School characteristics affecting the variation in the level of Mathematical literacy among Saudi students according to the results of the International Program for Student Assessment (PISA 2018)

Abstract

The research aims to identify the school characteristics that affect the levels of Mathematical Literacy (above the second level, below the second level) of the Saudi sample according to (PISA2018) results any characteristics more influential in the variation of the level of Mathematical Literacy acquisition. It used the Comparative Causal Approach, the Test results, and the school principal's questionnaire as sources of data. The sample consisted of (209) principals and (4967) students, it showed that the schools whose students' performance level is higher than the second level are private schools and are located within large communities' cities. Overall, the average performance of students below the second level in private schools, and schools in larger communities, was higher than their peers. The student's number in the classroom was not necessarily reflected in students' performance. These schools support activities, encourage hobbies, adopt curricula, and support binary learning. the average performance of students below the second level in schools with previous characteristics was higher than their peers. It showed the characteristics (20%) of the variation in the level of acquisition of Mathematical Literacy among the students of the Saudi sample, and the most influential: the school community, then type of school.