Mathematic Achievement of Canadian Private School Students

Authors

  • Francoise Jane Cadigan University of Manitoba
  • Yichun Wei Manitoba Health
  • Rodney A Clifton University of Manitoba

DOI:

https://doi.org/10.11575/ajer.v59i4.55823

Keywords:

Private school, Academic Achievement, PISA, Canada, Mathematics, école privée, rendement académique, mathématiques

Abstract

Very little Canadian research has examined the academic achievement of private school students. Data from The Programme for International Student Assessment (PISA) 2003 were used to examine the achievement of private school students. The study found that private school students outperformed their public school peers. In addition, the students’ morale, motivation, interest in mathematics, expected education, effort invested in the PISA test, and socioeconomic status were significantly and positively related to their academic performance. Surprisingly, the cost of their tuition fees, reported hours spent on math homework, sense of belonging, and higher ratio of instructional time on mathematics were significantly, but negatively, related to the students’ math performance.

Au Canada, le rendement académique d’élèves dans les écoles privées a très peu fait l’objet de recherche. Nous avons étudié les données du Programme international pour le suivi des acquis des élèves (PISA) de 2003 pour évaluer le rendement des élèves dans les écoles privées; notre étude est similaire à une étude récente portant sur le rendement académique d’élèves dans les écoles publiques au Canada (Wei, Clifton, & Roberts, 2011). Nos résultats indiquent que le rendement des élèves dans les écoles privées est supérieur à celui des élèves dans les écoles publiques. De plus, nous avons trouvé plusieurs facteurs ayant un effet significatif et positif sur le rendement académique :  le moral, la motivation, l’intérêt pour les mathématiques, les attentes quant à leur scolarisation, les efforts consentis pour bien réussir au PISA et le statut socioéconomique. Étonnamment, les facteurs suivants exerçaient un effet significatif, mais négatif, sur la performance des élèves en mathématiques : le cout des frais de scolarité, les heures qu’ils disaient passer à faire des devoirs en mathématiques, le sentiment d’appartenance et un rapport plus élevé d’heures d’enseignement des mathématiques.

Author Biographies

Francoise Jane Cadigan, University of Manitoba

Francoise Cadigan is a Ph.D. candidate in the Department of Business Administration, Faculty of Management at the University of Manitoba. Her fields are recruitment, selection, retention, and talent management.

Yichun Wei, Manitoba Health

Yichun Wei, Ph.D., is a Senior Health Information and Research Consultant, Manitoba Health. Her fields are research methods, school assessment, and program evaluation.

Rodney A Clifton, University of Manitoba

Rodney A.  Clifton, Ph.D., is a Professor Emeritus, University of Manitoba, and Senior Fellow, Frontier Centre for Public Policy. His fields are sociology of education, post-secondary education, and educational research methods.

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Published

2014-10-30

How to Cite

Cadigan, F. J., Wei, Y., & Clifton, R. A. (2014). Mathematic Achievement of Canadian Private School Students. Alberta Journal of Educational Research, 59(4), 662–673. https://doi.org/10.11575/ajer.v59i4.55823

Issue

Vol. 59 No. 4 (2013): Winter

Section

ARTICLES

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