Paul John E. Calam^1,, Maria Antonieta A. Bacabac¹

The Programme for International Student Assessment (PISA) provides a crucial benchmark for evaluating educational systems worldwide, yet numerous countries consistently underperform, necessitating an in-depth examination of the underlying factors. To address the gap, this systematic review of the literature was conducted. Six (6) scientific databases were employed to execute systematic reviews: Scopus, Frontiers, Eric, Springer, Academia, and Semantic Scholar. The researcher only considers research from 2014–2024 in the publication dates. This systematic literature review aims to unveil the determinants of underperformance in the Programme for International Student Assessment (PISA). Through thematic analysis of existing research, three major themes emerged as critical factors: socio-economic status, teacher quality and training, and educational system and policies. Socioeconomic status significantly affects student performance, as lower socio-economic backgrounds are associated with limited access to educational resources, financial stress, and inadequate parental support. The educational system and policies also play a crucial role, with outdated curricula, inequitable resource distribution, and ineffective policy implementation creating environments that hinder student learning. Teacher quality and training are essential, as effective teaching depends on deep subject knowledge, strong pedagogical skills, and ongoing professional development. Insufficiently trained or unsupported teachers struggle to meet diverse student needs, leading to poorer outcomes. This review underscores the need for holistic interventions addressing these determinants to improve PISA performance and ensure equitable education for all students.

PISA, educational underperformance, socio-economic factors, teacher quality, educational policies, systematic review