Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods
This paper constructs a predictive model of student reading literacy based on data from students who participated in the Program for International Student Assessment (PISA 2018) from four provinces/municipalities of China, i.e., Beijing, Shanghai, Jiangsu and Zhejiang. We calculated the contribution...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-09-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.948612/full |
| _version_ | 1811265287149846528 |
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| author | Hao Liu Xi Chen Xiaoxiao Liu |
| author_facet | Hao Liu Xi Chen Xiaoxiao Liu |
| author_sort | Hao Liu |
| collection | DOAJ |
| description | This paper constructs a predictive model of student reading literacy based on data from students who participated in the Program for International Student Assessment (PISA 2018) from four provinces/municipalities of China, i.e., Beijing, Shanghai, Jiangsu and Zhejiang. We calculated the contribution of influencing factors in the model by using eXtreme Gradient Boosting (XGBoost) algorithm and sHapley additive exPlanations (SHAP) values, and get the following findings: (1) Factors that have the greatest impact on students’ reading literacy are from individual and family levels, with school-level factors taking a relative back seat. (2) The most important influencing factors at individual level are reading metacognition and reading interest. (3) The most important factors at family level are ESCS (index of economic, social and cultural status) and language environment, and dialect is negative for reading literacy, whereas proficiency in both a dialect and Mandarin plays a positive role. (4) At the school level, the most important factors are time dedicated to learning and class discipline, and we found that there is an optimal value for learning time, which suggests that reasonable learning time is beneficial, but overextended learning time may make academic performance worse instead of improving it. |
| first_indexed | 2024-04-12T20:20:58Z |
| format | Article |
| id | doaj.art-eb6338fb0e4d4b5fae70bcd38f4950a9 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T20:20:58Z |
| publishDate | 2022-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-eb6338fb0e4d4b5fae70bcd38f4950a92022-12-22T03:18:00ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-09-011310.3389/fpsyg.2022.948612948612Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methodsHao Liu0Xi Chen1Xiaoxiao Liu2Collaborative Innovation Centre for Assessment of Basic Education Quality, Beijing Normal University, Beijing, ChinaCollaborative Innovation Centre for Assessment of Basic Education Quality, Beijing Normal University, Beijing, ChinaInstitute of Education, University of Alberta, Edmonton, AB, CanadaThis paper constructs a predictive model of student reading literacy based on data from students who participated in the Program for International Student Assessment (PISA 2018) from four provinces/municipalities of China, i.e., Beijing, Shanghai, Jiangsu and Zhejiang. We calculated the contribution of influencing factors in the model by using eXtreme Gradient Boosting (XGBoost) algorithm and sHapley additive exPlanations (SHAP) values, and get the following findings: (1) Factors that have the greatest impact on students’ reading literacy are from individual and family levels, with school-level factors taking a relative back seat. (2) The most important influencing factors at individual level are reading metacognition and reading interest. (3) The most important factors at family level are ESCS (index of economic, social and cultural status) and language environment, and dialect is negative for reading literacy, whereas proficiency in both a dialect and Mandarin plays a positive role. (4) At the school level, the most important factors are time dedicated to learning and class discipline, and we found that there is an optimal value for learning time, which suggests that reasonable learning time is beneficial, but overextended learning time may make academic performance worse instead of improving it.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.948612/fullreading literacyInfluencing factorsXGBoostSHAPinterpretability\keywordbelowspace-30pt |
| spellingShingle | Hao Liu Xi Chen Xiaoxiao Liu Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods Frontiers in Psychology reading literacy Influencing factors XGBoost SHAP interpretability\keywordbelowspace-30pt |
| title | Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods |
| title_full | Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods |
| title_fullStr | Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods |
| title_full_unstemmed | Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods |
| title_short | Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods |
| title_sort | factors influencing secondary school students reading literacy an analysis based on xgboost and shap methods |
| topic | reading literacy Influencing factors XGBoost SHAP interpretability\keywordbelowspace-30pt |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.948612/full |
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