The constructs affecting mathematical literacy in Switzerland and in the Canton of Ticino according to the PISA 2022 assessment

Abstract

This study examines which factors, identified through the context questionnaires of the PISA 2022 survey, affect the performance in mathematics of 15-year-olds in Switzerland and in the Canton of Ticino. The research is based on correlation analysis, followed by a multiple regression analysis. Nine constructs result to have a statistically significant impact on mathematical skills for both Switzerland and the Canton of Ticino: among them, those with the greatest positive effect are the sense of self-efficacy in formal and applied mathematics followed by socioeconomic status, while among those the greatest negative effect are the frequency of ICT activities per week and the frequency of ICT support or feedback. Five constructs have a statistically significant impact only in Switzerland and not in the Canton of Ticino: among them, the one with the greatest positive effect is subjective familiarity with mathematical concepts and the one with the greatest negative effect is the future study or work information; it is also interesting to note the significance of the constructs gender and mathematics anxiety in Switzerland but not in the Canton of Ticino. The results are also discussed to provide useful guidance for shaping teaching practices and teacher training.