Enhancing PISA 2022 mathematics performance in Slovenia: a gender analysis approach to additional instruction methods

Abstract

Abstract The PISA 2022 datasets offer valuable insights into factors influencing student performance in mathematics. This exploratory study examines supplementary instructional methods, including one-on-one tutoring, video resources, and group study, and their associations with Slovenian students’ PISA 2022 performance. Chi-square tests assessed gender differences and cross-national variation in instructional method use, while multilevel regression models evaluated associations with mathematics performance using Rubin’s rules to pool estimates. Findings show most students did not receive extra instruction. Among those who did, Slovenian students preferred video instruction, whereas one-on-one tutoring was more common internationally. In Slovenia, boys more frequently reported one-on-one tutoring, ICT use, and video instruction, whereas girls more often reported large-group instruction and no additional support. Multilevel results indicated that student’s grade, socioeconomic status, and gender were the strongest positive predictors of mathematics performance. Among instructional methods, video-based instruction was positively associated with performance, whereas one-on-one tutoring, ICT use, small-group instruction, and large-group instruction were negatively associated. Students reporting no additional instruction also showed higher performance than those in several supplementary formats. However, effect sizes were generally modest, suggesting limited practical impact of instructional-method differences. Gender interactions indicated that the association between instructional methods and performance differed across genders. These findings highlight varied instructional preferences, their association with achievement and how these patterns can be interpreted through scaffolding, multimedia learning, and social constructivist perspectives. The findings may inform discussion of mathematics instruction and future research on the conditions under which supplementary instructional methods are beneficial.