leave school.



There is still ample room for

improvement in the student’s attitude

towards their learning activities and

outcomes of school learning. Schools

should do more to prepare them for adult

life when they leave school, and give

them confidence to try hard at school to

make responsible decisions.

Attitude towards

School:

Learning

Activities

Thinking about your school: to what extent

do you agree with the following

statements?

Trying hard at school is important.



In sum, evidenced-based decision making is of paramount importance for school and

student improvement, and the identification of quality education indicators is an

important step to achieve this end. A comparison of the test and questionnaire statistics

between Macao and OECD countries renders educational researchers opportunities to

suggest improvement ideas from an international comparison perspective so as to elevate

Macao students’ mathematical literacy performance to new heights. Admittedly, in spite

of the impressive high mathematical literacy performance of the Macao adolescents, this

report shows that there is still ample room for school and student improvement. The

findings documented in this report are important for educational practitioners to

understand the potential benefits regarding the use of Macao-PISA 2012 data for the

betterment of quality and equity of mathematics education in Macao.

- 51 -

Chapter 5

Trend of Literacy Performance of Macao Students

Abstract: This chapter seeks to portray the trend of literacy performance of Macao’s

15-year-olds for mathematics, science and reading during 2003-2012. It highlights the

remarkable achievement in mathematical literacy, and underscores the impressive growth

in reading literacy of Macao students after a decade of PISA assessment. The trend results

point out the importance of elevating the mathematical and reading literacy performance

standard of the low-achievers. In the case of scientific literacy the performance standard

of the high-achievers should be the cause of concern.

5.1 Trend of literacy performance of Macao 15-year-olds in the past decade

Macao participated in OECD’s 3-yearly PISA literacy assessment in 2003, 2006, 2009,

and 2012. In each cycle of assessment, mathematical, scientific and reading literacy of

15-year-old students are assessed, allowing researchers to chart and monitor literacy

performance across time. Using common test items in each cycle of PISA assessment it is

possible to compare the literacy performance of students across cycles of PISA

assessment. Figure 5.1 describes the trend of mathematical, scientific and reading literacy

performance of 15-year-old students in Macao in the past decade (i.e. 2003-2012).

Across the four time points of PISA assessment, it can be observed that in 2012 Macao

students have made remarkable achievement to reach high standards in mathematical

literacy (see Figure 5.1). This renders Macao being positioned amongst the top positions

in the league table of PISA 2012, in which the other three Chinese-speaking counterparts

(i.e. Shanghai, Hong Kong, and Taiwan) are also positioned (see Table 2.3). Regarding

this achievement of high standards, Macao’s girls are to be commended. In PISA 2012,

unlike previous cycles of PISA assessment, there is no longer any gender difference in

mathematical literacy favoring males in the Macao’s 15-year-old student population (see

Table 2.1).

- 52 -

Scientific literacy performance is comparable between 2003 and 2012, and between the

years from 2006 to 2009 the performance is a bit lower in standard (see Figure 5.1).

Although the performance level is very satisfactory above the OECD average Macao

students are far lacking behind their Chinese-speaking counterparts (see Table 2.3). More

work need to be planned and undertaken to raise the percentage of the high-achievers.

After six years (from 2003 to 2009) of a gentle decline in reading literacy performance,

Macao students have made impressive growth in reading literacy performance (see Figure

5.1). For the first time in the history of PISA assessment Macao student’s reading literacy

performance is above the OECD average (score= 500). Although both boys and girls in

Macao are to be commended for this growth in reading literacy performance, more work

need to be planned and done for the boys because their reading literacy performance is

still below the average of the OCED countries (see Table 2.1).

Figure 5.1

Trend of mathematical, scientific and reading literacy performance of 15-year-old students in

Macao (2003-2012)

- 53 -

5.2 Strengths and weaknesses of Macao 15-year-olds’ literacy performance in

the last decade

Figure 5.2-5.4, respectively for mathematics, science and reading, depicts the QQ-plots of

literacy performance between PISA 2003 and PISA 2012, which are the first and most recent

PISA assessment for Macao. The plots uncover the strengths and weaknesses of Macao

15-year-old’s literacy acquisition in the last decade, as the performance scores of students

situated at the same percentile of the literacy score distribution between two occasions of

assessment (i.e. PISA 2003 vs. PISA 2012) can be compared accordingly.

Figure 5.2

QQ-Plot of mathematical literacy performance (2003 vs. 2012)

- 54 -

Figure 5.3

QQ-Plot of scientific literacy performance (2003 vs. 2012)

Figure 5.4

QQ-Plot of reading literacy performance (2003 vs. 2012)

- 55 -

For mathematics, it is uncovered that in spite of the remarkable achievement of Macao

students in PISA 2012, the mathematical literacy performance of the low-achievers (i.e.

students graded at proficiency level one or below) are actually worse than those in PISA

2003.

For science, the QQ-plot uncovers the crux of the problem in Macao’s basic science

education. While the low-achievers in 2012 are performing a little bit better in scientific

literacy, it is the other way round for students graded at level 3 or above. Evidently, more

work need to be planned and carried out in order to raise both the percentage and

performance standard of the high-achievers.

For reading, similar situation as that of mathematics is observed. The reading literacy

performance of the low-achievers (i.e. students graded at proficiency level one or below)

in PISA 2012 are actually worse than those in PISA 2003. It is note-worthy that the

high-achievers in 2012 are performing a lot better than those in 2003.

References

OECD (2013a). PISA 2012 Results: What Students Know and Can Do: Student Performance in

Mathematics, Reading and Science (Volume I), OECD Publishing.

OECD (2013b). PISA 2012 Results: Excellence through Equity: Giving Every Student the

Chance to Succeed (Volume II), OECD Publishing.

OECD (2013c). PISA 2012 Results: Ready to Learn: Students’ Engagement, Drive and

Self-beliefs (Volume III), OECD Publishing.

OECD (2013d). PISA 2012 Results: What Makes a School Successful: Resources, Policies and

Practices (Volume IV), OECD Publishing.

OECD (2013e). PISA 2012 Assessment and Analytical Framework: Mathematics,

Reading, Science, Problem Solving and Financial Literacy, OECD Publishing.

- 56 -

Appendix 1: Frequency distribution of student responses to the quality education indicators

pertaining to Learning Mathematics

Table A1.1

A comparison of 15-year-olds’ responses to the Familiarity with Mathematics Concepts between

Macao and OECD countries

Thinking about mathematical

concepts: how familiar are you

with the following terms?

%

Never heard of it

Heard of it once or twice

Heard of it a few times

Heard of it often

Know it well, understand the

concept

Exponential Function Macao 12.1 11.6 17.9 26.1 32.4

OECD 44.8 18.9 16.6 10.9 8.8

Divisor Macao 2.5 2.4 5.1 11.8 78.1

OECD 11.7 9.5 12.0 19.7 47.2

Quadratic Function Macao 8.1 6.8 11.7 23.6 49.8

OECD 17.0 12.5 16.5 21.5 32.5

Proper Number Macao 24.5 13.3 21.7 17.9 22.6

OECD 27.2 17.3 19.0 17.6 18.9

Linear Equation Macao 1.3 2.1 6.7 17.6 72.3

OECD 12.8 9.6 13.2 22.6 41.8

Vectors Macao 33.3 12.6 18.1 15.2 20.8

OECD 34.9 15.1 14.9 14.9 20.3

Complex Number Macao 10.9 13.8 24.6 23.0 27.6

OECD 33.0 20.2 19.1 14.9 12.9

Rational Number Macao 1.3 2.9 9.7 25.8 60.3

OECD 14.5 10.9 14.6 22.9 37.2

Radicals Macao 6.3 4.4 8.8 20.6 59.9

OECD 15.1 10.7 12.1 17.9 44.2

Subjunctive Scaling Macao 65.0 13.5 11.7 5.9 3.8

OECD 62.5 16.5 11.4 6.0 3.6

Polygon Macao 1.6 2.6 8.5 23.0 64.3

OECD 17.8 8.5 11.5 18.2 44.1

Declarative Fraction Macao 59.6 14.5 12.9 7.0 6.0

OECD 57.1 17.3 12.5 7.6 5.5

Congruent Figure Macao 8.2 5.9 10.4 17.2 58.3

OECD 27.9 12.7 13.9 15.5 30.0

Cosine Macao 22.9 6.9 9.1 16.2 44.8

OECD 32.7 9.0 9.8 14.2 34.3

Arithmetic Mean Macao 22.7 11.5 14.4 15.7 35.7

OECD 30.8 12.4 13.1 14.4 29.4

Probability Macao 18.1 13.9 19.5 17.9 30.6

OECD 7.7 7.2 12.0 22.0 51.1

- 57 -

Table A1.2

A comparison of 15-year-olds’ responses to the Experience with Pure Mathematics Tasks at

School between Macao and OECD countries

How often have you encountered the following

types of mathematics tasks during your time at

school?

%

Frequently Sometimes Rarely Never

Solving an equation like 6x2 + 5 =29. Macao 68.3 24.9 5.3 1.6

OECD 61.6 23.7 8.4 6.3

Solving an equation like

2(x+3) = (x + 3)(x-3).

Macao 69.3 24.0 5.0 1.7

OECD 60.9 23.8 8.8 6.5

Solving an equation like 3x + 5 =17. Macao 65.8 24.5 8.0 1.7

OECD 62.6 23.0 8.2 6.1

Table A1.3

A comparison of 15-year-olds’ responses to the Mathematics Self-Efficacy between Macao and

OECD countries

How confident do you feel about having to do

the following mathematics tasks?

%

Very confident Confident

Not very confident

Not at all confident

Using a train timetable to work out how long

it would take to get from one place to another.

Macao 26.0 45.4 25.1 3.5

OECD 38.9 42.5 15.4 3.2

Calculating how much cheaper a TV would be

after a 30% discount.

Macao 53.9 37.2 7.8 1.1

OECD 42.5 37.3 16.6 3.6

Calculating how many square metres of tiles

you need to cover a floor.

Macao 39.1 37.0 21.3 2.7

OECD 32.0 36.1 26.0 5.8

Understanding graphs presented in

newspapers.

Macao 28.7 44.9 23.2 3.2

OECD 37.0 42.6 16.6 3.8

Solving an equation like 3x+5= 17. Macao 73.2 22.2 3.3 1.2

OECD 57.4 27.8 11.1 3.7

Finding the actual distance between two

places on a map with a 1:10,000 scale.

Macao 32.5 33.0 28.0 6.4

OECD 23.2 32.7 34.3 9.9

Solving an equation like

2(x+3) = (x + 3) (x - 3).

Macao 54.4 30.1 12.5 3.0

OECD 39.7 33.4 19.8 7.1

Calculating the petrol consumption rate of a

car.

Macao 14.8 32.4 42.5 10.3

OECD 20.2 35.8 34.4 9.6

- 58 -

Table A1.4

A comparison of 15-year-olds’ responses to the Mathematics Self-concept between Macao and

OECD countries

Thinking about studying mathematics: to what

extent do you agree with the following

statements?

%

Strongly

agree

Agree Disagree Strongly

disagree

I am just not good at mathematics. Macao 17.8 30.6 39.1 12.6

OECD 16.4 26.3 39.0 18.4

I get good grades in mathematics. Macao 6.9 29.9 46.8 16.4

OECD 16.0 42.9 31.1 10.0

I learn mathematics quickly. Macao 8.1 36.7 42.8 12.4

OECD 14.3 37.4 35.3 12.9

I have always believed that mathematics is one

of my best subjects.

Macao 10.7 21.6 40.7 27.0

OECD 15.0 23.2 34.4 27.4

In my mathematics class, I understand even the

most difficult work.

Macao 6.2 28.9 47.5 17.3

OECD 8.9 28.6 41.0 21.5

Table A1.5

A comparison of 15-year-olds’ responses to the Mathematics Interest between Macao and

OECD countries

Thinking about your views on mathematics: to what

extent do you agree with following statements?

%

Strongly

agree


disagree

I enjoy reading about mathematics. Macao 7.0 35.5 44.2 13.3

OECD 6.1 24.6 43.4 26.0

I look forward to my mathematics lessons. Macao 7.9 33.8 44.6 13.8

OECD 8.1 28.1 41.3 22.5

I do mathematics because I enjoy it. Macao 10.6 31.7 43.9 13.8

OECD 10.6 27.5 39.6 22.2

I am interested in the things I learn in mathematics. Macao 11.2 35.0 43.1 10.8

OECD 13.9 39.2 33.3 13.6

- 59 -

Table A1.6

A comparison of 15-year-olds’ responses to the Instrumental Motivation for Mathematics

between Macao and OECD countries

Thinking about your views on mathematics: to what

extent do you agree with following statements?

%

Strongly

agree


disagree

Making an effort in mathematics is worth it because

it will help me in the work that I want to do later on.

Macao 14.2 53.8 25.6 6.5

OECD 27.5 47.5 17.9 7.0

Learning mathematics is worthwhile for me

because it will improve my career prospects,

chances.

Macao 15.7 55.9 22.2 6.2

OECD 28.9 49.3 14.8 7.0

Mathematics is an important subject for me

because I need it for what I want to study later on.

Macao 15.9 46.4 29.9 7.8

OECD 25.6 40.7 23.0 10.7

I will learn many things in mathematics that will

help me get a job.

Macao 11.9 45.1 33.7 9.3

OECD 23.3 47.2 21.0 8.5

- 60 -

Table A1.7

A comparison of 15-year-olds’ responses to the Mathematics Work Ethics between Macao and

OECD countries

Thinking about the mathematics you do for school: to


statements?

%

Strongly

agree


disagree

I finish my homework in time for mathematics class. Macao 25.0 51.1 20.3 3.6

OECD 23.4 45.8 23.9 6.8

I work hard on my mathematics homework. Macao 21.7 55.5 19.7 3.0

OECD 15.0 42.1 34.8 8.0

I am prepared for my mathematics exams. Macao 28.7 50.8 16.9 3.6

OECD 19.9 47.9 26.7 5.5

I study hard for mathematics quizzes. Macao 14.7 44.4 34.3 6.6

OECD 14.6 38.1 38.6 8.6

I keep studying until I understand mathematics

material.

Macao 14.3 43.9 36.2 5.6

OECD 17.4 43.7 32.5 6.4

I pay attention in mathematics class. Macao 19.2 54.7 22.7 3.4

OECD 23.4 55.5 17.4 3.7

I listen in mathematics class. Macao 19.9 57.6 19.6 2.8

OECD 26.2 58.0 12.7 3.1

I avoid distractions when I am studying mathematics. Macao 14.3 50.3 31.2 4.2

OECD 15.7 43.4 34.8 6.2

I keep my mathematics work well organized. Macao 10.4 39.4 41.7 8.4

OECD 16.7 43.0 33.1 7.2

- 61 -

Table A1.8

A comparison of 15-year-olds’ responses to the Mathematics Behavior between Macao and

OECD countries

How often do you do the following things at

school and outside of school?

%

Always or almost always

Often Sometimes Never or rarely

I talk about mathematics problems with my

friends.

Macao 4.9 21.6 55.7 17.8

OECD 3.9 13.7 40.5 41.9

I help my friends with mathematics. Macao 7.0 23.8 51.8 17.5

OECD 5.1 20.3 45.5 29.1

I do mathematics as an extracurricular activity. Macao 1.4 5.9 30.6 62.0

OECD 4.0 11.2 27.1 57.7

I take part in mathematics competitions. Macao 2.0 4.4 21.7 71.9

OECD 2.5 4.6 13.2 79.7

I do mathematics more than 2 hours a day

outside of school.

Macao 2.0 5.5 30.4 62.1

OECD 2.8 6.5 24.8 66.0

I play chess. Macao 4.0 12.5 37.4 46.0

OECD 4.0 8.4 22.5 65.1

I program computers. Macao 3.0 7.6 26.5 62.8

OECD 5.0 10.0 20.3 64.7

I participate in a mathematics club. Macao 1.2 2.1 9.1 87.7

OECD 1.5 2.3 4.9 91.2

- 62 -

Table A1.9

A comparison of 15-year-olds’ responses to the Subjective Norms in Mathematics between


Thinking about how people important to you view

mathematics: how strongly do you agree with the


%

Strongly

agree


disagree

Most of my friends do well in mathematics. Macao 7.4 46.8 41.3 4.6

OECD 7.9 52.3 35.5 4.3

Most of my friends work hard at mathematics. Macao 4.9 35.2 50.9 8.9

OECD 7.2 43.9 43.0 5.9

My friends enjoy taking mathematics tests. Macao 3.6 23.0 55.4 18.1

OECD 2.4 10.8 55.2 31.5

My parents believe it’s important for me to study

mathematics.

Macao 21.5 57.2 18.0 3.3

OECD 40.6 49.8 7.8 1.8

My parents believe that mathematics is important

for my career.

Macao 17.6 49.6 28.5 4.3

OECD 33.8 46.5 16.6 3.0

My parents like mathematics. Macao 5.3 27.3 54.2 13.2

OECD 12.5 45.6 33.9 8.0

Table A1.10

A comparison of 15-year-olds’ responses to the Mathematics Anxiety between Macao and

OECD countries

Thinking about studying mathematics: to what


statements?

%

Strongly

agree


disagree

I often worry that it will be difficult for me in

mathematics classes.

Macao 26.4 44.0 22.9 6.7

OECD 19.5 39.9 30.0 10.5

I get very tense when I have to do mathematics

homework.

Macao 8.5 23.6 50.1 17.8

OECD 10.2 22.5 44.4 23.0

I get very nervous doing mathematics

problems

Macao 8.8 27.3 49.2 14.7

OECD 8.1 22.5 47.7 21.7

I feel helpless when doing a mathematics

problem.

Macao 12.0 27.5 45.2 15.3

OECD 8.6 21.3 46.4 23.7

I worry that I will get poor grades in

mathematics.

Macao 30.2 35.1 22.4 12.3

OECD 25.5 35.8 24.7 14.0

- 63 -

Table A1.11

A comparison of 15-year-olds’ responses to the Attributions to Failure in Mathematics between


Suppose that you are a student in the following situation:

Each week, your mathematics teacher gives a shot quiz.

Recently you have done badly on these quizzes. Today

you are trying to figure out why. How likely are you to

have these thoughts or feelings in this situation?

%

Very likely Likely Slightly likely

Not at all likely

I’m not very good at solving mathematics

problems.

Macao 14.9 39.5 35.3 10.2

OECD 15.3 42.4 30.2 12.1

My teacher did not explain the concepts well

this week.

Macao 8.9 31.0 43.9 16.2

OECD 12.5 35.3 35.3 16.9

This week I made bad guesses on the quiz. Macao 8.8 29.8 39.5 22.0

OECD 11.0 34.9 32.1 22.0

Sometimes the course material is too hard. Macao 18.7 40.4 32.1 8.7

OECD 25.4 45.4 21.8 7.4

The teacher did not get students interested in

the material.

Macao 21.2 36.3 32.3 10.1

OECD 18.7 34.6 31.5 15.2

Sometimes I am just unlucky. Macao 13.7 25.5 33.7 27.1

OECD 15.8 32.8 29.8 21.6

- 64 -


pertaining to Mathematics Experiences

Table A2.1

A comparison of 15-year-olds’ responses to the Mathematics Teacher’s Classroom Management


Thinking about the mathematics teacher who

taught your last mathematics class: to what


statements?

%

Strongly agree

Agree Disagree Strongly disagree

My teacher gets students to listen to him or

her.

Macao 20.8 61.4 15.3 2.6

OECD 30.9 51.6 14.0 3.5

My teacher keeps the class orderly. Macao 18.3 60.9 17.9 2.9

OECD 26.7 50.8 18.5 4.1

My teacher starts lessons on time. Macao 29.2 57.7 11.2 1.8

OECD 31.8 47.2 17.3 3.7

The teacher has to wait a long time for

students to quieten down.

Macao 5.5 23.8 50.7 19.9

OECD 10.3 28.0 41.5 20.2

- 65 -

Table A2.2

A comparison of 15-year-olds’ responses to the Cognitive Activation in Mathematics Lessons



taught your last mathematics class: how often

does each of the following happen?

%

Always or almost always

Often Sometimes Never or

rarely

The teacher asks questions that make us reflect

on the problem. Macao 10.7 32.7 44.8 11.8

OECD 21.1 38.3 31.8 8.8

The teacher gives problems that require us to

think for an extended time. Macao 17.4 46.2 32.1 4.3

OECD 15.8 37.5 37.9 8.9

The teacher asks us to decide on our own

procedures for solving complex problems. Macao 10.3 30.9 47.4 11.5

OECD 13.6 28.1 36.7 21.6

The teacher presents problems for which there

is no immediately obvious method of solution. Macao 10.4 26.2 44.8 18.6

OECD 14.3 32.9 37.4 15.4

The teacher presents problems in different

contexts so that students know whether they

have understood the concepts.

Macao 9.9 26.2 44.4 19.4

OECD 20.8 38.2 30.9 10.0

The teacher helps us to learn from mistakes

we have made.

Macao 19.1 39.6 33.5 7.8

OECD 26.0 34.2 27.7 12.1

The teacher asks us to explain how we have

solved a problem. Macao 16.8 37.0 35.6 10.5

OECD 34.2 36.0 22.4 7.4

The teacher presents problems that require

students to apply what they have learned to

new contexts.

Macao 11.1 29.2 44.3 15.4

OECD 24.0 38.2 29.3 8.6

The teacher gives problems that can be solved

in several different ways. Macao 19.8 42.2 33.0 5.0

OECD 21.1 39.0 32.4 7.4

- 66 -

Table A2.3

A comparison of 15-year-olds’ responses to the Mathematics Teacher’s Support between Macao

and OECD countries


taught your last mathematics class: to what


statements?

%

Strongly agree


My teacher lets us know we need to work

hard.

Macao 28.0 63.8 6.6 1.6

OECD 30.1 53.7 13.2 3.0

My teacher provides extra help when needed. Macao 27.0 61.2 9.5 2.3

OECD 32.2 48.1 14.6 5.1

My teacher helps students with their learning. Macao 27.6 63.0 7.5 1.8

OECD 31.5 50.3 13.8 4.4

My teacher gives students the opportunity to

express opinions.

Macao 24.5 59.5 12.3 3.6

OECD 27.4 47.7 17.7 7.2

Table A2.4

A comparison of 15-year-olds’ responses to the Disciplinary Climate between Macao and

OECD countries

How often do these things happen in your

mathematics lessons?

%

Every lesson

Most lessons

Some lessons

Never or hardly ever

Students don’t listen to what the teacher says. Macao 4.5 19.9 63.6 12.0

OECD 10.1 22.0 48.0 20.0

There is noise and disorder. Macao 4.5 11.0 55.1 29.5

OECD 11.4 20.8 41.8 26.0

The teacher has to wait a long time for

students to quieten down.

Macao 4.1 10.5 47.3 38.1

OECD 9.9 17.9 38.0 34.2

Students cannot work well. Macao 4.5 11.3 50.7 33.5

OECD 7.1 15.1 41.9 35.9

Students don’t start working for a long time

after the lesson begins.

Macao 6.2 14.7 53.7 25.4

OECD 9.8 17.2 37.3 35.7

- 67 -


pertaining to Problem Solving Experiences

Table A3.1

A comparison of 15-year-olds’ responses to the Perseverance between Macao and OECD

countries



%

Very much

like me

Mostly like me

Some-what

like me

Not much

like me

Not at all like

me

When confronted with a problem, I give up

easily.

Macao 3.5 9.2 37.5 39.7 10.1

OECD 6.4 10.7 26.9 35.8 20.2

I put off difficult problems. Macao 5.1 16.4 44.5 26.7 7.2

OECD 11.1 19.6 32.5 25.1 11.8

I remain interested in the tasks that I start. Macao 14.3 36.6 37.5 10.2 1.5

OECD 16.6 32.3 31.1 15.7 4.2

I continue working on tasks until everything

is perfect.

Macao 20.9 32.0 32.4 12.8 1.9

OECD 17.1 26.7 30.0 20.1 6.1

When confronted with a problem I do more

than what is expected of me.

Macao 17.6 28.6 36.9 15.0 1.9

OECD 13.0 21.5 32.1 24.6 8.9

Table A3.2

A comparison of 15-year-olds’ responses to the Openness for Problem Solving between Macao

and OECD countries



%

Very much

like me

Mostly like me

Some-what

like me

Not much

like me

Not at all like

me

I can handle a lot of information. Macao 8.6 22.2 40.6 25.7 2.9

OECD 18.2 34.9 32.1 12.2 2.6

I am quick to understand things. Macao 12.0 26.2 40.8 18.5 2.5

OECD 20.4 36.2 29.7 11.2 2.5

I seek explanations for things. Macao 18.9 29.6 38.1 12.3 1.1

OECD 25.0 35.7 27.8 9.5 2.1

I can easily link facts together. Macao 12.5 25.6 39.7 19.9 2.2

OECD 21.4 35.3 29.7 11.3 2.3

I like to solve complex problems. Macao 10.0 15.4 29.4 31.3 13.9

OECD 13.9 19.2 27.1 24.7 15.0

- 68 -


pertaining to Availability and Use of ICT

Table A4.1

A comparison of 15-year-olds’ responses to the ICT Resources between Macao and OECD

countries

Are any of these devices available for you to use at

home? %

Yes, and I use it

Yes, but I don’t use it

No

Desktop computer Macao 86.2 6.9 6.9

OECD 68.6 13.7 17.7

Portable laptop, or notebook Macao 44.8 17.3 37.8

OECD 71.2 9.2 19.6

Tablet computer (e.g. iPad® , BlackBerry®

PlayBookTM)

Macao 26.8 8.3 64.9

OECD 23.5 7.1 69.3

Internet connection Macao 97.3 1.3 1.4

OECD 91.2 2.1 6.7

Video games console, e.g. Sony® PlayStation® Macao 36.2 11.0 52.7

OECD 53.7 16.6 29.7

Mobile phone (without Internet access) Macao 54.4 23.7 21.9

OECD 54.8 18.4 26.9

Mobile phone (with Internet access) Macao 65.3 11.7 23.0

OECD 71.8 9.6 18.6

Portable music player (Mp3/Mp4 player, iPod®

or similar)

Macao 58.1 12.3 29.6

OECD 75.3 11.5 13.2

Printer Macao 47.9 13.8 38.3

OECD 72.8 11.5 15.7

USB (memory) stick Macao 89.3 6.4 4.3

OECD 83.7 10.4 6.0

ebook reader, e.g. Amazon® KindleTM

Macao 11.0 7.9 81.1

OECD 12.1 10.8 77.1

- 69 -

Table A4.2

A comparison of 15-year-olds’ responses to the ICT Use at Home for School-related Tasks


How often do you use a computer for the

following activities outside of school? %

Never or

hardly ever

Once or twice a month

Once or

twice a

week

Almost every day

Every day

Browsing the Internet for schoolwork (e.g. for

preparing an essay or presentation).

Macao 12.0 43.7 33.7 7.7 2.9

OECD 14.3 30.7 36.2 13.4 5.4

Using email for communication with other

students about schoolwork.

Macao 42.7 23.0 22.0 9.3 3.1

OECD 38.7 22.7 21.7 11.0 5.9

Using email for communication with teachers

and submission of homework or other

schoolwork.

Macao 56.8 28.7 11.5 2.0 0.9

OECD 53.1 26.1 13.6 4.5 2.6

Downloading, uploading or browsing material

from your school’s website (e.g. timetable or

course materials).

Macao 47.0 28.6 18.9 3.9 1.7

OECD 45.6 23.9 16.8 8.6 5.2

Checking the school’s website for

announcements, e.g. absence of teachers.

Macao 61.0 22.5 12.4 2.8 1.3

OECD 50.5 19.2 14.3 9.2 6.8

Doing homework on the computer. Macao 14.4 32.4 34.3 12.5 6.4

OECD 26.3 25.5 27.0 14.1 7.2

Sharing school related materials with other

students.

Macao 43.4 24.1 20.6 8.9 2.9

OECD 43.9 23.0 19.2 9.5 4.4

- 70 -


pertaining to Classroom and School Climate

Table A5.1

A comparison of 15-year-olds’ responses to the Teacher-Student Relations between Macao and

OECD countries

Thinking about the teachers at your

school: to what extent do you agree with

the following statements?

%

Strongly agree


Students get along well with most teachers. Macao 25.7 65.7 7.3 1.2

OECD 21.1 61.2 15.5 2.2

Most teachers are interested in students’

well-being.

Macao 18.5 63.4 15.5 2.6

OECD 19.6 57.3 19.5 3.5

Most of my teachers really listen to what I

have to say.

Macao 12.0 53.9 28.4 5.6

OECD 18.9 55.5 21.6 4.0

If I need extra help, I will receive it from my

teachers.

Macao 20.3 66.3 11.5 2.0

OECD 23.7 57.9 15.2 3.3

Most of my teachers treat me fairly. Macao 16.0 58.8 18.8 6.4

OECD 23.1 57.6 14.8 4.5

- 71 -

Table A5.2

A comparison of 15-year-olds’ responses to the Sense of Belonging to School between Macao

and OECD countries

Thinking about your school: to what


statements?

%

Strongly agree


I feel like an outsider (or left out of things) at

school.

Macao 3.8 11.9 57.9 26.4

OECD 3.1 8.1 42.2 46.6

I make friends easily at school. Macao 18.7 63.2 16.2 2.0

OECD 30.3 56.6 11.1 2.0

I feel like I belong at school. Macao 10.6 54.9 27.8 6.7

OECD 27.3 54.0 14.5 4.2

I feel awkward and out of place in my school. Macao 2.9 13.6 60.6 22.8

OECD 3.0 9.4 41.7 45.8

Other students seem to like me. Macao 7.9 64.8 23.6 3.7

OECD 22.6 66.6 8.7 2.1

I feel lonely at school. Macao 3.5 13.9 58.5 24.2

OECD 2.2 6.7 37.8 53.2

I feel happy at school. Macao 18.8 63.0 15.2 3.1

OECD 24.4 55.5 15.7 4.5

Things are ideal in my school. Macao 6.8 46.3 38.8 8.1

OECD 14.9 46.3 29.9 8.9

I am satisfied with my school. Macao 9.4 50.6 29.2 10.8

OECD 23.6 54.6 15.9 5.9

Table A5.3

A comparison of 15-year-olds’ responses to the Attitude towards School: Learning Outcomes


Thinking about what you have learnt at

school: to what extent do you agree with

the following statements?

%

Strongly agree


School has done little to prepare me for adult

life when I leave school.

Macao 7.7 42.4 45.5 4.3

OECD 7.1 22.3 52.0 18.6

School has been a waste of time. Macao 3.1 9.4 67.2 20.3

OECD 3.3 8.2 51.4 37.1

School has helped give me confidence to

make decisions.

Macao 9.0 64.2 23.5 3.4

OECD 19.0 57.7 19.1 4.2

School has taught me things which could be

useful in a job.

Macao 16.5 67.1 13.3 3.2

OECD 34.9 52.1 9.9 3.0

- 72 -

Table A5.4

A comparison of 15-year-olds’ responses to the Attitude towards School: Learning Activities


Thinking about your school: to what


statements?

%

Strongly agree


Trying hard at school will help me get a good

job.

Macao 25.1 56.3 15.6 3.0

OECD 46.0 45.4 7.3 1.4

Trying hard at school will help me get into a

good college.

Macao 35.3 58.0 5.7 1.0

OECD 52.4 41.3 5.1 1.3

I enjoy getting good grades. Macao 41.5 50.4 6.9 1.1

OECD 58.2 36.7 4.1 1.0

Trying hard at school is important. Macao 30.7 58.4 9.1 1.8

OECD 46.5 46.6 5.5 1.4

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