Factors that Led to the Low Results of Jordanian Students in the International PISA Test in the 2022 Session in the Field of Science from the Point of View of Science Teachers and Educational Supervisors

Abstract

The study aimed to reveal the factors that led to the low results of Jordanian students in the international (PISA) test in the 2022 session in the field of science from the point of view of science teachers and educational supervisors. The study used the descriptive survey approach. To achieve the objectives of the study, a questionnaire was prepared and its validity and reliability were verified. The study sample consisted of (200) male and female teachers from the schools that were selected to participate in the international (PISA) test in the 2022 session, and (30) educational supervisors for science in the capital governorate of Amman, in the first semester of the year 2024/2025. The results showed that the factors that led to the low results of Jordanian students in the international (PISA) test in the 2022 session in the field of science from the point of view of teachers came to a medium degree, while from the educational supervisors’ point of view, it was high. The results also showed statistically significant differences between the average scores of science teachers and educational supervisors on the study tool as a whole, in favor of educational supervisors.