This study evaluates a performance incentive program in Mexican high schools aimed at improving mathematics achievement. It provided monetary incentives to students (T1), teachers (T2), or both (T3) based on scores on curriculum-aligned mathematics tests. The program was implemented over three school years in 88 schools randomly assigned to treatment or control groups. Initial results found positive effects on test scores, with the largest effects in the treatment combining incentives for both students and teachers.
Algebra difficulties among second year bachelor of secondaryJunarie Ramirez
This study examined the difficulties that second year Bachelor of Secondary Education students experienced with algebra. Questionnaires were used to understand what causes difficulties and specific algebraic topics that posed problems. The results showed that ineffective teaching strategies were the primary cause of difficulties. Special products/factoring and rationalizing denominators were the most challenging topics. The researchers concluded that teachers must find better ways to explain concepts and cater their lessons to students' needs.
This document describes a study that aimed to determine the algebra competency levels of first year college students at Central Bicol State University of Agriculture. Specifically, it examined competency in knowledge, comprehension, application, and analysis, and looked for relationships between these areas. The study employed a descriptive-correlational methodology and used a teacher-made test to assess over 300 stratified randomly sampled students across various programs. Results showed students failed in knowledge, application, and analysis but passed in comprehension, and the four competencies were significantly related. Recommendations included remedial math programs and innovative teaching strategies.
Third READ Conference, Eschborn, GermanyJimmy Keng
National examination results in Singapore are used in three key ways to support student learning: 1) Ensuring close alignment between the curriculum and examinations; 2) Providing school performance data to identify areas for improvement; and 3) Informing student placement into appropriate pathways. Over time, the uses of assessment have expanded from a sole reliance on examinations to incorporating multiple assessment methods to better support each student's learning.
This study analyzed TIMSS 2003 data to investigate factors contributing to Singaporean students outperforming Malaysian students in mathematics. It found Singaporean students scored significantly higher overall and in all content areas. Singapore had advantages in resources like computer ownership. Characteristics like gender, parents' education, resources and attitudes significantly impacted achievement in both countries. Teacher characteristics mattered more for Malaysian students. The differences were largely due to Singapore's greater socioeconomic homogeneity and better implementation of strategies, rather than differences in characteristics between the countries.
Considering the increased learner variance and the failure of the ‘one-size-fits-all’ delivery system, technology differentiated instruction seems to be an ideal solution. This teaching philosophy enables educators to modify curricula, resources, learning tasks and products so as to meet students’ needs and abilities. In addition, the integration of technology in the foreign language classroom is considered beneficial for the development of students’ receptive skills; listening and reading comprehension. This study aims at presenting a systematic research conducted in a foreign language school in northern Greece. 100 students, aged 9-11, participated in the research, half of whom received differentiated instruction assisted with technology and constituted the experimental group and the other half, called control group, received traditional, non–differentiated instruction without integrating technology. The level of the students was A1-A2 according to the Common European Framework of Reference for Languages (CEFR). Data were collected through a needs analysis questionnaire, an interest inventory, a learning style inventory, a pre-, while-, and post- test. Students’ performance was determined through the tests. In addition, experimental students’ performance on listening and reading comprehension was also compared to their age and gender. Findings of the study showed that the experimental group outperformed the control group in terms of their reading and listening scores.
Algebra difficulties among second year bachelor of secondaryJunarie Ramirez
This study examined the difficulties that second year Bachelor of Secondary Education students experienced with algebra. Questionnaires were used to understand what causes difficulties and specific algebraic topics that posed problems. The results showed that ineffective teaching strategies were the primary cause of difficulties. Special products/factoring and rationalizing denominators were the most challenging topics. The researchers concluded that teachers must find better ways to explain concepts and cater their lessons to students' needs.
This document describes a study that aimed to determine the algebra competency levels of first year college students at Central Bicol State University of Agriculture. Specifically, it examined competency in knowledge, comprehension, application, and analysis, and looked for relationships between these areas. The study employed a descriptive-correlational methodology and used a teacher-made test to assess over 300 stratified randomly sampled students across various programs. Results showed students failed in knowledge, application, and analysis but passed in comprehension, and the four competencies were significantly related. Recommendations included remedial math programs and innovative teaching strategies.
Third READ Conference, Eschborn, GermanyJimmy Keng
National examination results in Singapore are used in three key ways to support student learning: 1) Ensuring close alignment between the curriculum and examinations; 2) Providing school performance data to identify areas for improvement; and 3) Informing student placement into appropriate pathways. Over time, the uses of assessment have expanded from a sole reliance on examinations to incorporating multiple assessment methods to better support each student's learning.
This study analyzed TIMSS 2003 data to investigate factors contributing to Singaporean students outperforming Malaysian students in mathematics. It found Singaporean students scored significantly higher overall and in all content areas. Singapore had advantages in resources like computer ownership. Characteristics like gender, parents' education, resources and attitudes significantly impacted achievement in both countries. Teacher characteristics mattered more for Malaysian students. The differences were largely due to Singapore's greater socioeconomic homogeneity and better implementation of strategies, rather than differences in characteristics between the countries.
Considering the increased learner variance and the failure of the ‘one-size-fits-all’ delivery system, technology differentiated instruction seems to be an ideal solution. This teaching philosophy enables educators to modify curricula, resources, learning tasks and products so as to meet students’ needs and abilities. In addition, the integration of technology in the foreign language classroom is considered beneficial for the development of students’ receptive skills; listening and reading comprehension. This study aims at presenting a systematic research conducted in a foreign language school in northern Greece. 100 students, aged 9-11, participated in the research, half of whom received differentiated instruction assisted with technology and constituted the experimental group and the other half, called control group, received traditional, non–differentiated instruction without integrating technology. The level of the students was A1-A2 according to the Common European Framework of Reference for Languages (CEFR). Data were collected through a needs analysis questionnaire, an interest inventory, a learning style inventory, a pre-, while-, and post- test. Students’ performance was determined through the tests. In addition, experimental students’ performance on listening and reading comprehension was also compared to their age and gender. Findings of the study showed that the experimental group outperformed the control group in terms of their reading and listening scores.
AN IN-DEPTH ANALYSIS OF THE COGNITIVE AND METACOGNITIVE DIMENSIONS OF AFRICAN...William Kritsonis
The document analyzes the cognitive and metacognitive mathematical problem solving skills of 67 African American 3rd and 4th grade students. The students showed somewhat low metacognitive prediction and evaluation skills. They performed lower on multi-sentence word problems involving contextual information, relevant information selection, and mental visualization than on simple computational problems. To improve, these students need targeted instruction on multi-sentence problems and developing their ability to predict strategies and reflect on solutions.
ORAL DEFENSE ON DIFFERENTIATED INSTRUCTIONWENDELL TARAYA
This document summarizes a study on differentiating instruction for an 8th grade social studies class in the Philippines. The study found that students who received differentiated instruction performed significantly better on post-tests compared to students who received conventional teaching. Specifically, most students receiving differentiated instruction achieved outstanding scores, while students receiving conventional teaching mostly achieved very satisfactory scores. The study also identified the least learned competencies to help teachers develop an enhanced instructional plan to address students' diverse needs and learning preferences.
The document outlines a research study that aims to improve students' reading comprehension of narrative texts through the use of Directed Reading Thinking Activity (DRTA) strategy. It discusses the background of the problem, identification of the problem as lack of reading interest, vocabulary and background knowledge. The focus is on using DRTA strategy to improve comprehension of narrative texts. The research questions examine the extent to which DRTA can improve comprehension and factors influencing changes. The purposes are to determine if DRTA improves comprehension and identify influencing factors. The research significance lies in providing input for teachers and benefiting researchers. Key terms and related theories, findings and conceptual framework are reviewed.
Getting Down to the Nitty Gritty of Data: Becoming A Data-Driven Districtohedconnectforsuccess
Getting Down to the Nitty Gritty of Data: Becoming A Data-Driven District
June 27, 3:15 – 4:15pm, Room: Franklin C
Bloom Carroll School District went from being “Effective” to “Excellent with Distinction” in a few short years. Having high district expectations and becoming a data-driven district achieved these results. Information and handouts will be shared with participants, describing how this district's performance index, AYP, state indicators, and value-added scores improved. Learn how one school is striving to change the culture of the district.
Main Presenter: Starr Martin, Fairfield County Educational Service Center
Co-Presenter(s): Cindy Freeman and Melissa Ward, Bloom Carroll Schools
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
This document summarizes the mathematics achievement of eighth graders from five Southeast Asian countries (Indonesia, Malaysia, Philippines, Singapore, and Thailand) on the 1999 Trends in International Mathematics and Science Study (TIMSS-R or TIMSS-1999). It finds that Singapore had the highest average score and was ranked first, while Malaysia scored above average and was ranked 16th. Thailand, Indonesia, and the Philippines scored below average and were ranked lower. Singapore performed best in all content areas, while performance varied across countries and content areas. The document also provides data on the distribution of test items and international benchmarks of achievement.
11.the effectiveness of teaching physics through project method on academic a...Alexander Decker
This study examined the effectiveness of teaching physics through project method compared to traditional lecture method. 80 students were divided into experimental and control groups. The experimental group was taught using project method for 6 weeks, while the control used traditional lectures. Both groups took a pre-test and post-test on physics topics. Analysis showed the experimental group performed significantly better on the post-test overall and on domains of knowledge, comprehension, application, and skills. The results indicate that teaching physics through project method was more effective for student achievement than traditional lecture method.
EFFECT OF MIND MAPS ON STUDENTS’ INTEREST AND ACHIEVEMENT IN MEASURES OF CENT...Gabriel Ken
The purpose of this work was to investigate the effect of Mind Maps on students’ interest and achievement in measures of central tendency. To ascertain the effect of teaching method and gender on the learners’ interest and achievement, four research questions and six null hypotheses guided the study.
This document summarizes a study that analyzed factors influencing mathematics achievement among Malaysian and Singaporean eighth-grade students using data from the 2003 Trends in International Mathematics and Science Study (TIMSS). The study found that 57.28% of the total variance in mathematics achievement in Malaysia was accounted for by school-level differences, while 74.6% of the variance in Singapore was accounted for by classroom-level differences. At the student level, mathematics self-concept was the most influential factor on achievement in both countries. At the school level, school climate as perceived by principals was the most influential factor on achievement in both countries. The study used multilevel modeling to analyze how student, classroom, and school factors contributed to mathematics achievement
Sidang Skripsi " The Students' Intensity of Using English Dictionaries Relate...Lia Dewi
The document discusses a correlational study that examined the relationship between students' intensity of using English dictionaries and their vocabulary mastery. It found a very strong positive correlation between the two variables. Specifically:
- Students reported often using dictionaries in their studies, which was found to increase their vocabulary knowledge over time.
- Testing revealed students had a high level of vocabulary mastery based on their ability to correctly answer vocabulary questions.
- Statistical analysis determined a very strong relationship between more intensive dictionary use and greater vocabulary mastery, with dictionary use accounting for over 92% of improvements in students' vocabularies.
This study examined the effects of cooperative learning versus individualistic instruction on the acquisition of English grammar rules and mechanics by 318 junior high school students in the Middle East. Students were divided into experimental and control groups. The experimental groups used cooperative learning techniques while control groups used individual instruction. Pre- and post-tests were administered and teachers observed students. Results showed no difference in outcomes between high- and low-achieving students. Cooperative learning was at least as effective as individual instruction and benefited low-achieving students more without negatively impacting high-achievers.
International Journal of Computational Engineering Research(IJCER) ijceronline
nternational Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Presentation institutional research morrison elakovich collinsCali Morrison
This study compared final grades of students in a flipped classroom model versus a traditional lecture model for an introductory horticulture course. The researchers found no significant difference in final averages between the two classroom models. However, students in the lecture model performed slightly better. The researchers recommend continuing the study with a larger sample size and further follow-up with students to learn more about their perceptions of the flipped classroom model.
1. The document discusses two options for sequencing science courses in secondary school: the traditional biology-chemistry-physics sequence and the physics-chemistry-biology sequence.
2. It analyzes the advantages and disadvantages of each approach based on research and the district's past performance data.
3. The district science coordinator proposes implementing a two-program model that gives students a choice between the two sequences to address challenges while fitting with the district's emphasis on customer service.
1. The document discusses two options for sequencing science courses in secondary school: the traditional biology-chemistry-physics sequence and the physics-chemistry-biology sequence.
2. It analyzes the advantages and disadvantages of each approach based on research and the district's past performance data.
3. The district science coordinator proposes implementing a two-program model that gives students a choice between the two sequences to address concerns while fitting with the district's emphasis on offering options.
Presentation by Hau Kit-Tai - Chinese University of Hong Kong.
Presentazione di Hau Kit-Tai in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
This study investigated the effects of using Student Teams-Achievement Divisions (STAD) cooperative learning strategy versus traditional lecture method on senior secondary school students' learning outcomes in chemical kinetics. It also examined the influence of students' mathematics ability, which was categorized as high, medium, or low. Data was collected from 300 students across 6 schools. Results of the ANCOVA and multiple classification analysis revealed that STAD had a significant positive effect on students' achievement and attitude compared to the traditional method. Additionally, students' mathematics ability significantly influenced their achievement and attitude, and the interaction between treatment and mathematics ability was also significant. The study recommended considering students' mathematics background before allowing enrollment in chemistry and using STAD to teach chemical
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
This document summarizes a study that examined the influence of algebraic ability and study habits on achievement in mathematics among 9th grade students in Assam, India. The study found:
1) Algebraic ability and study habits were both significantly correlated with achievement in mathematics. Algebraic ability contributed 38.8% to achievement and study habits contributed 38.2%.
2) Boys had higher achievement and algebraic ability scores than girls. There was no significant difference by medium of instruction.
3) Students with higher algebraic ability and those with more regular study habits had higher achievement in mathematics than other groups.
The study concluded that algebraic ability and study habits are important factors influencing achievement in mathematics among secondary students.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
Incentive scheme and job performance, a bivariate relationshipAlexander Decker
This document summarizes a research study that examined the relationship between incentive schemes and job performance among secondary school teachers in Nigeria. The study aimed to determine if incentive schemes were related to teacher involvement in school discipline, class attendance, participation in school decision-making, coverage of curriculum, and student evaluation. The study administered questionnaires to 76 teachers and analyzed the results. It found that incentive schemes had a significant relationship with teacher involvement in school discipline and coverage of curriculum. However, it found no significant relationship between incentives and class attendance, participation in decision-making, or student evaluation. The study recommended improving teacher incentives to enhance job performance.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
AN IN-DEPTH ANALYSIS OF THE COGNITIVE AND METACOGNITIVE DIMENSIONS OF AFRICAN...William Kritsonis
The document analyzes the cognitive and metacognitive mathematical problem solving skills of 67 African American 3rd and 4th grade students. The students showed somewhat low metacognitive prediction and evaluation skills. They performed lower on multi-sentence word problems involving contextual information, relevant information selection, and mental visualization than on simple computational problems. To improve, these students need targeted instruction on multi-sentence problems and developing their ability to predict strategies and reflect on solutions.
ORAL DEFENSE ON DIFFERENTIATED INSTRUCTIONWENDELL TARAYA
This document summarizes a study on differentiating instruction for an 8th grade social studies class in the Philippines. The study found that students who received differentiated instruction performed significantly better on post-tests compared to students who received conventional teaching. Specifically, most students receiving differentiated instruction achieved outstanding scores, while students receiving conventional teaching mostly achieved very satisfactory scores. The study also identified the least learned competencies to help teachers develop an enhanced instructional plan to address students' diverse needs and learning preferences.
The document outlines a research study that aims to improve students' reading comprehension of narrative texts through the use of Directed Reading Thinking Activity (DRTA) strategy. It discusses the background of the problem, identification of the problem as lack of reading interest, vocabulary and background knowledge. The focus is on using DRTA strategy to improve comprehension of narrative texts. The research questions examine the extent to which DRTA can improve comprehension and factors influencing changes. The purposes are to determine if DRTA improves comprehension and identify influencing factors. The research significance lies in providing input for teachers and benefiting researchers. Key terms and related theories, findings and conceptual framework are reviewed.
Getting Down to the Nitty Gritty of Data: Becoming A Data-Driven Districtohedconnectforsuccess
Getting Down to the Nitty Gritty of Data: Becoming A Data-Driven District
June 27, 3:15 – 4:15pm, Room: Franklin C
Bloom Carroll School District went from being “Effective” to “Excellent with Distinction” in a few short years. Having high district expectations and becoming a data-driven district achieved these results. Information and handouts will be shared with participants, describing how this district's performance index, AYP, state indicators, and value-added scores improved. Learn how one school is striving to change the culture of the district.
Main Presenter: Starr Martin, Fairfield County Educational Service Center
Co-Presenter(s): Cindy Freeman and Melissa Ward, Bloom Carroll Schools
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
This document summarizes the mathematics achievement of eighth graders from five Southeast Asian countries (Indonesia, Malaysia, Philippines, Singapore, and Thailand) on the 1999 Trends in International Mathematics and Science Study (TIMSS-R or TIMSS-1999). It finds that Singapore had the highest average score and was ranked first, while Malaysia scored above average and was ranked 16th. Thailand, Indonesia, and the Philippines scored below average and were ranked lower. Singapore performed best in all content areas, while performance varied across countries and content areas. The document also provides data on the distribution of test items and international benchmarks of achievement.
11.the effectiveness of teaching physics through project method on academic a...Alexander Decker
This study examined the effectiveness of teaching physics through project method compared to traditional lecture method. 80 students were divided into experimental and control groups. The experimental group was taught using project method for 6 weeks, while the control used traditional lectures. Both groups took a pre-test and post-test on physics topics. Analysis showed the experimental group performed significantly better on the post-test overall and on domains of knowledge, comprehension, application, and skills. The results indicate that teaching physics through project method was more effective for student achievement than traditional lecture method.
EFFECT OF MIND MAPS ON STUDENTS’ INTEREST AND ACHIEVEMENT IN MEASURES OF CENT...Gabriel Ken
The purpose of this work was to investigate the effect of Mind Maps on students’ interest and achievement in measures of central tendency. To ascertain the effect of teaching method and gender on the learners’ interest and achievement, four research questions and six null hypotheses guided the study.
This document summarizes a study that analyzed factors influencing mathematics achievement among Malaysian and Singaporean eighth-grade students using data from the 2003 Trends in International Mathematics and Science Study (TIMSS). The study found that 57.28% of the total variance in mathematics achievement in Malaysia was accounted for by school-level differences, while 74.6% of the variance in Singapore was accounted for by classroom-level differences. At the student level, mathematics self-concept was the most influential factor on achievement in both countries. At the school level, school climate as perceived by principals was the most influential factor on achievement in both countries. The study used multilevel modeling to analyze how student, classroom, and school factors contributed to mathematics achievement
Sidang Skripsi " The Students' Intensity of Using English Dictionaries Relate...Lia Dewi
The document discusses a correlational study that examined the relationship between students' intensity of using English dictionaries and their vocabulary mastery. It found a very strong positive correlation between the two variables. Specifically:
- Students reported often using dictionaries in their studies, which was found to increase their vocabulary knowledge over time.
- Testing revealed students had a high level of vocabulary mastery based on their ability to correctly answer vocabulary questions.
- Statistical analysis determined a very strong relationship between more intensive dictionary use and greater vocabulary mastery, with dictionary use accounting for over 92% of improvements in students' vocabularies.
This study examined the effects of cooperative learning versus individualistic instruction on the acquisition of English grammar rules and mechanics by 318 junior high school students in the Middle East. Students were divided into experimental and control groups. The experimental groups used cooperative learning techniques while control groups used individual instruction. Pre- and post-tests were administered and teachers observed students. Results showed no difference in outcomes between high- and low-achieving students. Cooperative learning was at least as effective as individual instruction and benefited low-achieving students more without negatively impacting high-achievers.
International Journal of Computational Engineering Research(IJCER) ijceronline
nternational Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Presentation institutional research morrison elakovich collinsCali Morrison
This study compared final grades of students in a flipped classroom model versus a traditional lecture model for an introductory horticulture course. The researchers found no significant difference in final averages between the two classroom models. However, students in the lecture model performed slightly better. The researchers recommend continuing the study with a larger sample size and further follow-up with students to learn more about their perceptions of the flipped classroom model.
1. The document discusses two options for sequencing science courses in secondary school: the traditional biology-chemistry-physics sequence and the physics-chemistry-biology sequence.
2. It analyzes the advantages and disadvantages of each approach based on research and the district's past performance data.
3. The district science coordinator proposes implementing a two-program model that gives students a choice between the two sequences to address challenges while fitting with the district's emphasis on customer service.
1. The document discusses two options for sequencing science courses in secondary school: the traditional biology-chemistry-physics sequence and the physics-chemistry-biology sequence.
2. It analyzes the advantages and disadvantages of each approach based on research and the district's past performance data.
3. The district science coordinator proposes implementing a two-program model that gives students a choice between the two sequences to address concerns while fitting with the district's emphasis on offering options.
Presentation by Hau Kit-Tai - Chinese University of Hong Kong.
Presentazione di Hau Kit-Tai in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
This study investigated the effects of using Student Teams-Achievement Divisions (STAD) cooperative learning strategy versus traditional lecture method on senior secondary school students' learning outcomes in chemical kinetics. It also examined the influence of students' mathematics ability, which was categorized as high, medium, or low. Data was collected from 300 students across 6 schools. Results of the ANCOVA and multiple classification analysis revealed that STAD had a significant positive effect on students' achievement and attitude compared to the traditional method. Additionally, students' mathematics ability significantly influenced their achievement and attitude, and the interaction between treatment and mathematics ability was also significant. The study recommended considering students' mathematics background before allowing enrollment in chemistry and using STAD to teach chemical
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
This document summarizes a study that examined the influence of algebraic ability and study habits on achievement in mathematics among 9th grade students in Assam, India. The study found:
1) Algebraic ability and study habits were both significantly correlated with achievement in mathematics. Algebraic ability contributed 38.8% to achievement and study habits contributed 38.2%.
2) Boys had higher achievement and algebraic ability scores than girls. There was no significant difference by medium of instruction.
3) Students with higher algebraic ability and those with more regular study habits had higher achievement in mathematics than other groups.
The study concluded that algebraic ability and study habits are important factors influencing achievement in mathematics among secondary students.
Effects of jigsaw cooperative learning strategy on students’ achievement by g...Alexander Decker
This document discusses a study that examined the effects of using the Jigsaw cooperative learning strategy on gender differences in mathematics achievement among secondary school students in Kenya. Specifically, the study aimed to determine if gender affects achievement when Jigsaw is used to teach the mathematics topics of Surds and logarithms.
The study used a Solomon four-group, non-equivalent control group design and involved 160 students from four secondary schools. All students were administered a pre-test and post-test on the topics, with the experimental groups receiving instruction through Jigsaw and the control groups receiving conventional teaching methods. The results of the study showed that there was no statistically significant gender difference in mathematics achievement when students were taught using the Jigs
Incentive scheme and job performance, a bivariate relationshipAlexander Decker
This document summarizes a research study that examined the relationship between incentive schemes and job performance among secondary school teachers in Nigeria. The study aimed to determine if incentive schemes were related to teacher involvement in school discipline, class attendance, participation in school decision-making, coverage of curriculum, and student evaluation. The study administered questionnaires to 76 teachers and analyzed the results. It found that incentive schemes had a significant relationship with teacher involvement in school discipline and coverage of curriculum. However, it found no significant relationship between incentives and class attendance, participation in decision-making, or student evaluation. The study recommended improving teacher incentives to enhance job performance.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
The study investigated statistical analysis of the main, Joint and individual effects of Kolawole’s Problem Solving (KPS) and conventional teaching methods (CM) on the academic performance and retention of senior secondary school students in Mathematics in Ekiti State, Nigeria. The study also sought to find out whether teaching Mathematics with KPS method is gender and location biased. The study adopted quasi-experimental pretest and post-test research design. The population of the study consisted of all senior secondary schools students in Ekiti State Nigeria. A sample of 400 students were randomly selected from 8 local Government Areas of Ekiti State. Intact classes in each school were randomly selected from each of the 8 Local Government Areas putting into consideration gender and locations of the schools. The results of study showed that all this sample students were homogeneous at the commencement of the study. There were main, joint and individual significant teaching effects of the Kolawole’s Problem Solving (KPS) and conventional methods on academic performance, and retention of senior secondary school students in Mathematics. Also, there was no significant difference in the academic performance and retention of students in rural and Urban Areas and also between male and female students. Based on the findings it could be concluded that KPS is an effective method while conventional method improves and contributed positively towards the academic performance and retention of the students but ineffective method of teaching Mathematics’ KPS method is more effective and students retained more knowledge than convectional method (CM). Finally, KPS method of instruction is neither location nor gender biased. Based on the above findings, KPS method should be adopted as an effective method of teaching Mathematics) in Senior Secondary Schools in order to improve teaching, learning, solving and evaluation skills of the Mathematics teachers as well as those of Mathematics students. Furthermore, seminars and workshops should be organized on KPS for the teachers for effective teaching,-learning,-solving, and evaluation of Mathematics.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Act college and career readiness 10.08.13 (1)Casy Leatherman
This presentation discusses Louisiana's new mandate requiring all 11th grade students to take the ACT exam and provides an overview of ACT's College and Career Readiness System. The system uses a longitudinal assessment model starting in 8th grade with EXPLORE, followed by PLAN in 10th grade, and the ACT exam in 11th/12th grade. These norm-referenced tests measure achievement in core subjects and include career exploration. The goals are to better prepare students for college and careers and provide data to improve instruction and student outcomes.
This document summarizes a study that compared the first-year academic performance of home schooled students and traditionally schooled students at four-year public colleges and universities in Colorado. The study found:
1) There were no significant differences between home schooled students (n=55) and traditionally schooled students (n=53) in terms of first-year GPA, retention rates, or credit hours earned.
2) While not statistically significant, home schooled students scored higher on average than traditionally schooled students on the ACT composite test and subtests of mathematics and science.
3) ACT composite scores correlated strongly with first-year GPA, retention, and credit hours earned, indicating it is a predictor
Presentation by Tessa Bold, Institute for International Economic Studies (IIES), Stockholm University, Deon Filmer, World Bank
Ezequiel Molina, World Bank, Jakob Svensson, Institute for International Economic Studies (IIES), Stockholm University
Observable effects of developing mathematical skills of students through team...Alexander Decker
This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to secondary school students in Nigeria. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were then tested on the same topics. The results showed that the students taught using team-based learning performed significantly better with a mean score of 10.88 compared to 7.32 for the laboratory approach group. Therefore, the study recommends the use of team-based learning over the laboratory approach to more effectively teach mathematics.
Observable effects of developing mathematical skills of students through team...Alexander Decker
This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to students. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were given tests after the instruction. Statistical analysis found a significant difference in performance between the two groups, with the team-based learning group scoring higher. The study concludes team-based learning is more effective for developing students' mathematical skills than the laboratory approach.
Effects of teachers’ qualifications on performance in further mathematics amo...Alexander Decker
This study examined the effects of teachers' qualifications on the performance of secondary school students in Further Mathematics in Kaduna State, Nigeria. Data was collected from 160 Further Mathematics students across 12 schools using a teacher assessment test and student achievement test. The results of an ANOVA test revealed a significant difference in student performance based on their teachers' qualifications. The study aims to identify the competency level required by teachers to positively influence student performance and suggest ways to improve student performance in Further Mathematics across schools in the state.
The document summarizes a study that examined the effects of integrating mathematical modeling on students' problem solving performance and math anxiety. The study found that:
1) Both the experimental group taught using mathematical modeling and the control group taught using guided practice showed significant improvements in their problem solving scores and reductions in math anxiety from pre-to-post testing.
2) The experimental group showed significantly higher post-test problem solving scores and lower math anxiety than the control group, indicating that mathematical modeling was more effective at improving problem solving and reducing anxiety than guided practice alone.
3) The study concluded that both mathematical modeling and guided practice can increase students' problem solving skills, but mathematical modeling more significantly improves problem solving performance and
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
Math Specialist Initiatives and Future Directions (Oregon)Nicole Rigelman
This document outlines the history and development of mathematics specialist initiatives in the United States from 1981 to 2010. Key events include recommendations from organizations like NCTM and the National Research Council to establish mathematics specialist roles and certifications. Several states began offering certification programs for elementary mathematics specialists around 2000-2010 according to standards developed by organizations like AMTE. Research on mathematics specialists shows their impact generally increases over time, with specialists having the greatest influence on student achievement and teacher practice in their second and third years working with teachers.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
This study examined the effects of journal writing on the mathematics performance of 45 junior high school students in the Philippines. Students took a pre-test before the study began, which found most students had fairly unsatisfactory scores. The students then kept journals while learning mathematics over 9 weeks. A post-test found significant improvements, with most students now achieving proficient or outstanding scores. Statistical analysis confirmed the post-test results were significantly higher. Students reported journal writing helped communicate with teachers, improve problem-solving abilities, and better prepare them for higher-level mathematics. The study concluded journal writing is an effective strategy for enhancing mathematics performance.
15-50% of new teachers leave the profession within the first 5 years, costing an estimated $2.2 billion annually to replace them. While teaching can be challenging, teachers are considered the most important school-based factor impacting student learning. Between 1999-2005, nearly half of new teachers hired in New York were uncertified or alternatively certified. New teachers often report feeling isolated, undervalued, and lacking administrative support. However, technology offers opportunities for teachers to connect and learn from each other online.
The document summarizes a study that aims to identify the least mastered mathematics skills of grade 9 students at Lawaan National High School. It discusses the study's rationale, theoretical background, objectives, scope, methodology and research instruments. The study will administer a questionnaire to 346 grade 9 students to determine their proficiency in algebra, geometry, trigonometry and radical expressions. It seeks to identify weaknesses and inform interventions to improve student performance in mathematics.
The PDF version of a power point project that I put together for an online graduate level education course I took with American Intercontinental University
This document provides an overview of Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. The document outlines concerns with the current STAAR testing system, including the large number of tests, high costs, lack of diagnostic value, and negative impacts on dropout rates and college readiness. It also summarizes TAMSA's objectives to reduce the number of state-mandated tests, replace some with nationally-recognized norm-referenced tests, and eliminate high-stakes consequences of the tests. The document encourages readers to get involved by joining TAMSA's advocacy efforts.
Impact of nce mathematics trainee and graduate teachers onAlexander Decker
This study examined the impact of NCE trainee and graduate mathematics teachers on the achievement of JSSII students in geometry in Katsina-Ala, Benue State, Nigeria. 320 students from 8 secondary schools were sampled using random sampling. A pre-test, post-test design was used where intact classes were randomly assigned to trainee and graduate teachers. Students taught by NCE graduate teachers achieved higher in geometry than those taught by trainees. The study also found that female students achieved at the same level as males, regardless of whether they were taught by trainees or graduates. It was recommended that more attention be paid to training NCE trainee teachers and supporting female students in geometry.
Cash and vouchers led to starkly different purchasing patterns. Voucher recipients purchased fewer types of items compared to cash recipients, indicating the voucher was extra-marginal for some food items. However, there were few differences in other outcomes like food security and asset ownership between the groups. Cash recipients were able to save more of the transfer value since vouchers could only be spent on certain goods. The voucher program also had higher costs for the implementing agency than cash transfers.
This study examines the stability of social, risk, and time preferences over multiple years using data from 2002, 2007, 2009, and 2010. The main findings are:
1. Risk preferences are not stable over time, while time preferences are highly stable.
2. Experimental measures of social preferences like altruism and trust show little stability over time.
3. There is some evidence that previous experimental outcomes can influence preferences in later experiments, such as being unlucky increasing later risk aversion or being paired with a generous partner increasing later generosity.
4. However, the impacts across experiments are small and the results should be interpreted cautiously due to sample attrition and differences in experimental designs over the years.
The study evaluated the impact of an alternative cash transfer program for education in Morocco that provided small, unlabeled cash transfers to fathers in poor communities. Over two years:
1. The unconditional cash transfers reduced the school dropout rate by 67-75% among children enrolled at baseline and increased school reentry by 85% among previous dropouts.
2. Adding attendance conditions did not provide additional educational gains compared to the unconditional transfers.
3. There was also little difference in impacts between transfers made to mothers versus fathers.
4. The program appeared to work in part by changing parents' perceptions of the returns to education and quality of local schools, without directly imposing conditions.
This document describes a study examining how increased access to mobile phones impacted small boat manufacturers in Kerala, India. The researchers conducted a census of 143 boat builders from 1997-2004, collecting data on output, prices, and boat quality. Prior to phones, builders only served local demand. Phones increased information sharing, allowing fishermen to learn about distant builders. This likely expanded each builder's effective market size. The study tests if this led more productive builders to grow and less productive ones to exit, increasing average firm size and productivity over time. The natural experiment from phone diffusion provides an opportunity to study these impacts.
This document discusses a new approach to measuring the impact of foreign labor on native employment. It presents two natural experiments using data on H-2A visa workers and unemployment insurance records from North Carolina farms. The results section analyzes the effect of the recession on job referrals and native labor supply, finding that higher unemployment led to more job referrals but lower native employment, suggesting native workers withdrew from the labor market during economic downturns.
The document discusses increasing girls' enrollment in secondary schools in India. It notes that the gender gap in education is more pronounced in Bihar, with girls' enrollment dropping off sharply at age 14 when transitioning to secondary schools. Distance to secondary schools is a major barrier, with enrollment declining as distance increases. The authors propose exploring cost-effective, scalable alternatives to expanding access beyond the default approach of school construction, such as providing bicycles.
This document analyzes the long-term effects of the 1832 Cherokee Land Lottery on wealth using census and other data. It finds that those who received land titles in the lottery on average had higher wealth levels in 1850 and 1860 compared to those who did not receive titles, even after controlling for other factors. The effects were larger for those matched to land closest to gold deposits discovered in the 1830s.
This paper examines middleman margins and the impact of providing price information to potato farmers in West Bengal, India. It finds that middlemen earn very large margins of 50-90% of farmgate prices on average. When farmers were provided daily wholesale market price information, it had no average effect on prices received but increased volatility, consistent with a bargaining model. This suggests neither risk-sharing nor asymmetric information play a major role in middlemen margins. The key cause of high margins appears to be the market power of middlemen in the hierarchical potato marketing system.
This document summarizes a study on daily income targets and labor supply among 257 Kenyan bicycle taxi drivers. The study collected detailed daily logs from participants over several months, including whether they had a cash need that day and if so, the amount. The results suggest that drivers (1) have cash needs that vary substantially and put them off until the last day, (2) work more on high-need days, and (3) are more likely to quit after reaching their target for the day. Providing unexpected cash payments did not affect labor supply. The study aims to better understand how individuals without formal work arrangements motivate themselves to meet daily income targets.
Hiring knowledge agents to spread information about a public health insurance scheme in rural India had a positive impact on villagers' knowledge about the scheme. The effect was entirely driven by agents on incentive pay contracts, who received bonuses based on villagers' knowledge levels. Improved knowledge, in turn, increased enrollment in the scheme. Social distance between agent and villager had a negative impact on knowledge transmission, but incentive pay canceled out this effect. The study used a randomized controlled trial to test these relationships, hiring different types of agents (fixed pay vs incentive pay) across villages.
1. The document analyzes maternal beliefs about the technology of skill formation in children.
2. Objective estimates of the technology are obtained using data on skills, investments, and health conditions of children over time. These estimates find that investments have a statistically significant effect on skills.
3. Maternal beliefs about the technology are heterogeneous and may differ systematically from objective estimates if mothers are misinformed. Comparing beliefs to estimates could reveal if certain groups are misinformed.
1) The document describes a field experiment that randomized offers of index insurance to agricultural households in India to study the interaction between formal insurance and informal risk-sharing networks.
2) It finds that the presence of strong informal risk-sharing networks through castes/jatis reduces demand for formal insurance, and that basis risk, where payouts do not perfectly correlate with losses, also reduces demand.
3) However, informal and formal insurance can be complements when basis risk is high, as both provide partial coverage against different risks. The study uses detailed survey and rainfall data on castes/jatis to characterize their risk-sharing practices.
The document discusses a study on the impact of female property rights on suicide rates in India. It notes that women's ability to inherit property is restricted in many societies, including in India. The study uses variation in property rights for women generated by state amendments to inheritance laws and land reforms. It develops a model of intra-household bargaining incorporating conflict and finds that better property rights for women are associated with a decrease in the gender difference in suicide rates but an increase in overall male and female suicide rates, possibly due to increased intra-household conflict from challenging traditional gender roles.
The document analyzes how pro-poor growth, or reducing poverty, will impact global energy demand. It develops an economic model showing that as household income grows over time in a nonlinear way, ownership of durable goods like refrigerators also increases nonlinearly. The model predicts that the pace of income growth matters, with more uneven income growth leading to higher durable ownership. Analysis of a Mexican anti-poverty program confirms the model's predictions, showing that households receiving more uneven transfers over time were more likely to acquire refrigerators. The findings suggest that projections of energy demand need to account for how rapidly populations rise out of poverty to avoid underestimating future demand.
The document summarizes a study that evaluated the impact of a business literacy intervention in rural Mexico. The intervention provided free 6-week business skills courses taught by professors and students to about 25 women entrepreneurs per class. The courses covered topics like accounting, pricing, taxes, and marketing. The study found that the training led to large, positive and significant effects on profits, revenues, and number of clients both in the short- and medium-run. There was also evidence of heterogeneous treatment effects. The results suggest the training improved accounting practices, lowered costs, increased mark-ups, and in some cases lowered prices.
The document describes an experiment conducted in Malawi to test if job referral networks disadvantage women. The experiment found that when people could refer either men or women, only 30% of referrals were women, compared to 38% of initial applicants. However, when people could only refer one gender, men and women referred at similar rates regardless of the gender they were restricted to. This suggests social incentives rather than differences in productivity lead referral networks to disadvantage women.
This document summarizes a study evaluating Mexico's Hábitat program, which aims to improve infrastructure and quality of life in marginalized urban areas. The study uses a randomized saturation design where municipalities were randomly assigned a treatment fraction, and polygons within municipalities were then randomly assigned as treatment or control. Over 9,700 households were surveyed at baseline in 2009 and follow-up in 2012 to evaluate impacts on infrastructure access, health, social capital, and other outcomes. The randomized design at multiple levels aims to quantify program impacts while accounting for potential spillovers between treatment and control areas.
This document summarizes research on the relationship between medieval trade and religious tolerance in South Asia. The key findings are:
1) Medieval ports in South Asia that benefited from overseas trade centuries ago experienced significantly less Hindu-Muslim violence over the last 200 years compared to other towns, despite being more ethnically diverse.
2) This effect is attributed to the exogenous and non-replicable complementarities between Hindu and Muslim communities that arose from medieval trade, not other factors like wealth, geography, or institutions alone.
3) The research provides evidence that exogenous changes generating robust inter-ethnic complementarities can have a lasting positive impact on peaceful coexistence in ethnically diverse societies.
1. Aligning Learning Incentives of Students and
Teachers: Results from a Social Experiment
in Mexican High Schools
Jere Behrman, Susan Parker,
Petra E, Todd, Kenneth I. Wolpin
2. Overview
Study the effects of a performance incentive program aimed at
improving mathematics knowledge in Mexican high schools.
3. Overview
Study the effects of a performance incentive program aimed at
improving mathematics knowledge in Mexican high schools.
Mexico ranked last of 34 OECD countries in the 2009 rankings of
PISA test sores in mathematics.
4. Overview
Study the effects of a performance incentive program aimed at
improving mathematics knowledge in Mexican high schools.
Mexico ranked last of 34 OECD countries in the 2009 rankings of
PISA test sores in mathematics.
Less than 10 % of students score at or above the Proficient level
on the 2008 national 9th grade Mathematics test and over 50%
score at the Pre-Basic level.
5. Overview
Study the effects of a performance incentive program aimed at
improving mathematics knowledge in Mexican high schools.
Mexico ranked last of 34 OECD countries in the 2009 rankings of
PISA test sores in mathematics.
Less than 10 % of students score at or above the Proficient level
on the 2008 national 9th grade Mathematics test and over 50%
score at the Pre-Basic level.
ALI program designed to promote mathematics achievement
through monetary incentives for performance on curriculum-based
tests.
6. Empirical Literature on School
Performance Incentives
1. Teacher Incentives: Glewwe et. Al. (2003) in Kenya,
Springer et. al. (2010) in Tennessee, Muralidharan and
Sundararaman (2011) in India.
7. Empirical Literature on School
Performance Incentives
1. Teacher Incentives: Glewwe et. Al. (2003) in Kenya,
Springer et. al. (2010) in Tennessee, Muralidharan and
Sundararaman (2011) in India.
2. Student Incentives: Angrist and Lavy (2009) in Israel,
Kremer et. al. (2009) in Kenya, Fryer (2010) in Chicago,
Dallas, New York and Washington D.C., Levitt et. al.
(2010) in a Chicago suburb.
8. Empirical Literature on School
Performance Incentives
1. Teacher Incentives: Glewwe et. Al. (2003) in Kenya,
Springer et. al. (2010) in Tennessee, Muralidharan and
Sundararaman (2011) in India.
2. Student Incentives: Angrist and Lavy (2009) in Israel,
Kremer et. al. (2009) in Kenya, Fryer (2010) in Chicago,
Dallas, New York and Washington D.C., Levitt et. al.
(2010) in a Chicago suburb.
3. Student and Teacher Incentives: Jackson (2010) in
Dallas.
9. Empirical Literature on School
Performance Incentives
1. Teacher Incentives: Glewwe et. Al. (2003) in Kenya,
Springer et. al. (2010) in Tennessee, Muralidharan and
Sundararaman (2011) in India.
2. Student Incentives: Angrist and Lavy (2009) in Israel,
Kremer et. al. (2009) in Kenya, Fryer (2010) in Chicago,
Dallas, New York and Washington D.C., Levitt et. al.
(2010) in a Chicago suburb.
3. Student and Teacher Incentives: Jackson (2010) in
Dallas.
Effect sizes on test scores generally .10-.25 sd.
10. Some Facts About Education in Mexico
School Completion Rates (1996 1st grade entry cohort):
87% complete 6th grade – 82% enter 7th grade
65% complete 9th grade – 62% enter 10th grade
47% complete 10th grade
39% complete 11th grade
38% complete 12th grade
28% enter college
11. Some Facts About Education in Mexico
School Completion Rates (1996 1st grade entry cohort):
87% complete 6th grade – 82% enter 7th grade
65% complete 9th grade – 62% enter 10th grade
47% complete 10th grade
39% complete 11th grade
38% complete 12th grade
28% enter college
Federal high schools (1,000 schools):
Per-pupil expenditure - 21,000 pesos
Average teacher monthly salary - 20,000 pesos
Pct. of high school students attending - 25%
Average annual tuition – 1,200 pesos
12. ALI Program
Pilot program period: AY 2008/09, 2009/10 and 2010/11.
Program participants: all students in 88 Federal high
schools in Mexico – 24 of 31 states.
Overall design: Random assignment to three treatment
groups of 20 schools each and 28 control schools
13. Treatments
Treatments:
T1 (20 schools)
Payment provided to students related to their
individual performance.
14. Treatments
Treatments:
T1 (20 schools)
Payment provided to students related to their
individual performance.
T2 (20 schools)
Payment provided to mathematics teachers based
on the performance of the students in their classes.
15. Treatments
T3 (20 schools)
1. Payment to students based on individual
performance and on performance of classmates.
16. Treatments
T3 (20 schools)
1. Payment to students based on individual
performance and on performance of classmates.
2. Payment to mathematics teachers based on
performance of students in their classes and of students
in all other mathematics classes.
17. Treatments
T3 (20 schools)
1. Payment to students based on individual
performance and on performance of classmates.
2. Payment to mathematics teachers based on
performance of students in their classes and of students
in all other mathematics classes.
3. Payment to non-mathematics teachers based on
performance of students in all mathematics classes.
18. Treatments
T3 (20 schools)
1. Payment to students based on individual
performance and on performance of classmates.
2. Payment to mathematics teachers based on
performance of students in their classes and of students
in all other mathematics classes.
3. Payment to non-mathematics teachers based on
performance of students in all mathematics classes.
4. Payment to principals and other administrators
based on performance of students in all mathematics
classes.
19. Randomization
School-based block randomization design.
Nine blocks characterized by school size and graduation
rates prior to the initiation of the program.
Within each block, schools are allocated randomly to the
three treatment groups and the control group.
20.
21.
22.
23. ENLACE scores are reported both standardized (mean=500, sd=100) and
in four categories.
National figures include students who never attended high school.
24. ALI Tests
The tests are based on the standardized curriculum for
each grade and were produced especially for this project
by a Mexican educational testing service (CENEVAL).
25. ALI Tests
The tests are based on the standardized curriculum for
each grade and were produced especially for this project
by a Mexican educational testing service (CENEVAL).
Grade 10: Algebra, Geometry and Trigonometry (class
hours - 4hrs/wk) – 2.5 hour ALI examination
26. ALI Tests
The tests are based on the standardized curriculum for
each grade and were produced especially for this project
by a Mexican educational testing service (CENEVAL).
Grade 10: Algebra, Geometry and Trigonometry (class
hours - 4hrs/wk) – 2.5 hour ALI examination
Grade 11: Analytical Geometry, Calculus (class hours -
4hrs/wk) – 2.5 hour ALI examination
27. ALI Tests
The tests are based on the standardized curriculum for
each grade and were produced especially for this project
by a Mexican educational testing service (CENEVAL).
Grade 10: Algebra, Geometry and Trigonometry (class
hours - 4hrs/wk) – 2.5 hour ALI examination
Grade 11: Analytical Geometry, Calculus (class hours -
4hrs/wk) – 2.5 hour ALI examination
Grade 12: Probability and Statistics, Applied Statistics
(class hours - 5hrs/wk) – 2.5 hour examination on 12th
grade material, 1.25 hours each on 10th and 11th grade
material.
30. Incentive Schedules
Incentive schedules are based on the categorical scores
on an initial test (grades 10 and 11) and on the end-of-
year ALI test (grades 10,11,12).
31. Incentive Schedules
Incentive schedules are based on the categorical scores
on an initial test (grades 10 and 11) and on the end-of-
year ALI test (grades 10,11,12).
The initial test score for the tenth grade is the
national 9th year mathematics ENLACE (curriculum-
based test).
32. Incentive Schedules
Incentive schedules are based on the categorical scores
on an initial test (grades 10 and 11) and on the end-of-
year ALI test (grades 10,11,12).
The initial test score for the tenth grade is the
national 9th year mathematics ENLACE (curriculum-
based test).
The initial test score for the eleventh grade is the
10th grade ALI curriculum test (except in first year –
9th grade ENLACE).
33. Incentive Schedules
The 10th grade test score cutoffs mimic the control
group’s distribution of categorical scores on the 9th grade
mathematics ENLACE.
34. Incentive Schedules
The 10th grade test score cutoffs mimic the control
group’s distribution of categorical scores on the 9th grade
mathematics ENLACE.
The 11th grade test score cutoffs mimic the control
group’s distribution on the 9th grade ENLACE in year 1
and on the 10th grade ALI test in years 2 and 3.
35. Incentive Schedules
The 10th grade test score cutoffs mimic the control
group’s distribution of categorical scores on the 9th grade
mathematics ENLACE.
The 11th grade test score cutoffs mimic the control
group’s distribution on the 9th grade ENLACE in year 1
and on the 10th grade ALI test in years 2 and 3.
The 12th grade test score cutoffs mimic the control
group’s distribution on the 12th grade mathematics
ENLACE.
45. Incentive Schedules: Performance of Others (T3)
In addition to the incentives based on own performance,
Students receive an additional payment of one percent of the
total amount received by all of the students in their class.
46. Incentive Schedules: Performance of Others (T3)
In addition to the incentives based on own performance,
Students receive an additional payment of one percent of the
total amount received by all of the students in their class.
FTE mathematics teachers receives an additional payment of
25 percent of the average (FTE) amount earned by the other
mathematics teachers.
47. Incentive Schedules: Performance of Others (T3)
In addition to the incentives based on own performance,
Students receive an additional payment of one percent of the
total amount received by all of the students in their class.
FTE mathematics teachers receives an additional payment of
25 percent of the average (FTE) amount earned by the other
mathematics teachers.
A FTE non-mathematics teacher receives a payment of 25
percent of the average (FTE) amount earned by the
mathematics teachers.
48. Incentive Schedules: Performance of Others (T3)
In addition to the incentives based on own performance,
Students receive an additional payment of one percent of the
total amount received by all of the students in their class.
FTE mathematics teachers receives an additional payment of
25 percent of the average (FTE) amount earned by the other
mathematics teachers.
A FTE non-mathematics teacher receives a payment of 25
percent of the average (FTE) amount earned by the
mathematics teachers.
The principal of the school receives a payment of 50 percent of
the average (FTE) amount earned by the mathematics
teachers.
49. Attrition
There are existing incentive programs that pay students for attendance
and the bonus from the ALI program is uncertain.
50. Testing Protocol
One external monitor per classroom – one overall external
supervisor in school.
51. Testing Protocol
One external monitor per classroom – one overall external
supervisor in school.
Teachers not present during test administration.
52. Testing Protocol
One external monitor per classroom – one overall external
supervisor in school.
Teachers not present during test administration.
Test answer sheets and test booklets collected by monitors at
the end of the exam and returned to testing agency for scoring.
53. Testing Protocol
One external monitor per classroom – one overall external
supervisor in school.
Teachers not present during test administration.
Test answer sheets and test booklets collected by monitors at
the end of the exam and returned to testing agency for scoring.
Despite these measures, we found evidence that led to a
suspicion of student cheating.
In some treatment schools, students and teachers received unusually high
levels of incentive payments.
Some answer sheets of students within the same classroom exhibited
strings of matching correct and incorrect answers.
54. Analysis of Student Copying
Analysis performed by George Wesolowsky (professor emeritus,
McMaster University) – uses method described in his J. of Applied
Statistics (2000) article.
1. Statistical model determining probability that student i answers multiple
choice question j incorrectly
Incorporates a parametric function of the “difficulty” of the question
and the “ability” of the student.
2. Determine for every pair of students and for each question, the probability
that the two students will have the same answer (assume, e.g., that all wrong
answers are equally likely).
3. The probability distribution of the number of matches is a compound
binomial; approximated as normal.
4. Choose a critical value for the number of observed matches. Reject the null
of no copying if the number of matches exceeds the critical value. A Bonferroni
correction is used with a critical value such that the probability is one that at
least one pair of students is falsely accused.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68. A Caveat: Lack of Test-Taking Effort by Control Students
Assumption 1:
a. test-taking effort of T1 students no less than that of T3
students
b. T1 effect is zero in all years
Lower Bound Estimate of Treatment Effect in Year 3:a
T3:
31.1 standardized points for 10th grade
16.9 for 11th grade
34.0 for 12th grade
a. Adjusted for copying.
69. A Caveat: Lack of Test-Taking Effort by Control Students
Assumption 2:
a. test-taking effort of C students same in all years.
b. T1 effect is zero in year one only
Lower Bound Estimate of Treatment Effect in Year 3a:
T3: 46.5 standardized points for 10th grade
28.5 for 11th grade
47.1 for 12th grade
T1: 15.4 standardized points for 10th grade
11.6 for 11th grade
13.1 for 12th grade
a. Uses treatment effects adjusted for copying.
73. Conclusions
• Evaluated effects of student and teacher incentive
programs, in isolation and combined
• Student incentives alone increased mathematics test
scores by 0.2-0.3 std. dev. (adjusted estimates)
• Teacher incentives alone had no effect
• Combined student and teacher incentives increased
scores by 0.3-0.6 std. dev.
• Positive impacts over entire baseline test score
distribution, with slightly larger impacts at higher
quantiles.
74. TESTIMONIOS ALUMNOS
Sulem Hernández González
Alfajayucan, Hidalgo
“Estudio para ser Técnico en
Informática y con el dinero que
me gané, pude comprar mi
computadora”
75. TESTIMONIOS ALUMNOS
Sulem Hernández González
Erika del Carmen Olán Magaña
Alfajayucan, Hidalgo
Comalcalco, Tabasco
“Estudio para ser Técnico en
Informáticaque me dieron en el
“Con lo y con el dinero que
programagané, pude comprar mi
me apoyé a mi familia para
computadora”
construir los cimientos de mi
casa”
76. TESTIMONIOS ALUMNOS
Cristian Pérez Pérez
Santiago Papasquiaro,Guanajuato
“Con lo que me gané compré una
vaca y hace poco tuvo un becerro.
Con la venta de la leche que da la
vaca, me ayudo para mis útiles de
la escuela”