Exploring Factors Behind Jordanian Students’ PISA 2022 Mathematics Decline: A Mixed-Methods Study of Teacher and Supervisor Perspectives

Abstract

The poor performance in international examinations such as the Programme for International Student Assessment (PISA) signals that there are serious issues in educational systems in various countries. Jordan's PISA 2022 math assessment results dropped, placing the issue of detecting the causes of this quality problem and applying educational reforms in the forefront. The project aims to reveal factors that contribute to the decline in the math performance of Jordanian students as viewed by their teachers and supervisors. The study employs a mixed-methods design which includes both quantitative survey data with qualitative responses. The researchers applied descriptive statistics along with inferential tests to the quantitative data and thematic analysis to the open-ended responses. The results of the study showed that the COVID-19 pandemic was the most significant factor among all, and it was followed by parental disengagement with students, low student motivation, curricular limitations, teacher workload pressures, and online learning disruptions. The used research instrument was statistically validated. Consequently, the study's outcomes provide a practical roadmap for educational policymakers to improve learning outcomes to the level of world standards. The results can be interpreted as possible ways for the policymakers to take steps to raise the educational quality and keep it at par with international standards. The research indicates that the areas of teacher training, parent involvement, and curriculum development need to be seriously addressed in order to raise student performance in international tests.