PISA 2022學習素養離散程度的國家排名及分類之研究

National Ranking and Classification of Learning Literacy Dispersion in PISA 2022

研究目的
本研究目的在瞭解80個國家在學習素養離散程度排名、國家學習素養離散程度分類及臺灣學習素養離散程度在國際的相對表現。
研究設計／方法／取徑
本研究蒐集PISA 2022（Programme for International StudentAssessment, 2022）的數學、科學和閱讀素養與其標準差以及國民所得等相關數據，整併此7個變項計算離散指數，並以標準差衡量學習素養離散程度，標準差愈大代表學習表現愈離散及愈不公平，反之則顯示離散程度愈小及愈公平。
研究發現或結論
研究發現：（一）學習素養離散程度最小的五個國家是柬埔寨、科索沃、烏茲別克、摩洛哥、多明尼克；最大的五個國家為新加坡、臺灣、南韓、荷蘭及香港，這些國家潛在存著學習成效不公平之現象。若將80個國家分為高度、中度及低度學習素養離散，則各有20個、29個、31個，分類準確度為98.8%；（二）前述三類國家在學習素養離散程度有明顯差異。高低度學習離散國家標準差的差距約20分，在數學、科學及閱讀素養差距約100分；（三）國民所得、學習素養及學習素養離散程度之間有中高度正相關；（四）臺灣雖然在數學與科學素養表現優異，但是臺灣的數學、科學及閱讀素養離散程度排第1名、15名及17名，學習素養離散程度排第2名，代表臺灣學生學習素養有高度不公平的潛在問題。
研究原創性／價值
本研究運用最新資料探索80個國家學習素養離散程度，並對國家分類及瞭解臺灣的學習素養離散程度在國際上的相對地位。學習素養離散程度大存在學習不公平的問題，從結論可以瞭解各國學習不公平的初步現象。
教育政策建議與應用
臺灣學生學習素養有高度不公平的潛在問題。學習素養離散程度高、學習成效不公平國家應依發展需求提出改善策略，以提升學生學習素養公平性。

Research Purpose
This study examined the ranking of 80 countries based on learning literacy dispersion, classified dispersion at the national level, and highlighted Taiwan’s learning literacy performance relative to other countries.
Research Design/Method/Approach
This study used Programme for International Student Assessment (2022) report to collect data on mathematics, science, and reading literacy, their standard deviations, and national income. These seven variables were then used to calculate the dispersion index. Standard deviation was used to measure the degree of dispersion. The larger the standard deviation, the greater the dispersion of learning performance. The smaller the degree of dispersion, the fairer it was.
Research Findings or Conclusions
This study revealed that: 1. Among 80 countries, the five with the smallest dispersion in learning literacy were Cambodia, Kosovo, Uzbekistan, Morocco, and Dominica; the five countries with the largest dispersion were Singapore, Taiwan, South Korea, Netherlands, and Hong Kong. This means that these countries potentially have unfair learning outcomes. The 80 countries were divided into high, middle, and low learning literacy groups, including 20, 29, and 31 countries, respectively, with a classification accuracy of 98.8%. 2. There were obvious differences in the degree of dispersion between each literacy group. The gap between countries with high and low learning literacy dispersion was approximately 20 points, and the gap in math, science, and reading literacy was approximately 100 points. 3. There was a moderate to high positive correlation between national income, learning literacy, and the degree of literacy dispersion. 4. Taiwan ranked 1st, 15th, and 17th in terms of dispersion of mathematics, science, and reading literacy, respectively. It ranked 2nd in terms of dispersion of overall learning literacy, which represents the general learning literacy of Taiwanese students.
Research Originality/Value
We used the latest data to explore the degree of learning literacy dispersion in 80 countries, classified the countries by dispersion, and examined the relative status of Taiwan's learning literacy dispersion worldwide. A large dispersion of learning literacy can lead to issues like unfair learning. This study aids in our understanding of the preliminary phenomenon of unfair learning in various countries.
Educational Policy Recommendations and Applications
Taiwan has high potential for unfair learning outcomes, given the data showing a high degree of dispersion in learning literacy. Countries should propose strategies based on development needs to improve the fairness of their students' learning literacy.