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      • HARVEST
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      Examining organizational learning conditions and student outcomes using the Programme of International Student Assessment (PISA): A Canada and Saskatchewan school context

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      ROHR-DISSERTATION.pdf (1.479Mb)
      Date
      2015-03-20
      Author
      Rohr, Betty
      Type
      Thesis
      Degree Level
      Doctoral
      Metadata
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      Abstract
      The purpose was to investigate the relationship between Canadian and Saskatchewan PISA 2009 reading performance and organizational learning (OL) conditions as perceived by students and principals when selected student and school characteristics were taken into consideration. Gender, Aboriginal status, and socioeconomic status were the student characteristics that were considered. School size, urban versus rural school community, proportion of students self-identified as Aboriginal, and school average socioeconomic status were school characteristics taken into consideration. A nationally represented sample of 978 schools and 23,207 15-year-old students across the ten Canadian provinces participated in the PISA 2009. Within this sample, 1,997 students and 99 schools were from Saskatchewan. Principal components analyses were conducted to produce components for the calculation of two composite (OL) indices: a Student OL Index based on the Canada and OECD PISA student questionnaires and a School OL Index based on OECD PISA school questionnaire. Subsequently, two hierarchal linear modelling analyses were employed to examine the association of student-level OL index and school-level OL index with reading performance. Across Canadian and Saskatchewan schools, students’ perspective of OL conditions was positively associated with reading performance in the presence of the selected student and school characteristics. Except for one school-level OL component (i.e., principal’s perspective of school culture/environment) in the Canadian model, school-level OL conditions were not significantly associated to reading performance in the presence of student and school characteristics. With the adjustment of student and contextual characteristics incorporated in the modelling, the average reading performance was comparable across Canadian and Saskatchewan schools, 528 and 523 respectively. Variance decomposition of final models indicated that 55% of the Canadian school-level variance in reading achievement and 68% of the Saskatchewan school-level variance were explained by the selected student and school characteristics along with student perspective of OL conditions. The findings from this study supported the hypothesis that OL conditions are associated with student achievement. Additionally, it was noted that the effect of OL conditions was of similar magnitude to that of the socioeconomic status effect. Furthermore, the findings from this study further emphasized the importance of the student voice within the school OL framework.
      Degree
      Doctor of Philosophy (Ph.D.)
      Department
      Educational Administration
      Program
      Educational Administration
      Supervisor
      Hajnal, Vivian J.
      Committee
      Sackney, Larry; Renihan, Patrick J.; Hellsten, Laurie
      Copyright Date
      January 2015
      URI
      http://hdl.handle.net/10388/ETD-2015-01-1932
      Subject
      Organizational Learning
      Student Achievement
      PISA
      Large-scale Assessment
      Multilevel Modeling
      Student Perceptions
      Principal Perceptions
      Organizational Learning Conditions
      Living Systems
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      • Graduate Theses and Dissertations
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