School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
Influence of Teachers’ Working Conditions on Curbing Examination Malpractices...paperpublications3
Abstract: Examination malpractice has become one of the most serious problem threatening our education system at all levels of learning irrespective of the institution status, level or location. For a long time examinations have witnessed increased and sophisticated incidents of examination malpractices. The problem is so alarming that all stakeholders in the educational systems all over the world have expressed serious concerns about it and need to find solution to it. The purpose of this study was to establish teachers’ working conditions influence on examination malpractices in KCSE examinations in Kisii County selected public secondary schools where the vice has been perennially exhibited. The researcher provided background information on the roles of teachers in examination process and how teacher factors as the independent variables can be manipulated to curb examination malpractices. This study reviewed relevant literature based on the variables guided by the research questions in line with their study objectives. The research analyzed the influence of teachers’ working conditions ,teachers’ roles in the examination process and the challenges teachers are faced with in curbing examination malpractices as dependent variables and illustrated in the conceptual framework and related literature provided. The target population constituted 15 Principals, 15 Deputy Principals, 15Examination Masters and 3 District Examination Officers. Saturated sampling was used to obtain the sample which is equal to the target population. Causal comparative Ex post facto research design was used. Questionnaires and interview schedules which were subjected to expert judgement and pilot tested for validity and reliability were used as research instruments. Statistical analysis was done to generate frequencies and percentages. The study recommended promoting teachers’ morale in terms of remuneration, better working conditions, provision of adequate and relevant educational/ teaching and learning facilities. The study also recommended full implementation of examination regulations and policies without partiality and further research on the role of other stakeholders in curbing examination malpractices.
This paper focuses on the evaluation of English language Teachers’ Awareness and use of Comprehension Instructional strategies in Reading comprehension pedagogy.
School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
Influence of Teachers’ Working Conditions on Curbing Examination Malpractices...paperpublications3
Abstract: Examination malpractice has become one of the most serious problem threatening our education system at all levels of learning irrespective of the institution status, level or location. For a long time examinations have witnessed increased and sophisticated incidents of examination malpractices. The problem is so alarming that all stakeholders in the educational systems all over the world have expressed serious concerns about it and need to find solution to it. The purpose of this study was to establish teachers’ working conditions influence on examination malpractices in KCSE examinations in Kisii County selected public secondary schools where the vice has been perennially exhibited. The researcher provided background information on the roles of teachers in examination process and how teacher factors as the independent variables can be manipulated to curb examination malpractices. This study reviewed relevant literature based on the variables guided by the research questions in line with their study objectives. The research analyzed the influence of teachers’ working conditions ,teachers’ roles in the examination process and the challenges teachers are faced with in curbing examination malpractices as dependent variables and illustrated in the conceptual framework and related literature provided. The target population constituted 15 Principals, 15 Deputy Principals, 15Examination Masters and 3 District Examination Officers. Saturated sampling was used to obtain the sample which is equal to the target population. Causal comparative Ex post facto research design was used. Questionnaires and interview schedules which were subjected to expert judgement and pilot tested for validity and reliability were used as research instruments. Statistical analysis was done to generate frequencies and percentages. The study recommended promoting teachers’ morale in terms of remuneration, better working conditions, provision of adequate and relevant educational/ teaching and learning facilities. The study also recommended full implementation of examination regulations and policies without partiality and further research on the role of other stakeholders in curbing examination malpractices.
This paper focuses on the evaluation of English language Teachers’ Awareness and use of Comprehension Instructional strategies in Reading comprehension pedagogy.
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
Effect Of Supervised Peer-Led Group Counselling Programme On Academic Achieve...iosrjce
Recent trends in global circumstances have focused on one goal of educating every child on the globe.
The growing problems of quality manpower shortages, international circumstances, and advancement in the
sciences, professional and specialized fields have contributed to the increasing awareness of the importance of
modifying academic achievement of underachieving students. In today’s society, according to Howard and
Solberg (2006), education is highly valued and a necessary prerequisite to becoming successful and
experiencing at least a moderately high quality of life as an adult. It is important to note that academic
achievements is very important to the adolescent population and as submitted by Marsh (1990) it is extremely
important given the correlation between school achievement and positive outcomes over the life span
School mediation (or peer mediation) is an effective practice for dealing with cases of in-school violence and bullying. According to the results of this retrospective research, conducted in High-Schools of the Municipality of Fyli (Athens metropolitan area, Greece), school mediation programmes contribute to: activating students wishing to help their classmates, taking responsibility and developing social/communication skills of the students involved. At the same time, it is important to point out the substantial gender differentiation in attitudes both towards incidents of in-school violence and bullying, but also to school mediation programmes. Finally, the positive response of students, who participate voluntarily beyond ordinary school hours in these programmes, is a demand for a school that responds to students’ needs.
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
Total quality in teaching and school effectiveness as tools of Administration...inventionjournals
School effectiveness is a different approach to achieve quality in the organization and administration of education. The quality of teaching in classrooms is inextricably linked to the effectiveness of the school unit, as teaching directly affects one of the most important interest groups in education: students. The quality of learning is influenced both by school environment and the activities in which student are involved. The purpose of this research is to investigate the opinion of students on teaching and on the school culture. This opinion can be used in order to create the appropriate school climate with a view to achieving quality in the organization and in the administration of the school unit. This research is original and innovative as it correlates the views of students with the implementation of total quality management (TQM) in the school unit.
The importance of quality education in nation building cannot be over emphasized. The research objective of this study is to investigate school leadership on quality assurance in higher education, Adamawa State. The population made up of senior lecturers in 10 departments in the universities. Stratified random sampling method was used to sample 10 lecturers from each of these departments, which makes the total sample size of 100 lecturers. The instrument for data collection was 20-item questionnaire titled ‘‘Quality Assurance in Higher Education Questionnaire’’ (QAHEQ). PLS- 3 measurement models was used to assess the reliability, validity of instruments and data analyses in this study. The result shows that the instruments were reliable and pilot study indicated strong evidence of validity. Findings revealed that, the research is significant because it explores the use of autocratic leadership style to improve quality assurance in higher education. It was therefore recommended that, authority should re-address the issue of funding university with adequate budget for training and re-training of staff.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Docente de grado 5 de básica primaria de la Institución Educativa Juan XXlll Montería
Córdoba, sede central ubicada en el barrio Juan XXlll del Municipio de Montería.
AREA Ciencias Naturales y Educación Ambiental
El taller práctico: 10 claves para la implementación de tendencias y enfoques innovadores, tiene como propósito que los docentes identifiquen el cambio paradigmático que se requiere para atender al desafío pedagógico que implica incorporar las Tecnologías de la Información y la Comunicación (TIC) al aula y al currículo escolar.
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
Effect Of Supervised Peer-Led Group Counselling Programme On Academic Achieve...iosrjce
Recent trends in global circumstances have focused on one goal of educating every child on the globe.
The growing problems of quality manpower shortages, international circumstances, and advancement in the
sciences, professional and specialized fields have contributed to the increasing awareness of the importance of
modifying academic achievement of underachieving students. In today’s society, according to Howard and
Solberg (2006), education is highly valued and a necessary prerequisite to becoming successful and
experiencing at least a moderately high quality of life as an adult. It is important to note that academic
achievements is very important to the adolescent population and as submitted by Marsh (1990) it is extremely
important given the correlation between school achievement and positive outcomes over the life span
School mediation (or peer mediation) is an effective practice for dealing with cases of in-school violence and bullying. According to the results of this retrospective research, conducted in High-Schools of the Municipality of Fyli (Athens metropolitan area, Greece), school mediation programmes contribute to: activating students wishing to help their classmates, taking responsibility and developing social/communication skills of the students involved. At the same time, it is important to point out the substantial gender differentiation in attitudes both towards incidents of in-school violence and bullying, but also to school mediation programmes. Finally, the positive response of students, who participate voluntarily beyond ordinary school hours in these programmes, is a demand for a school that responds to students’ needs.
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
Total quality in teaching and school effectiveness as tools of Administration...inventionjournals
School effectiveness is a different approach to achieve quality in the organization and administration of education. The quality of teaching in classrooms is inextricably linked to the effectiveness of the school unit, as teaching directly affects one of the most important interest groups in education: students. The quality of learning is influenced both by school environment and the activities in which student are involved. The purpose of this research is to investigate the opinion of students on teaching and on the school culture. This opinion can be used in order to create the appropriate school climate with a view to achieving quality in the organization and in the administration of the school unit. This research is original and innovative as it correlates the views of students with the implementation of total quality management (TQM) in the school unit.
The importance of quality education in nation building cannot be over emphasized. The research objective of this study is to investigate school leadership on quality assurance in higher education, Adamawa State. The population made up of senior lecturers in 10 departments in the universities. Stratified random sampling method was used to sample 10 lecturers from each of these departments, which makes the total sample size of 100 lecturers. The instrument for data collection was 20-item questionnaire titled ‘‘Quality Assurance in Higher Education Questionnaire’’ (QAHEQ). PLS- 3 measurement models was used to assess the reliability, validity of instruments and data analyses in this study. The result shows that the instruments were reliable and pilot study indicated strong evidence of validity. Findings revealed that, the research is significant because it explores the use of autocratic leadership style to improve quality assurance in higher education. It was therefore recommended that, authority should re-address the issue of funding university with adequate budget for training and re-training of staff.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Docente de grado 5 de básica primaria de la Institución Educativa Juan XXlll Montería
Córdoba, sede central ubicada en el barrio Juan XXlll del Municipio de Montería.
AREA Ciencias Naturales y Educación Ambiental
El taller práctico: 10 claves para la implementación de tendencias y enfoques innovadores, tiene como propósito que los docentes identifiquen el cambio paradigmático que se requiere para atender al desafío pedagógico que implica incorporar las Tecnologías de la Información y la Comunicación (TIC) al aula y al currículo escolar.
The Facts Behind Oil Prices - PolymerMISPolymer MIS
The many variables behind the price of crude oil and ultimately the price we pay for gasoline. For more information please visit the PolymerMIS.
www.polymermis.com
Special research on Patanjali's business by IIFL IIFL Markets
Patanjali Ayurved Limited (Patanjali) has, in a short span of
less than a decade, recorded a turnover higher than what
several companies have managed to achieve over several
decades. To understand this very different FMCG company,
we visited its Food Park in Haridwar, met the management,
and visited its stores and distributors. In this detailed report
we analyse the juggernaut that is Patanjali and the damage it
can inflict on FMCG companies in India. While our findings
involve a fair amount of judgement, the larger objective is to
present a structure which fosters debate, rather than to have
the last word on its conclusions.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
Attaining School Improvement through Internal and External Stakeholders Parti...ijtsrd
It is not deniable that stakeholders play an important role in managing educational institution. They are the partners of the school leaders in making the schools conducive to teaching and learning. Further, they are also responsible for attaining the learning outcomes through their active participation. This study assessed the level of implementation of internal and external stakeholders' participation on school based management. Based from the results of the study, the researcher concluded that the level of participation of internal and external stakeholders in school based management program was still in the process of adjustments. In addition, principal and the teachers were bombarded with additional task and this affected their limited time at school and teaching duties. Moreover, lack of financial resources was also the problem on the implementation. Hence, the researcher believed that there are more things to improve before we can attain the mission of this program. This research study might be deliberated by the public officials, school heads, teachers, parents and different stakeholders so that they will be encouraged to continuously support the schools operation for the benefit of all the stakeholders. Yveth L. Castro "Attaining School Improvement through Internal and External Stakeholders Participation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29447.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29447/attaining-school-improvement-through-internal-and-external-stakeholders-participation/yveth-l-castro
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
The aim of national macroscopic education is cultivating students’ personal quality and learning ability, but the choice of selecting talents by exam as an alternative standard has aroused the upsurge of "exam-oriented education" from primary school to university. From the perspective of new institutional economics, the traditional teaching concept of "exam-oriented education" is deeply rooted in people’ mind because of the lack of effective property rights incentive system, such as transaction cost, path dependence and signal theory. As a derivative substitute, the exam can reduce the transaction cost, yet on the other hand, from the view of signal theory, it regards "score" as a signal to judge "quality and ability", which leads to asymmetric information and will have a great influence on the training of object of students and receiving objects of society as well as social relations. It’s difficult for talents under exam-oriented education to adapt to the market economy in the disposition ability. This developing method causes the waste of social resources, which is contrary to the training goal. This paper studies and discusses the economic reasons of exam-oriented education from the perspective of new institutional economics, analyzes the necessity of quality-oriented education and puts forward specific methods and strategies.
Similar to The link between educational expenditures and student learning outcomes (20)
Research on Strategies of Exam-Oriented Education Turning to Quality Educati...
The link between educational expenditures and student learning outcomes
1. 1
The link between educational expenditures and student learning outcomes:
Evidence from Cyprus
Eliophotou-Menon, Maria, Stylianou, Andreas, Kyriakides, Leonidas
Abstract
The paper attempts to investigate the relationship between educational expenditures and student
learning outcomes in Cyprus, a Southern European country severely hit by the financial crisis.
Specifically, our research investigates the extent to which changes in the effectiveness status of
schools can be related to changes in educational investment. The population of the study
consisted of approximately 9500 public secondary school graduates who had taken the
Pancyprian Examinations (admissions examinations for Cypriot and Greek Universities). The
study used the results of the examinations for a five-year period (2008 to 2012) in order to
determine whether there is any causal relationship between educational expenditure and student
learning outcomes. The impact of additional variables (student gender, class size etc.) on
student achievement was also investigated. The methodology of this study was based on
quantitative methods, namely, Multilevel Analysis and Discriminant Function Analysis (DFA).
Based on the findings, educational investment had a positive effect on the effectiveness status of
a school if invested in least effective schools and not in other types of schools (Typical or Most
Effective). Investment in specific types of equipment was found to have a significant effect on
student learning outcomes. While gender appeared to have a significant effect on learning
outcomes, this was not the case with class size. The implications of our findings are drawn and
suggestions for further research are presented. We expect that the results of our study will
inform the literature on the link between educational investment and student outcomes and
provide the basis for strategies that can be used to improve school effectiveness. Specifically,
the findings of this study are important for educational policy makers since they provide useful
information and recommendations relevant to educational expenditure policy.
Keywords: Educational Finance; Educational Outcomes; Educational effectiveness
Introduction
The economic crisis brought the narrowness of financial resources and inevitably affected
education expenditure. The probability of impending reductions of such expenditures appears to
be the focus of interest for many parties, such as scientific researchers, community groups,
parents, students, teachers, employers, political parties, the church and others.
2. 2
Due to the different views expressed by the above parties for the appropriate level of costs of
education and because of the pluralism of these different positions and arguments expressed, a
great concern is created for the formation of an education policy. Consequently, the surrounding
atmosphere may, very often, affect crucial decisions made in relation to the funding of
education in Cyprus.
Based on Cyprus data, in recent years the total expenditure on education as a percentage of the
Gross National Product (GNP), were quite large, placing Cyprus at the most senior positions in
comparison with the average of European Union countries (EU). According to the European
Statistical Office (Eurostat, 2014), during the year 2010 the proportion of total expenditure in
Cyprus to its GDP amounted to 7.92%, whereas for the EU countries the average rate was
5.44%, yet, without proving that, education provided in Cyprus is qualitatively better than in
other countries, whose total expenditure on education corresponds to a lesser rate in their GDP.
Therefore, an urgent question arises as to whether or not the amount of money provided for
expenditure on education have the desired results and reflect any degree of impact on students’
performance.
Background
Each State seeks prosperity, progress, development and improvement of the quality of life of its
citizens. These efforts also include the provision of educational facilities by the state with a
decisive role in the education system and educational institutions in general, to ensure
effectiveness in the education provided. Achieving the goal of quality education through
effective schools is a major goal of modern societies which justifies the increased interest
around the research in question.
The concept of effectiveness is linked, but often contrasted with the sense of effectiveness. The
use of these terms belongs in the field of Economics and relates to a production process. The
efficiency of such process usually refers to the transformation of inputs into outputs in the best
possible way, to the maximum possible amount, using the lowest in number possible inputs
quantities and with the least cost (Antony & Herzlinger, 1989). Effectiveness means the ability
of someone to produce an expected result, while efficiency is the ability to produce a
satisfactory task to make a profit. (Levine & Lezotte, 1990).
To calculate the magnitude of the effects of schools in relation to their effectiveness, the
research covered factors originally referring to the school level and subsequently to the class
level and the effects those factors had on student performance (Creemers, 1994˙ Scheerens &
Bosker, 1997). In a later stage, using multilevel modeling techniques in investigations of the
3. 3
Educational Effectiveness, the research emerged that in many countries the most important level
is that of the class in relation to the school level and the education system in general (e.g.
Kyriakides, Campell & Gagatsis, 2000˙ Yair, 1997).
With the recent development of dynamic models of educational effectiveness of Creemers &
Kyriakides (2006), which belong to the multilevel models, nonlinear relationships between
effectiveness factors and student performance are sought. Therefore, the possibility of
examining relationships in effectiveness factors at the same level is provided.
Our research, attempted a connection with the Human Capital Theory , because it highlights the
importance of changes in the variables of input, not only as material resources, but also as
human capital. The concept of human capital includes all natural and acquired abilities of an
individual, talent, skills, knowledge and competencies. Apart from the natural abilities, all other
skills can be acquired through activities such as education, apprenticeship, training, etc., and
even physical abilities have a prospect of improvement in this way (Becker, 2009˙
Psacharopoulos, 1999). According to this position and as noted by Mark Blaug (1972), people
invest in themselves through education, in order to enjoy monetary or non-monetary benefits in
the future. A second opinion on the Human Capital Theory, is that through education and
training individuals acquire abilities and skills, a kind of added human capital, that render such
individuals more productive in their workplace. Therefore, our research, examines if under the
Human Capital Theory, inflows as a variable of a multilevel model of effectiveness are
associated with learning outcomes.
Methodology: Research design and data collection
In regards to the methodology for conducting our research, quantitative research methods were
used. Specifically, data analysis was performed using the statistical program SPSS and MlwiN
for multilevel data analysis. The use of multilevel analysis aimed to identifying the effects of
exercising on the effectiveness variable inputs used, taking into account two levels, the student
and the school. The variables of our research are presented both in detail and based on the
school and student level and can be found below:
At the student level: gender
At the school level:
(a) The percentage of girls
(b) The number of poor students
(c) The province of each school
(d) The educational expenditures have been grouped into the following five categories and
relate to:
4. 4
(i) Improvements / Extensions / Maintenance / Construction of buildings /
Classrooms
(ii) Workshops Equipment / Special Exhibits
(iii) Heating / air conditioning
(iv) Technology / Computers
(v) Grants provided by School Boards (Consumables)
The research questions that required an answer were the following:
(a) Do the changes, presented in public expenditures on education, either in kind or in total,
require changes in the effectiveness of schools?
(b) Does the class size (number of students) affect their performance in the pancyprian
examinations?
(c) Does the geographical area in which the school units falls and were students attend;
affect their performance in the pancyprian examinations?
(d) Does the gender of students affect their performance?
(e) Can changes of directors of schools affect student performance?
(f) Which type of Student grants appears to affect more students’ performances?
Two methods were used to investigate possible causal relations between changes of input and
changes in learning outcomes. The first method is based on the simple correlation between
investment and learning outcomes, a method previously used by other researchers in the field of
educational economy. The second method, not yet used in similar studies up until to date, is the
method of Discriminant Function Analysis which tested whether changes in educational inputs
are able to interpret changes in the effectiveness of school units.
Secondary sources and population research
The research data used constitute secondary data analysis as it was formulated, by the
Examinations Office, the Directorate General Education Medium, the Accounts of the Ministry
of Education and Culture and the Statistical Service of Cyprus. The total number of training
units and the population of our research includes 42 high schools from 2008 to 2010 and 44
high schools from 2011 until 2012 (two new high schools).
Two methods were used to investigate possible causal relations between changes of input and
changes in learning outcomes. The first method (first phase) is already used by other researchers
in the field of educational economy. However the second method (second phase), which is the
specific distinction in our investigation in relation with others that have been made so far, is the
method of discriminant analysis, which tested whether changes in educational inputs are
5. 5
possible to interpret changes in the effectiveness of schools. Multilevel analysis models will be
used in both stages. These phases are analyzed below.
Phase A: Investigation of the potential impact of each school inputs on learning outcomes
for each individual year from 2008 to 2012 (Grade Classification in the Pancyprian
Examinations)
This research aims to investigate the possible existence of cause and effect relationships
between inputs and outputs of a school unit. Specifically, it is examined whether the possible
changes to the educational expenditures can bring the proportional effect on students' learning
outcomes.
In this phase, an attempt was made to identify the factors each year from 2008 to 2012 and
explore how such factors may affect learning outcomes in two different levels, the student’s and
the school’s level. Then we proceeded to analyze student data for each year separately and
investigated if student’s performance can influenced by the attending school attending and from
the investments made in this school.
Phase B: Investigate whether the changes observed in the effectiveness of schools from
year to year can be explained by changes in their inputs
Phase B was based on Phase A and based on the results of model 1, the following categories for
schools were registered:
i. Typical
ii. Least Effective
iii. Most Effective
Typical schools are defined as the schools which intersect zero under the terms of the
investigation, as explained below. The Least Effective schools identified below zero and Most
Effective are above zero. In particular, to better explain the procedure followed, it should be
noted that each school has its own residual, accompanied by a standard error. This value
generally ranges from -3 to +3. Suppose for example that the first school 1 has unexplained
remainder -0.3 and standard error is 0.2, then the school’s range is from -0.1 to +0.5, so its
range includes zero. Therefore, such school is considered to be a Typical school. Subsequently,
removing 0.2 which is the worst case scenario, we have -0.5 and the best scenario is -0.1.
Therefore, in this case the value zero is not included and so we believe that the school belongs
to the Least Effective list of schools.
The above two elements, the residual and standard error, allow us to see which schools are
statistically significant in terms of their effectiveness and are above zero, which schools are
6. 6
below zero or which schools contain zero. In this way, it is possible to classify the schools in the
three above-mentioned categories. Yet, due to the fact that, the classification is performed
separately for each year, is possible to conclude whether there are schools that changed their
effectiveness level from one year to another. Thus, when we compared two years, e.g. 2008 to
2009, it became feasible to rank schools, to those that showed improvement, those who
remained the same (constant) and those with the worst image (decreased). The same tactic was
followed for classification of schools under the above categories, expanding the range to three
years, from 2008 to 2010 or from 2009 until 2011, or even in four years, etc.
Summary of the main findings of the investigation that resulted in the first method
(conducting separate analyzes for each year and related to the possible influence of inputs
to the learning outcomes).
From Tables 1, 2 and 3 shown below we see that the variables appear to have a statistically
significant effect on learning outcomes (p<0.5) relate to gender, the improvements / expansions,
Workshops equipment / special rooms and costs for Technology and Computers. The variables
that appear not to have any influence learning outcomes relate to the age of the students, the
class size and the school’s principals. Finally, the variables related to the province, heating / air
conditioning and consumables show a small statistically vital influence in some years but not in
all.
Summary of the main findings from the second the second method (conducting separate
analyzes for each year concerning whether the changes observed in the effectiveness of
schools from year to year can be explained by changes in their expenditures).
Table 4 shows the distribution of schools according to their effectiveness (Overall ranking
grade) during 2010-2011 and 2011-2012. Based on the data, it can be seen from the column
groups of schools that 32 out of 44 schools remained constant (rate 72.73%). Also, it was
observed that in 5 out of 44 schools, the level of effectiveness had been improved (percentage
11.36%), while 3 schools were Least Effective in 2010-2011 and enlisted in the list of Typical
schools in 2011-2012. In addition, 2 schools which were listed as Typical schools in 2010-2011,
were listed as Most Effective schools in 2011-2012. It should be noted that no such change had
been observed in any school, which in 2010-2011 was among the Least Effective schools, to be
classified between 2011-2012 as Most Effective school. Thus there is no rapid change in the
movements of the schools observed. Thereafter, in 7 of the 44 schools the level of effectiveness
was decreased, i.e. 4 schools were among the Most Effective schools in 2010-2011 and in 2011-
2012 the same schools became Typical schools, while 3 schools already classified as Typical
schools in 2010-2011 they had been classified as Least Effective schools in 2011-2012.
7. 7
In Table 5, wherein the formal estimates are shown for each variable included in each function,
the following procedure was followed for our analyzes. Based on the three categories, in which
we had previously classified the schools, we took the first case, i.e. we compared all schools
that showed improvement in their effectiveness level in relation to all other schools, either
retained their constant level or decreased their constant level. In other case we compared all
schools that decrease their level in relation to all other schools. Then, we examined which
variables can explain the changes of schools in their effectiveness level. Column 1 presents the
variables related to changes in connection with the operation of school factors. These factors are
taken into account in function 1, which can distinguish which schools improved their
effectiveness level during the two years from 2010-2011 to 2011-2012. Function 2 helps us to
identify the schools, which their effectiveness level of the biennium 2010-2011 to 2011-2012
may had decreased.
In Table 6, wherein the ranking of change of school effectiveness in each category is shown,
using both functions of Table 5, a person can classify schools into those that had improved their
level of effectiveness, into those schools that their level remained stable and into those schools
that decreased their level (see. first column). This provision may be compared with what
actually happened, following the course of the fifth column, where the distribution of schools is
based on the actual image.
Thus, one can see from Table 6 that 29 out of 44 schools, the prediction was correct.
Specifically, the prediction about two schools to improve their effectiveness level became a
reality and actually improved. Furthermore, the prediction for 25 schools to remain stable in
relation to their effectiveness was also correct. In addition, the prediction for two schools in
relation to the reduction of their level of effectiveness was also accurate.
Suggestions for developing educational policy
Following the discussion of the results of this research and based on the interpretations given,
the following recommendations are addressed to the responsible parties for the formation of an
educational policy and practice in secondary schools in Cyprus:
Any necessary reductions in educational expenditure should not be made proportionally to all
school units, as this can affect schools already listed in the category of the Least Effective
schools, depriving their ability to improve their level of effectiveness.
Also, another suggestion is that the educational expenditures should not be allocated based on
the number of students in a school, a common practice nowadays, but instead, such allocation
should be based on the real needs of a school.
8. 8
References
Greek
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Στατιστική Υπηρεσία Κύπρου (2012). Στατιστικές της εκπαίδευσης 2009/2010. Λευκωσία:
Έκδοση Κυβερνητικού Τυπογραφείου.
English
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cognitive and affective outcomes: Establishing a dynamic model of educational effectiveness.
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9. 9
Kyriakides, L., Campbell, R. J., & Gagatsis, A. (2000). The significance of the classroom effect
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researchers (2nd
ed.). Oxford: Blackwell.
Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging links: Effective schools and
effective departments. London: Paul Chapman.
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UK: Pergamon.
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10. 10
Table 1: Parameter estimates for each variable on students’ achievement in the Pancyprian Examinations and standard errors of each estimation,
which appears in the parenthesis.
Year 2008 2009
Factors Model 0 Model 1 Model 2 Model 0 Model 1 Model 2
Fixed part/intercept 7.10(.30) 4.06(.25) 3.12(.20) 8.00(.30) 7.00(.20) 5.21(.20)
Student Level
Context
Sex (boys=0, girls=1) .20(.05) .20(.04) .12 (.04) .13 (.04)
School Level
Context
Percentage of girls .11(.03) .12(.04) .08(.03) .08 (.03)
District of Limassol N.S.S. N.S.S. -.06(.02) -.06(.02)
District of Larnaca -.08(.04) -.08 (.04) N.S.S. N.S.S.
District of Paphos N.S.S. N.S.S. .07(.03) .07(.03)
District of Famagusta .06 (.03) .07 (.03) Μ.Σ.Σ. Μ.Σ.Σ.
Expenditures
Improvements/extensions/maintenance/construction of classrooms N.S.S. .10 (.05)
workshops’ equipment/special exhibits .10 (.04) N.S.S.
Heating/air-conditioning N.S.S. N.S.S.
I.T./computers .11(.03) N.S.S.
Grants provided by school Boards (consumables) N.S.S. N.S.S.
Variance
School 15 12 9 18 16 13
Student 85 71 69 82 70 69
Explained 17 22 14 18
Significance test
X2
712,35 601,21 550,01 810,81 700,01 660,01
Reduction of X2
111,14 51,20 110,80 40,00
Degrees of freedom 4 2 4 1
p-value .001 .001 .001 .001
N.S.S = No statistically significant effect at the .05 level.
11. 11
Table 2: Parameter estimates for each variable on students’ achievement in the Pancyprian Examinations and standard errors of each estimation,
which appears in the parenthesis.
Year 2010 2011
Factors Model 0 Model 1 Model 2 Model 0 Model 1 Model 2
Fixed part/intercept 5.10(.30) 3.26(.25) 2.72(.25) 8.20(.38) 7.40(.32) 5.14(.30)
Student Level
Context
Sex (boys=0, girls=1) .11(.05) .10(.04) .12 (.04) .13 (.04)
School Level
Context
Percentage of girls N.S.S. N.S.S. N.S.S. N.S.S.
District of Limassol N.S.S. N.S.S. N.S.S. N.S.S.
District of Larnaca -.08(.04) -.07 (.03) N.S.S. N.S.S.
District of Paphos -.07 (.03) -.07 (.03) .10(.04) .10(.03)
District of Famagusta N.S.S. N.S.S. -.09(.04) -.09(.04)
Expenditures
Improvements/extensions/maintenance/construction of classrooms .11(.03) N.S.S.
workshops’ equipment/special exhibits N.S.S. .14 (.05)
Heating/air-conditioning N.S.S. N.S.S.
I.T./computers N.S.S. N.S.S.
Grants provided by school Boards (consumables) N.S.S. N.S.S.
Variance
School 19 16 14 17 16 14
Student 81 74 72 83 72 71
Explained 10 14 12 15
Significance test
X2
732,35 611,21 580,11 460,81 370,51 330,11
Reduction of X2
121,14 31,1 0 90,30 40,40
Degrees of freedom 3 1 3 1
p-value .001 .001 .001 .001
N.S.S = No statistically significant effect at the .05 level.
12. 12
Table 3:
Table 2: Parameter estimates for each variable on students’ achievement in the Pancyprian
Examinations and standard errors of each estimation, which appears in the parenthesis.
Year 2012
Factors Model 0 Model 1 Model 2
Fixed part/intercept 5.10(.30) 3.26(.25) 2.72(.25)
Student Level
Context
Sex (boys=0, girls=1) .11(.05) .10(.04)
School Level
Context
Percentage of girls N.S.S. N.S.S.
District of Limassol N.S.S. N.S.S.
District of Larnaca -.08(.04) -.07 (.03)
District of Paphos -.07 (.03) -.07 (.03)
District of Famagusta N.S.S. N.S.S.
Expenditures
Improvements/extensions/maintenance/construction of classrooms .11(.03)
workshops’ equipment/special exhibits N.S.S.
Heating/air-conditioning N.S.S.
I.T./computers N.S.S.
Grants provided by school Boards (consumables) N.S.S.
Variance
School 19 16 14
Student 81 74 72
Explained 10 14
Significance test
X2
732,35 611,21 580,11
Reduction of X2
121,14 31,1 0
Degrees of freedom 3 1
p-value .001 .001
N.S.S = No statistically significant effect at the .05 level.
13. 13
Table 4: The distribution of the school units according to their effectiveness status during the
school year 2010-2011 and during the school year 2011-2012.
Groups of schools Number of schools
Α) Stability
Remain Typical 23
Remain Least Effective 5
Remain Most Effective 4
Β) Improvement
From Least Effective to Typical 3
From Least Effective to Most Effective 0
From Typical to Most Effective 2
C) Declining
From Most Effective to Typical 4
From Typical to Least Effective 3
From Most Effective to Least Effective 0
14. 14
Table 5: Standard deviations of each variable included in each function
Μεταβλητές που αφορούν στις αλλαγές στη
λειτουργία των σχολικών παραγόντων
Γενικός Βαθμός Κατάταξης
Συνάρτηση
1
Συνάρτηση 2
Ποσοστό απόρων μαθητών .123 .111
Εξοπλισμός Εργαστηρίων/Ειδικών Αιθουσών .091 .088
Τεχνολογία/Πληροφορική .072 .074
15. 15
Table 6:
Κατάταξη των αποτελεσμάτων των αλλαγών της σχολικής αποτελεσματικότητας σε κάθε κατηγορία
Ομάδες Σχολείων Προβλεφθείσα Ομάδα κατηγορίας Σύνολο
Βελτίωση Σταθερότητα Μείωση
Βελτίωση 2 (40.0%) 2 (40.0%) 1 (10.0%) 5
Σταθερότητα 4 (12.5%) 25 (78.1%) 3 ( 9.4%) 32
Μείωση 2 (28.6%) 3 (42.9%) 2 (28.6%) 7