The Philippines's first participation in the Programme for International Student Assessment (PISA) in 2018 revealed that Filipino students ranked lowest globally in reading proficiency. This study identified the student- and school-level factors that are associated with the reading literacy performance of 15-year-old Filipino students, drawing on the PISA 2018 dataset. Utilizing Hierarchical Linear Modeling (HLM), the research accounts for the nested structure of students within schools, a methodological approach confirmed by a statistically significant null model test (p<0.001) and an intraclass correlation coefficient (ICC) of 0.37, indicating 37% of the variance in reading performance is attributable to school-level factors. Key findings indicate that both student- and school-level variables play a significant role. At the student level, a negative relationship was found between "learning-related skills" and reading performance, suggesting that students who report difficulties in reading comprehension tend to have lower scores. This predictor's regression coefficient was found to be comparable in magnitude to that of gender. Also, a strong cross-level interaction, where school-level socioeconomic status (ESCS) significantly influences the relationship between student-level predictors and reading performance. These highlight the complex interplay of individual and institutional factors affecting reading literacy, providing crucial insights for educational policy and intervention strategies.
Von Lorenz A. Chavez (Fri,) studied this question.