eprintid: 10160220
rev_number: 13
eprint_status: archive
userid: 699
dir: disk0/10/16/02/20
datestamp: 2023-01-20 12:35:01
lastmod: 2023-12-01 07:10:46
status_changed: 2023-01-20 12:35:01
type: thesis
metadata_visibility: show
sword_depositor: 699
creators_name: Tangpornpaiboon, Sirin
title: Understanding Discrepancies in Trend Results of PISA, TIMSS, and O-NET and Implications for Education Policies in Thailand
ispublished: unpub
divisions: UCL
divisions: B16
divisions: B14
divisions: J80
abstract: This research aims to understand determinants of learning outcomes and disentangle sources of discrepancies found in (national and international) assessment result trends in Thailand. It situates in a broader research problem of how learning outcomes can be improved in Thailand. When the trends differ significantly, as in Thailand, there is less confidence in deducing how education quality changed. Hence, the research question is “What could explain the discrepancies in trends of O-NET, PISA, and TIMSS, and what implications do they have on policies?”. The time frame of 2011-2015 is selected as the trends differ markedly (PISA shows a significant decrease, O-NET significant increase, and TIMSS no change). The research employs a sequential explanatory mixed methods design, with the quantitative part being conducted first (macro perspectives), followed by qualitative (practitioner or micro perspectives). 
The quantitative part employs analysis of descriptive statistics, OLS regressions, and multilevel modelling to investigate the potential sources of discrepancies among PISA, TIMSS, and O-NET , using child-level data. Results show general agreement among the assessments on the high- and low- performers, with the largest gaps among school affiliations. At the item level, Thai students perform worse on higher-skilled items over time, which could explain the decline in PISA. 
The qualitative part focuses on the perspectives of principals and teachers. Semi-structured interviews were conducted with 27 practitioners of all school affiliations. Data were analysed using thematic and contribution analysis. Results show many systematic factors contributing to the score gap including student background and aspiration, ability to teach beyond the curriculum, and differential performance pressure. Additionally, increase focus on O-NET help explains trend discrepancies.
date: 2022-11-28
date_type: published
oa_status: green
full_text_type: other
thesis_class: doctoral_embargoed
thesis_award: Ph.D
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1990617
lyricists_name: Tangpornpaiboon, Sirin
lyricists_id: STANG58
actors_name: Tangpornpaiboon, Sirin
actors_id: STANG58
actors_role: owner
full_text_status: public
pages: 479
institution: UCL (University College London)
department: Education, Practice and Society, UCL Institute of Education
thesis_type: Doctoral
citation:        Tangpornpaiboon, Sirin;      (2022)    Understanding Discrepancies in Trend Results of PISA, TIMSS, and O-NET and Implications for Education Policies in Thailand.                   Doctoral thesis  (Ph.D), UCL (University College London).     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10160220/2/Sirin%20Tangpornpaiboon_PhD%20Thesis.pdf