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Programme for international student assessment 2000 — scotland analysis

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PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT 2000 - SCOTLAND ANALYSIS

Disciplinary Climate

3. Comparison with the international data also shows that 15 year olds in Scotland were better disciplined at settling down to work than in most OECD countries. However, in all countries, there was a significant minority who felt that there was a problem with students making noise and not working well. PISA created an index of disciplinary climate based on responses to each of the questions listed in table 18. This showed that disciplinary climate was more positive in Scotland than on average and more positive than in the UK as a whole. However, the analysis also revealed that indiscipline had a very powerful impact on reading scores in Scotland.

Table 18. PISA index of disciplinary climate and change in the PISA reading literacy score, by country

Disciplinary climate

PISA index of disciplinary climate

Change in the PISA combined reading literacy score per unit of the PISA index of disciplinary climate

Percentage of students who report that in most or every test language lesson

Mean index

the teacher has to wait a long time for students to quieten down

students cannot work well

students don't listen to what the teacher says

students don't start working for a long time after the lesson begins

there is noise and disorder

at the start of class, more than five minutes are spent doing nothing

OECD countries

Australia

31

18

21

26

32

42

-0.09

16.69

Austria

32

20

21

29

19

38

0.19

4.98

Belgium

35

14

23

30

36

51

-0.12

3.15

Canada

35

16

23

29

33

46

-0.14

13.28

Czech Republic

32

17

26

21

26

27

0.14

12.37

Denmark

27

17

19

22

33

55

-0.20

9.71

Finland

39

15

29

21

42

44

-0.16

9.56

France

35

15

27

36

42

38

-0.05

1.53

Germany

36

23

24

27

22

34

0.10

10.13

Greece

43

39

29

34

46

58

-0.42

2.96

Hungary

34

25

22

16

23

16

0.23

16.05

Iceland

34

16

20

20

28

50

-0.08

8.90

Ireland

29

16

25

25

26

41

0.09

15.41

Italy

48

22

35

29

46

49

-0.24

14.11

Japan

9

20

16

17

17

25

0.49

17.15

Korea

17

21

32

23

29

32

0.20

6.88

Luxembourg

31

21

24

26

27

36

0.12

2.41

Mexico

28

17

19

19

24

23

0.17

2.03

New Zealand

33

22

23

26

32

46

-0.15

12.47

Norway

42

23

27

33

39

56

-0.36

7.79

Poland

26

13

19

19

18

27

0.37

20.88

Portugal

25

19

20

24

24

42

-0.05

10.57

SCOTLAND

24

16

19

21

25

42

0.12

19.03

Spain

41

18

24

35

34

48

-0.17

12.18

Sweden

43

23

29

31

38

30

-0.19

12.44

Switzerland

27

18

18

23

18

27

0.30

9.81

United Kingdom

31

17

20

23

27

41

0.02

20.10

United States

26

17

24

23

28

37

0.03

13.17

OECD total

28

18

23

24

28

35

0.09

11.99

Country mean

32

19

24

25

30

39

0.00

9.45

Non-OECD countries

Brazil

24

28

38

40

50

-0.34

-5.95

Latvia

17

19

16

17

21

0.38

9.04

Liechtenstein

21

15

15

10

21

0.35

-2.59

Russian Federation

16

16

13

12

27

0.45

10.06

Chart 8. Percentage of students who report that in most or every test language lesson the teacher has to wait a long time for students to quieten down

bar chart

Chart 9. Percentage of students who report that in most or every test language lesson students cannot work well

bar chart