Exploring factors behind Jordanian students’ PISA 2022 mathematics decline: A mixed-methods study of teacher and supervisor perspectives
The consistent underperformance in international assessments like PISA reveals systemic challenges in global education systems. Jordan’s notable decline in the 2022 PISA mathematics scores underscores the urgent need to identify contributing factors and implement evidence-based reforms. This study investigates barriers to math achievement through the perspectives of Jordanian teachers and supervisors, employing a mixed-methods approach. Quantitative data from 211 participants across multiple governorates were analyzed using descriptive and inferential statistics, while open-ended responses underwent thematic analysis. Results highlight the profound impact of COVID-19 and the shift to online learning as primary disruptors, followed by parental disengagement, declining student motivation, curriculum limitations, and excessive teacher workloads. The research instrument demonstrated strong reliability and validity through rigorous statistical evaluation. These findings provide policymakers with actionable insights to address critical gaps in Jordan’s math education system. The study emphasizes the necessity of comprehensive reforms, including enhanced teacher training, structured parental involvement initiatives, and curriculum modernization to meet international benchmarks. By addressing these systemic issues, Jordan can improve student outcomes and better prepare learners for global competitiveness. This research contributes to the growing discourse on evidence-based educational improvement strategies in developing nations.
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