International Student Data on Metacognition, Strategies, and Achievement

A study analyzing factors influencing student learning across countries, using data from the Programme for International Student Assessment (PISA). The dataset, authored by Gregory J. Marchant, examines relationships between student demographics, academic strategies, metacognition, and achievement. The primary data source is PISA 2009, focusing on cognitive and control strategies used by students.

Use Cases

• Modeling academic achievement based on student-reported learning and metacognitive strategies.
• Analyzing the relationship between national-level demographics/inequality and student performance.
• Investigating how control strategies, like identifying key task purposes, correlate with learning outcomes.
• Comparing the effectiveness of cognitive strategies such as memorization and elaboration across different student populations.

Strengths

• Data is sourced from the authoritative Programme for International Student Assessment (PISA).
• The study explicitly examines relationships across multiple countries, providing a cross-national perspective.
• The description details specific strategy types like cognitive (memorization, elaboration) and control strategies.

Limitations

• Row count, column definitions, and sample data are unavailable, limiting suitability assessment.
• The license is listed as closed, which may restrict access and usage.
• Last update date and file formats are unknown, making freshness and usability unclear.

Provenance

Source

Programme for International Student Assessment (PISA), 2009.

Collection Method

Likely survey data collected as part of the international PISA assessment.

Time Range

Primary data source is PISA 2009.

Freshness

Last update date is unknown; freshness unverified.

Geography

Cross-country, covering multiple nations participating in PISA.