Važnost socioekonomskog statusa i pohađanja predškolske ustanove za postignuće iz matematike u Srbiji: dokazi iz istraživanja TIMSS 2023
Sažetak
Ova studija ispitivala je povezanost između pohađanja predškolskog obrazovanja, socioekonomskog statusa (SES), pola i ranih akademskih veština, i matematičkog postignuća učenika četvrtog razreda u Srbiji, koristeći podatke iz nacionalno reprezentativnog uzorka TIMSS 2023 istraživanja. Metod: Postignuće iz matematike analizirano je korišćenjem pretpostavljenih vrednosti, a regresioni modeli su procenjeni u IEA (International Database Analyzer) uz uzimanje u obzir težinskih faktora uzorka. Prediktori su uneti u četiri sukcesivna regresiona modela: prvo socioekonomski status, zatim pol i pohađanje predškolske ustanove, i konačno rane veštine pismenosti i numeričke sposobnosti. Rezultati: Socioekonomski status se pokazao kao najsnažniji prediktor postignuća, dok su pol i pohađanje predškolske ustanove imali manje, ali i dalje statistički značajne efekte. Rane veštine pismenosti i numeričke sposobnosti nisu doprinosile dodatnoj varijansi kada su ovi faktori uzeti u obzir. Dodatne analize pokazale su da je duže pohađanje predškolske ustanove posebno korisno za učenike iz socioekonomski nepovoljnih sredina, dok su razlike bile minimalne među učenicima iz viših socioekonomskih grupa, što sugeriše kompenzatorni efekat ranog obrazovanja. Zaključak: Rezultati ukazuju na to da, iako duže pohađanje predškolske ustanove može delimično kompenzovati nepovoljan socioekonomski status i doprineti boljem postignuću iz matematike, samo po sebi ne može u potpunosti neutralisati snažan uticaj socioekonomskog statusa, naglašavajući potrebu za širim politikama koje unapređuju kvalitet obrazovanja i smanjuju obrazovne nejednakosti.
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