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
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.
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.
This document summarizes a research study exploring whether the quality of teachers in Malaysia is improving or declining based on interviews with three parent-teachers. The interviews found strong perceptions that teacher passion and commitment is "dissolving", as teachers seem more focused on exams and tuition for extra income rather than student learning. Initiatives to enhance teacher quality through qualifications and salary increases were seen as failing to address the "soft skills" needed in teacher education. While government documents emphasize developing high-quality teachers, the experiences shared by interviewees suggest the teaching profession is not attracting the best candidates and has lost the prestige it once held.
A study on quantity and quality of mathematics teachers in central plateau st...Alexander Decker
The document examines the quality and quantity of mathematics teachers in secondary schools in central Plateau state, Nigeria. It finds that the teachers possess various qualifications from NCE to M.Ed degrees, with most having NCE certificates. Some schools have no mathematics teachers while others have between 1 to 4 teachers. Of the 83 teachers studied, 24 have less than 5 years of teaching experience, 27 have between 5-10 years, and 32 have more than 10 years. The average teacher to student ratio was found to be 1:233. The study aims to provide insights that can help improve the quality of mathematics education and national development in Nigeria.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
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.
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.
This document summarizes a research study exploring whether the quality of teachers in Malaysia is improving or declining based on interviews with three parent-teachers. The interviews found strong perceptions that teacher passion and commitment is "dissolving", as teachers seem more focused on exams and tuition for extra income rather than student learning. Initiatives to enhance teacher quality through qualifications and salary increases were seen as failing to address the "soft skills" needed in teacher education. While government documents emphasize developing high-quality teachers, the experiences shared by interviewees suggest the teaching profession is not attracting the best candidates and has lost the prestige it once held.
A study on quantity and quality of mathematics teachers in central plateau st...Alexander Decker
The document examines the quality and quantity of mathematics teachers in secondary schools in central Plateau state, Nigeria. It finds that the teachers possess various qualifications from NCE to M.Ed degrees, with most having NCE certificates. Some schools have no mathematics teachers while others have between 1 to 4 teachers. Of the 83 teachers studied, 24 have less than 5 years of teaching experience, 27 have between 5-10 years, and 32 have more than 10 years. The average teacher to student ratio was found to be 1:233. The study aims to provide insights that can help improve the quality of mathematics education and national development in Nigeria.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
This document summarizes a study on premarital sex awareness among students at the Faculty of Surveying and Spatial Sciences, Universiti Teknologi MARA (UiTM). The study was conducted from January to April 2011 using a cross-sectional descriptive design. Stratified random sampling was used to survey AP220 students. Key findings included pie charts and bar graphs showing students' responses about premarital sex categorized by gender, main causes, who is most to blame, effects, ways to prevent it, and actions that could be taken by school authorities. The summary provides an overview of the document's content in 3 sentences.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
The importance of intervention in developing self regulated learnersAlexander Decker
This document discusses a study on developing self-regulated learners through intervention. The study investigated students' motivational levels and use of learning strategies in history before and after an intervention program integrating self-regulatory strategies. Quantitative and qualitative data were collected to gain insight into the effectiveness of the intervention. Results from questionnaires and interviews showed both convergence and divergence in students' responses about particular self-regulatory constructs before and after the intervention. The findings provide information for teachers and policymakers to design contexts that help students better regulate their learning.
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
Professionalism in teaching mathematics demographic profiling of secondary sc...Alexander Decker
1) The document profiles secondary school mathematics teachers in Taraba State, Nigeria based on their teaching experience, university subject studied, and academic qualifications.
2) It surveyed 327 secondary school mathematics teachers and found that they come from diverse backgrounds and less than 40% have teacher certification in mathematics education.
3) The study aimed to examine teachers' conceptions of problem solving and how they relate to professionalism in teaching mathematics, in order to help address poor student performance in the subject.
Evaluation Study of National Examination and Student New Admission in Efforts...inventionjournals
This study aims to determine: the implementation of the new admissions system at schools in the city of Medan, to determine the level of preparedness of students in national exams and examine the relationship of learning achievement in Junior High School (SMP/MTsN) with student achievement in Senior High School (SMA/MA). The research data collected by the survey directly to schools selected as sample through observation, documentation and depth interview. Collecting data using a set of questionnaire. Research data analysis using SPSS. The results of this study are: new admissions system at the level of SMA/MAin the city of Medan done through the national exam results and a test track. Readiness of students in national exams conducted by the students tend to choose a tutoring to prepare for the National Exam. Apart from that, tutoring is also the place for high school students to learn in preparation for the National Examination, and there is a strong relationship between the results of national examinations in SMP/MTs with academic achievement in SMA/ MA. This indicates that the national exam results can be an indicator for the success of students in further education.
This research proposal aims to investigate how to improve the quality of education in Sabah, Malaysia through effective school inspections. It will examine the responsibilities of school inspectors, hindrances to their effective performance of duties, and ways to improve their performance. Recent international test results have shown a decline in Malaysian students' performance, so there is a need to strengthen the role of school inspections in maintaining education quality standards. The study will interview Sabah state inspectors and a sample of school inspectors to understand their perspectives and identify issues. Findings hope to benefit inspectors, teachers, administrators and the Ministry of Education in enhancing supervisory practices and the overall education system in Malaysia.
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
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
This document summarizes a study that evaluated the effects of principals' administrative strategies on student performance in mathematics in secondary schools in Meru County, Kenya. The study found that:
1) The majority of principals provided some teaching and learning materials to teachers and students, but support for seminars, workshops and other teacher training was limited due to low budgets.
2) Provision of textbooks and other learning resources, as well as financial stability, had a significant positive effect on student math performance. However, most schools lacked sufficient resources.
3) Collaboration between teachers and schools, and strategic planning between principals, heads of department and teachers, also had a significant positive impact on student outcomes in math.
The document discusses two international student assessments - TIMSS and PISA - and Malaysia's performance on PISA from 2009 to 2012. It also examines factors that could influence Malaysia's PISA scores, such as differences between the PISA exam format and Malaysia's national exams, the priority given to finishing syllabi over conceptual learning, and constraints placed on science and reading scores. Suggested reforms include aligning Malaysia's curriculum with international standards, increasing the emphasis on English, and addressing weaknesses in the education system despite its large budget. However, others argue that ranking countries based on these tests is unrealistic and fails to consider differences in educational systems and policies across nations.
Effects of students attitude towards teaching professionArul Sekar J.M.
The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of
postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study
was to find out whether there are any significant interaction effects of gender and programs of study of PGDT
students’ attitude towards the teaching profession. A descriptive survey was carried out among PGDT students
during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between
science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using
a stratified random sampling method, 130 student-teachers were selected as samples for the study. A scale entitled
“attitude towards teaching profession” was developed and validated by the researchers based on established
procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on
the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree
(SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0
(Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include
percentage analysis for levels, mean, standard deviation, and two-way analysis of variance (ANOVA) were also
used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no
significant interaction effects of gender and programs of study on attitude towards the teaching profession of
PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers’
attitude towards the teaching profession was positively related to gender and programs of study.
This document summarizes a study on teacher attitudes towards computer use. The study found that while teachers had generally positive attitudes, there was low actual use of computers in classrooms. Younger teachers and those who took more computer training courses reported less avoidance of computer use. The preliminary results did not find significant differences in attitudes based on education level or gender of teachers. Further analysis is still needed, but the study aims to understand teacher attitudes as a key factor in effective educational technology integration.
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
This document summarizes a study that investigated factors contributing to stress among special education teachers in Penang, Malaysia. The study surveyed 92 special education teachers using a stress inventory questionnaire. The results found that the overall stress level among respondents was moderate. The strongest stressor was pupil misbehavior, followed by teacher workload, time/resource difficulties, lack of recognition, and interpersonal relationships. No significant differences in stress levels were found based on teacher demographics. The study provides background on teaching demands and expectations in Malaysia.
This document provides background information and context for a study on the teaching competencies of elementary English teachers and students' performance.
It begins by discussing the historical context of grammar instruction, moving from a prescriptive approach focused on memorization to a more integrated approach. It then presents the objectives and theoretical framework of teaching English at the elementary level.
The conceptual framework outlines the independent variable of teaching competencies and dependent variable of students' performance, as well as moderating variables like teacher and student profiles. The statement of the problem identifies the specific research questions the study aims to answer regarding teacher competencies and their relationship to student performance. Finally, it provides definitions of key terms and the scope and limitations of the study.
MUHAMMAD AKBAR ZAHIDI - international journal of innovation and applied studiesmuhammadakbarzahidi
This document summarizes a study that examined the failure factors of Teaching English as a Second Language (TESL) students in a teaching graduate program at an Institute of Teacher Education in Malaysia. The study used interviews and questionnaires with 52 TESL students to identify failure factors in five domains: personal problems, lecturers, facilities, syllabus, and school factors. The findings showed that syllabus factors contributed most to failure, with poor lecturer communication also being a significant issue. Personal difficulties like health problems and difficulty of the TESL field also contributed to failure. The results suggest improvements are needed in the syllabus, lecturer communication skills, and support for students with personal challenges.
Factors influencing academic achievement in quantitative courses among busine...Alexander Decker
This document summarizes a study that examined factors influencing the academic achievement of business students in quantitative courses at private higher education institutions in South Africa. A questionnaire was administered to 119 students to understand how lecturer competence, teaching methods, quality of learning materials, minimum admission criteria, and mathematics aptitude impacted their performance. The results of the analysis found that lecturer competence, teaching methods, and quality of learning materials had a significant positive influence on students' academic achievement, while mathematics aptitude and minimum admission criteria did not significantly influence achievement.
The Effect of Using Ipad on the Achievement of Children in Layla Kindergarten...iosrjce
This study investigated the effect of using the iPad on children’s achievement of Layla kindergarten
in Saudi Arabia, in Aflaj district, compared to the traditional method. The study sample was formed of (42)
male and female children during the second semester of the scholastic year 2013/2014. The sample population
were randomly selected using the simple sample selection and then distributed into two groups: the control
group (22children) were taught using the traditional method, and the experimental group (20children) were
taught using the iPad. An achievement multiple choice test was given to the population of the two study groups,
and the test credibility and reliability were confirmed (reliability coefficient was 0.85). The study results
showed the existence of differences with statistical indication (α = 0.05) between the achievement of the
experimental group children and those of the control group. The implications of the results are that the iPad
can benefit children in improving their language skills in a motivating learning environment. The results were
in favor of the experimental group children, which were attributed to iPad teaching method. They showed that
there were no statistically differences attributed to the gender variable or to the interaction between the gender
variable and teaching method variable. The study was concluded by giving some recommendations and
suggestions pertaining to this study.
Digital campfires: Innovations in helping faculty explore the online learning...Patrick Lowenthal
Institutions of Higher Education find themselves in difficult times where budgets are being cut while the demand for online learning increases year-to-year. While budgets are cut, the cost to design and to develop courses online is increasing. Given this, colleges and universities need to find creative yet effective ways to develop more online courses. The staff at CU Online have found one method to accomplish this – web camp. The following article outlines how one university uses Web Camps throughout the year to not only meet the growing demand for online learning but also improve the quality
‘Participating’ Model in Mentoring for Teachers iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
This document summarizes a study on premarital sex awareness among students at the Faculty of Surveying and Spatial Sciences, Universiti Teknologi MARA (UiTM). The study was conducted from January to April 2011 using a cross-sectional descriptive design. Stratified random sampling was used to survey AP220 students. Key findings included pie charts and bar graphs showing students' responses about premarital sex categorized by gender, main causes, who is most to blame, effects, ways to prevent it, and actions that could be taken by school authorities. The summary provides an overview of the document's content in 3 sentences.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
The importance of intervention in developing self regulated learnersAlexander Decker
This document discusses a study on developing self-regulated learners through intervention. The study investigated students' motivational levels and use of learning strategies in history before and after an intervention program integrating self-regulatory strategies. Quantitative and qualitative data were collected to gain insight into the effectiveness of the intervention. Results from questionnaires and interviews showed both convergence and divergence in students' responses about particular self-regulatory constructs before and after the intervention. The findings provide information for teachers and policymakers to design contexts that help students better regulate their learning.
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
Professionalism in teaching mathematics demographic profiling of secondary sc...Alexander Decker
1) The document profiles secondary school mathematics teachers in Taraba State, Nigeria based on their teaching experience, university subject studied, and academic qualifications.
2) It surveyed 327 secondary school mathematics teachers and found that they come from diverse backgrounds and less than 40% have teacher certification in mathematics education.
3) The study aimed to examine teachers' conceptions of problem solving and how they relate to professionalism in teaching mathematics, in order to help address poor student performance in the subject.
Evaluation Study of National Examination and Student New Admission in Efforts...inventionjournals
This study aims to determine: the implementation of the new admissions system at schools in the city of Medan, to determine the level of preparedness of students in national exams and examine the relationship of learning achievement in Junior High School (SMP/MTsN) with student achievement in Senior High School (SMA/MA). The research data collected by the survey directly to schools selected as sample through observation, documentation and depth interview. Collecting data using a set of questionnaire. Research data analysis using SPSS. The results of this study are: new admissions system at the level of SMA/MAin the city of Medan done through the national exam results and a test track. Readiness of students in national exams conducted by the students tend to choose a tutoring to prepare for the National Exam. Apart from that, tutoring is also the place for high school students to learn in preparation for the National Examination, and there is a strong relationship between the results of national examinations in SMP/MTs with academic achievement in SMA/ MA. This indicates that the national exam results can be an indicator for the success of students in further education.
This research proposal aims to investigate how to improve the quality of education in Sabah, Malaysia through effective school inspections. It will examine the responsibilities of school inspectors, hindrances to their effective performance of duties, and ways to improve their performance. Recent international test results have shown a decline in Malaysian students' performance, so there is a need to strengthen the role of school inspections in maintaining education quality standards. The study will interview Sabah state inspectors and a sample of school inspectors to understand their perspectives and identify issues. Findings hope to benefit inspectors, teachers, administrators and the Ministry of Education in enhancing supervisory practices and the overall education system in Malaysia.
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
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
EFFECTS OF PRINCIPALS’ PROVISION OF TEACHING AND LEARNING MATERIALS ON STUDEN...ijejournal
This document summarizes a study that evaluated the effects of principals' administrative strategies on student performance in mathematics in secondary schools in Meru County, Kenya. The study found that:
1) The majority of principals provided some teaching and learning materials to teachers and students, but support for seminars, workshops and other teacher training was limited due to low budgets.
2) Provision of textbooks and other learning resources, as well as financial stability, had a significant positive effect on student math performance. However, most schools lacked sufficient resources.
3) Collaboration between teachers and schools, and strategic planning between principals, heads of department and teachers, also had a significant positive impact on student outcomes in math.
The document discusses two international student assessments - TIMSS and PISA - and Malaysia's performance on PISA from 2009 to 2012. It also examines factors that could influence Malaysia's PISA scores, such as differences between the PISA exam format and Malaysia's national exams, the priority given to finishing syllabi over conceptual learning, and constraints placed on science and reading scores. Suggested reforms include aligning Malaysia's curriculum with international standards, increasing the emphasis on English, and addressing weaknesses in the education system despite its large budget. However, others argue that ranking countries based on these tests is unrealistic and fails to consider differences in educational systems and policies across nations.
Effects of students attitude towards teaching professionArul Sekar J.M.
The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of
postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study
was to find out whether there are any significant interaction effects of gender and programs of study of PGDT
students’ attitude towards the teaching profession. A descriptive survey was carried out among PGDT students
during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between
science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using
a stratified random sampling method, 130 student-teachers were selected as samples for the study. A scale entitled
“attitude towards teaching profession” was developed and validated by the researchers based on established
procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on
the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree
(SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0
(Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include
percentage analysis for levels, mean, standard deviation, and two-way analysis of variance (ANOVA) were also
used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no
significant interaction effects of gender and programs of study on attitude towards the teaching profession of
PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers’
attitude towards the teaching profession was positively related to gender and programs of study.
This document summarizes a study on teacher attitudes towards computer use. The study found that while teachers had generally positive attitudes, there was low actual use of computers in classrooms. Younger teachers and those who took more computer training courses reported less avoidance of computer use. The preliminary results did not find significant differences in attitudes based on education level or gender of teachers. Further analysis is still needed, but the study aims to understand teacher attitudes as a key factor in effective educational technology integration.
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
This document summarizes a study that investigated factors contributing to stress among special education teachers in Penang, Malaysia. The study surveyed 92 special education teachers using a stress inventory questionnaire. The results found that the overall stress level among respondents was moderate. The strongest stressor was pupil misbehavior, followed by teacher workload, time/resource difficulties, lack of recognition, and interpersonal relationships. No significant differences in stress levels were found based on teacher demographics. The study provides background on teaching demands and expectations in Malaysia.
This document provides background information and context for a study on the teaching competencies of elementary English teachers and students' performance.
It begins by discussing the historical context of grammar instruction, moving from a prescriptive approach focused on memorization to a more integrated approach. It then presents the objectives and theoretical framework of teaching English at the elementary level.
The conceptual framework outlines the independent variable of teaching competencies and dependent variable of students' performance, as well as moderating variables like teacher and student profiles. The statement of the problem identifies the specific research questions the study aims to answer regarding teacher competencies and their relationship to student performance. Finally, it provides definitions of key terms and the scope and limitations of the study.
MUHAMMAD AKBAR ZAHIDI - international journal of innovation and applied studiesmuhammadakbarzahidi
This document summarizes a study that examined the failure factors of Teaching English as a Second Language (TESL) students in a teaching graduate program at an Institute of Teacher Education in Malaysia. The study used interviews and questionnaires with 52 TESL students to identify failure factors in five domains: personal problems, lecturers, facilities, syllabus, and school factors. The findings showed that syllabus factors contributed most to failure, with poor lecturer communication also being a significant issue. Personal difficulties like health problems and difficulty of the TESL field also contributed to failure. The results suggest improvements are needed in the syllabus, lecturer communication skills, and support for students with personal challenges.
Factors influencing academic achievement in quantitative courses among busine...Alexander Decker
This document summarizes a study that examined factors influencing the academic achievement of business students in quantitative courses at private higher education institutions in South Africa. A questionnaire was administered to 119 students to understand how lecturer competence, teaching methods, quality of learning materials, minimum admission criteria, and mathematics aptitude impacted their performance. The results of the analysis found that lecturer competence, teaching methods, and quality of learning materials had a significant positive influence on students' academic achievement, while mathematics aptitude and minimum admission criteria did not significantly influence achievement.
The Effect of Using Ipad on the Achievement of Children in Layla Kindergarten...iosrjce
This study investigated the effect of using the iPad on children’s achievement of Layla kindergarten
in Saudi Arabia, in Aflaj district, compared to the traditional method. The study sample was formed of (42)
male and female children during the second semester of the scholastic year 2013/2014. The sample population
were randomly selected using the simple sample selection and then distributed into two groups: the control
group (22children) were taught using the traditional method, and the experimental group (20children) were
taught using the iPad. An achievement multiple choice test was given to the population of the two study groups,
and the test credibility and reliability were confirmed (reliability coefficient was 0.85). The study results
showed the existence of differences with statistical indication (α = 0.05) between the achievement of the
experimental group children and those of the control group. The implications of the results are that the iPad
can benefit children in improving their language skills in a motivating learning environment. The results were
in favor of the experimental group children, which were attributed to iPad teaching method. They showed that
there were no statistically differences attributed to the gender variable or to the interaction between the gender
variable and teaching method variable. The study was concluded by giving some recommendations and
suggestions pertaining to this study.
Digital campfires: Innovations in helping faculty explore the online learning...Patrick Lowenthal
Institutions of Higher Education find themselves in difficult times where budgets are being cut while the demand for online learning increases year-to-year. While budgets are cut, the cost to design and to develop courses online is increasing. Given this, colleges and universities need to find creative yet effective ways to develop more online courses. The staff at CU Online have found one method to accomplish this – web camp. The following article outlines how one university uses Web Camps throughout the year to not only meet the growing demand for online learning but also improve the quality
‘Participating’ Model in Mentoring for Teachers iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Impact of Reading Behaviour on Teacher Efficacy among Arts and Science Colleg...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Effect of Problem-Based Learning on Senior Secondary School Students’ Achieve...IOSR Journals
This study examined the effect of problem-based learning (PBL) on senior secondary school students' achievement in trigonometry in Northern Educational Zone of Cross River State, Nigeria. 365 students from 4 schools were assigned to experimental and control groups, with the experimental group taught using PBL and the control group taught using conventional methods. Students completed a pre-test and post-test on trigonometry achievement. The results showed that the experimental group performed significantly better than the control group, and that male and female students benefited equally from PBL. There was no significant interaction between teaching method and gender. The study concluded that PBL can improve students' trigonometry achievement compared to conventional teaching methods.
Effects of computer based mastery learning on secondary school students’ moti...Alexander Decker
This document summarizes a study that investigated the effects of using Computer Based Mastery Learning (CBML) on students' motivation to learn biology. CBML combines computer-based instruction with a mastery learning approach. The study used a quasi-experimental design involving 167 students across four schools. Students in the experimental groups were taught using CBML, while the control groups used conventional methods. A questionnaire was used to measure students' motivation, and t-tests found no significant gender differences in motivation when CBML was used. The study concluded that CBML is an effective teaching strategy that does not negatively impact student motivation based on gender.
Standard of Practice-Professional Knowledge—Evidence for Problem-based Learni...Daniel Genesee
The article compares the effectiveness of problem-based learning (PBL) and traditional lecture-discussion instruction for teaching macroeconomics to high school students. Researchers found that PBL students performed significantly better on a knowledge test than students in traditional classes, with an effect size equivalent to a 4% difference in percentile grades. PBL was also more effective for students with high interest in economics and mid-to-low verbal ability, though both instructional methods led to similar outcomes for students with high verbal ability. The study provides support for using PBL to meet Ontario curriculum goals of developing inquiry, problem-solving and collaboration skills.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Green School in the Perspective of Secondary School Students in Semarang, Cen...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
"Classroom in community: serving the elderly people learning from senior citi...bongsir
This document summarizes a community-based service learning project for secondary school students in Hong Kong that aims to better connect student learning to their local community. The project focuses on serving elderly community members while also having students learn from senior citizens. It discusses how past service learning projects have been disconnected from students' own communities and proposes using the concept of "Classroom in Community" to bridge this gap. Examples of intergenerational community services for elderly people are provided to show how students can initiate projects through dialogue with community members to both serve elders and learn from them as part of their own community.
A study on classroom environment and learning of the students at secondaryAlexander Decker
The study aimed to examine factors of the classroom environment that affect student learning, including motivation, the teacher's role, teaching strategies, and discipline. A questionnaire was administered to 150 students from 5 secondary schools in Lahore, Pakistan. The findings indicated that most students agreed that teacher motivation techniques, varied teaching strategies, and classroom discipline positively impacted learning. However, female students reported lower motivation and perceptions of the teacher's role than male students. Overall, the study concluded that the classroom environment influences student learning and that addressing motivational differences between genders could further enhance the learning process.
11.the nature of difficulties in learning english by the students at secondar...Alexander Decker
This study investigated the difficulties secondary school students in Pakistan face learning English as a second language. 654 students from provincial and federal government schools were given an English language test. The study found students in provincial schools struggled more with verbs, narration, conjunctions, prepositions, articles, sentence structure and reading comprehension. Both types of schools had similar difficulties with active and passive voices. The study concluded students in federal schools performed significantly better overall. It recommended improving teaching methods and providing more grammar instruction, especially to provincial school students.
The effects of collaborative learning on problem solving abilities among seni...Alexander Decker
This study investigated the effects of collaborative learning on problem solving abilities among senior secondary physics students learning about simple harmonic motion (SHM). The study found that:
1) Most physics teachers in the schools studied lacked proper teaching qualifications.
2) Students faced difficulties with SHM problems due to lack of understanding terms, basic math skills, and confidence. They benefited from collaborative learning and computer simulations.
3) Students taught with collaborative learning scored significantly higher on problem solving tests than those taught with traditional methods, showing collaborative learning improved problem solving abilities in SHM.
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
Kajian ini bertujuan untuk menentukan pengaruh jenis latihan guru dan pengalaman mengajar terhadap efikasi guru sekolah menengah di Sabah. Data dikumpulkan dari 928 guru di 22 sekolah menggunakan skala efikasi guru. Analisis mendapati terdapat perbezaan min yang signifikan dalam efikasi guru mengikut jenis latihan dan pengalaman mengajar, dengan guru DPM dan pengalaman lebih 7 tahun mempuny
Program Eksekutif Cuti Sekolah Ijazah Sarjana Pendidikan (Matematik) 2013/2014 menyoroti isu budaya sekolah melalui pembentangan kumpulan yang membincangkan definisi budaya sekolah, matlamat kurikulum matematik, falsafah pendidikan Malaysia, dan unsur-unsur budaya positif dan negatif di sekolah serta cadangan untuk penambahbaikan.
IMPACT OF TEACHER CHARACTERISTICS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC...Kimberly Williams
This document summarizes a study that examined the impact of teacher characteristics on student academic performance in public secondary schools in Nigeria. The study used a survey design and collected data from 400 students across 3 schools. The findings showed that teachers' knowledge of the subject matter and teaching method had a significant positive relationship with student academic performance. Specifically, teachers who demonstrated mastery of the subject content, answered student questions well, and used varied teaching methods like field trips had a stronger impact on student learning and exam scores compared to those who relied solely on lectures. The study recommends ongoing teacher evaluation and professional development to help ensure teachers are effectively carrying out their duties.
A research on teachers’ beliefs about mathematics teaching and learning betwe...Alexander Decker
This document summarizes a research study that examined the beliefs about mathematics teaching and learning held by primary school teachers in Malaysia. The study administered a survey to 174 teachers from Sekolah Kebangsaan (SK), Sekolah Jenis Kebangsaan Cina (SJKC), and Sekolah Jenis Kebangsaan Tamil (SJKT) to determine their beliefs in three areas: student learning, stages of learning, and teaching practices. Results showed that most teachers' beliefs fell in the mid-range between formal and informal approaches. A statistical analysis found significant differences in beliefs between teachers at the different school types, with SJKC teachers favoring more informal beliefs than SK and SJKT
A research on teachers’ beliefs about mathematics teaching and learning betwe...Alexander Decker
This document discusses a research study that examined the beliefs about mathematics teaching and learning held by primary school teachers in Malaysia. A survey was administered to 174 teachers from Sekolah Kebangsaan (SK), Sekolah Jenis Kebangsaan Cina (SJKC), and Sekolah Jenis Kebangsaan Tamil (SJKT) to determine their beliefs regarding student learning, stages of learning, and teaching practices. The results indicated that most teachers' beliefs fell in the mid-range between formal and informal beliefs. Statistical analysis found significant differences in beliefs between the teacher groups, with SJKC teachers favoring more informal beliefs. The conclusions suggest teacher professional development should address fundamental beliefs to promote more
Approaches of classroom activities in mathematics achievements in ethiopian c...Alexander Decker
1. The study examined the effects of classroom activities on mathematics achievement of students in Ethiopia.
2. An action research approach was used, dividing students into an experimental group that received improved classroom activities, and a control group with usual instruction.
3. Results showed statistically significant differences in test performance between the groups, and improved student perceptions of classroom activities for the experimental group. Appropriate and relevant classroom activities with clear demonstrations and evaluation can improve student achievement more than overloading students with many activities.
This study aimed to determine the effectiveness of using the mother tongue language as a tool for teaching mathematics to grade 3 pupils in Hondagua Elementary School. A total of 115 grade 3 pupils were surveyed about their performance in examinations on the four fundamental operations. Most respondents were 8 years old females. Examination results showed that half of respondents scored 10 out of 10 in multiplication, making it the most learned operation, while division was least learned with most scoring below average. The study concluded that using the mother tongue language benefits learning as it allows pupils to easily understand concepts.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
Assessment in play-based kindergarten classrooms An empirical study of teach...Linda Garcia
This study examined kindergarten teachers' perspectives and practices regarding assessment within play-based learning contexts. 77 Ontario kindergarten teachers completed a survey about their views on the purpose of play, what they assess during play, and their assessment tools. 10 teachers also participated in interviews and classroom observations. The results showed that while most teachers saw benefits of play for social-emotional development, some also viewed play as supporting academic learning. However, what teachers reported assessing during play did not always align with their stated perspectives on the purpose of play. The observations provided insights into teachers' actual assessment practices within play-based activities.
This study seeks to investigate fluctuations in motivation among English teachers at the University of Quintana Roo (UQROO) through a case study approach. Semi-structured interviews will be conducted with three female English teachers to answer the research questions: how does motivation to teach English vary over time, and what factors influence this motivation? The interviews will explore five areas that could impact motivation: students, work environment, economic benefits, teaching activities, and subject taught. The results may help identify motivational and demotivational factors present at different stages of these teachers' careers.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has 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.
Attitude of teachers and school variables in secondary schools in ondo state,...Alexander Decker
This study examined teachers' attitudes and how they impact effective teaching in secondary schools in Ondo State, Nigeria. The researchers administered a survey to 216 randomly selected teachers across 90 schools. The results showed that teachers' attitudes varied significantly based on subject taught, with science teachers having the most positive attitudes on average and art teachers the least positive. Additionally, teachers' attitudes were found to correlate significantly with their age, sex, and teaching subject. The researchers concluded that overall, teachers' attitudes were not conducive to effective teaching and were influenced by their demographic characteristics like age and sex.
This document summarizes a research study that investigated the discrepancy in mathematics achievement of high school students through different cooperative learning models and levels of mastery in language and science. The study found that:
1) Mathematics positively impacts students' mastery of language and science.
2) Cooperative learning models like Jigsaw, TSTS, and STAD significantly affect mathematics achievement.
3) There was no significant difference in discrepancy types 1, 2, and 3, but type 4 produced different results.
This document summarizes a study that examined the professional competencies of teachers trained through the National Teachers' Institute (NTI) Distance Learning Programme to obtain a Nigeria Certificate in Education (NCE) compared to those who attended full-time NCE programmes. The study found that both NTI and full-time NCE teachers had high commitment, motivation, morale and positive attitudes towards teaching. However, NTI teachers showed significantly higher commitment to teaching. While individual teacher characteristics did not significantly influence professional competence, all the factors combined accounted for a small percentage of variance in professional competence. The study concluded that NTI should ensure a favourable teaching environment to enhance teacher production and its teacher training programme through distance learning is important and should be
This document summarizes a research paper about teacher allocation and equity in Malaysian schools from 1986-2006. It finds that primary schools had less equitable teacher allocation compared to secondary schools based on Gini coefficient calculations. Equity levels in primary schools fluctuated more due to challenges in accurately predicting enrollment numbers from year to year. The document recommends that Malaysia's Ministry of Education collaborate with other government agencies to better anticipate enrollment to reduce fluctuations in teacher-pupil ratios and improve equity.
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
Factors Affecting the Contribution of 1st Year Female Students Tutorial Class...CrimsonPublishers-SBB
Factors Affecting the Contribution of 1st Year Female Students Tutorial Class on their Academic Achievement in First Semester of 2016, the Case of Afan Oromo and Literature Department by Itefa Degefa in Significances of Bioengineering & Biosciences
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
Kajian ini bertujuan mengenalpasti pendekatan pengajaran yang digunakan oleh guru matematik di sekolah menengah di Johor Bahru serta masalah yang dihadapi. Seramai 177 guru responden mengisi soal selidik tentang pendekatan berpusatkan guru, pelajar, dan bahan. Hasilnya menunjukkan pendekatan berpusatkan pelajar dan bahan lebih banyak digunakan. Walau bagaimanapun, pendekatan berpusatkan guru masih digunak
Dokumen ini membahas pengaruh kelayakan guru terhadap efikasi guru di sekolah menengah di Malaysia. Kajian ini menemukan bahwa guru dengan latihan Diploma Pendidikan memiliki efikasi tertinggi dan guru dengan pengalaman mengajar lebih dari tujuh tahun lebih efikasi daripada guru dengan pengalaman kurang. Tujuan kajian ini adalah untuk menentukan pengaruh jenis latihan dan pengalaman mengajar terhadap
This document summarizes a paper presented at a conference on technical and vocational education and training in Malaysia. It discusses the development of competency for vocational teachers in Malaysia from a curriculum development perspective.
The paper addresses the training of vocational teachers, focusing on curriculum development to meet stakeholder requirements. It outlines frameworks and standards for quality teaching, including the expected attributes of vocational teachers in Malaysia. It also describes the curriculum development process used by one university, the University Tun Hussein Onn Malaysia, to improve teacher competency. The new curriculum is intended to provide teachers that meet the requirements of the Ministry of Education.
This document discusses the need for training and retraining of TVET (technical and vocational education and training) teachers in Malaysia. It notes that while TVET teachers receive initial training, many lack opportunities for professional development and skills upgrading. Retraining is important to keep teachers knowledgeable about curriculum changes, new teaching methods, and industry developments. The document examines different training and retraining strategies, including curriculum development, program design involving stakeholders like industries, and use of new learning methods and materials in the classroom. It emphasizes the importance of retraining to improve teacher quality and ensure TVET remains relevant for students and the job market.
Tesis ini mengkaji hubungan antara kebimbangan matematik dan pencapaian pelajar tingkatan empat di daerah Klang, Malaysia. Kajian ini melibatkan 342 pelajar dan menggunakan soal selidik untuk mengukur tahap kebimbangan matematik dan pandangan pelajar terhadap matematik. Dapatan kajian menunjukkan kebimbangan matematik pelajar berada pada tahap sederhana, dengan pelajar sekolah luar bandar dan aliran sains
This document discusses the implementation of a policy change in Malaysia to use English as the medium of instruction for science and technology disciplines in public universities. The policy was introduced from the top-down by the Ministry of Education but universities have faced challenges in fully implementing it. Lecturers and academic management have varying attitudes toward the change and expectations between the Ministry and universities are misaligned. As a result, some students expected their first-year courses to be in English but this was not fully realized, causing confusion and issues that this paper aims to examine.
This study explored the gender gap in academic achievement in Malaysia by examining PMR exam results and learning styles of 411 Malaysian secondary students. The study found that females achieved significantly higher results than males in the PMR exams. It also found most students had active, visual, and sequential learning styles, but found no significant differences in learning styles between genders. However, gender, sensing learning style, and visual learning style were found to significantly predict academic achievement, suggesting accommodating these learning styles could help narrow the gender gap. Addressing the gender gap is important for developing human capital and workforce gender balance in Malaysia.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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1. Journal of Educational Psychology and Counseling, volume 2, Jun 2011, Pages 285-304 / ISSN: 2231-735X
Multilevel analysis of achievement in mathematics of
Malaysian and Singaporean students
M. Najib Abd. Ghagar1
, Rohani Othman1
& Ebrahim Mohammadpour1
1
Fakulty Education, Universiti Teknologi Malaysia, 81310 Johor, Malaysia
Abstract: This article explored the variation in mathematics achievement of Malaysian and Singaporean
eighth-graders as a function of student- and school-level differences. The data obtained from 5314
students nested within 150 schools from Malaysia, and 6018 students nested within 164 schools from
Singapore who participated in the Trends in International Mathematics and Science Study (TIMSS) in the
2003. Multilevel linear modeling was employed to analyze the data. The results indicated that 57.28% of
the total variance in mathematics achievement in Malaysia accounted for school-level differences.
Meanwhile, the results showed that classroom-level differences contributed to 74.6% of the total variance
in achievement of Singaporean students. Only 5.9% of the variance in achievement in Sin gapore
accounted for school-level differences. At the student level, mathematics self-concept was the most
influential factor on achievement of students from both countries. At the school level, school climate as
perceived by the school principals was the most influential factor on achievement of students from both
countries.
Keywords: Achievement; Factor; Malaysia; Mathematics; Multilevel; Singapore; TIMSS
1.0 INTRODUCTION
The Trends in International Mathematics and Science Study (TIMSS) is a comparative
study designed in 1995 by The International Association for Evaluation of Educational
Achievement (IEA). TIMSS was designed to assess the quality of the teaching and
learning of mathematics and science among the fourth and eighth-graders across
participating countries.
Malaysia and Singapore are two multi-cultural countries having three major
ethnic groups: Malay, Chinese and Indians. Singapore is a small island that is 470 times
smaller than Malaysia and it is also 6 times smaller than Malaysia in population size. In
terms of per capita income, it is almost 6 times higher than Malaysia (Mullis et al.,
2004). In spite of these differences, there are some similarities between the education
systems. For example, the education system in both countries is centralized. Educational
structures and schooling age in both countries are the same and there is no difference in
mathematics instruction weekly time. Multi-languages is another common
characteristics of the two countries. Even though Malay is the national language of both
countries (Quek Gary et al., 2008), however, the medium of instruction in Singapore is
English (Mullis et al., 2008; Mullis et al.,2008).
Singapore has joined the TIMSS studies since 1995 at both the fourth and
eighth-graders, whereas Malaysia has joined since 1999 only at eighth-graders.
Singapore ranked first in the mathematics achievement at the eighth-graders from
2. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 286
TIMSS 1995 to 2003 continuously. The achievement of Singaporean in TIMSS 1999
and 2003 was higher than Malaysia by 91 score in average. In contrast, Malaysia with
mean score of 519 in 1999 stood at 16th
place among the 38 participating countries, but
later improved its ranking to 10th
place in 2003 with mean score of 508 among the 45
participating countries. It is worth mentioning that even though the ranking showed
improvement from 1999 to 2003, however, this improvement was not due to the status
promotion in Malaysia, but rather it was due to the decline in overall mathematics
achievements internationally (Mullis et al., 2004; Mullis et al., 2000).
Singapore was a part of Malaysia from the sixteenth to the nineteenth century
until it sought independence from Malaysia in 1965 (Noor Azina Ismail & Halimah
Awang, 2009). As mentioned earlier, despite many similarities between Malaysia and
Singapore, such as the centralization of the educational system, educational structure,
allocated instructional time for mathematics, schooling age, race and ethnic groups,
Malaysian students performed far lower in TIMSS studies as compared to its
counterparts in Singapore. Therefore, the main objective of this study was to explore the
factors behind the differences.
2.0 RESERCH QUATRAINS
This research aimed to answer the following research questions:
1. How much of the total variance in mathematics achievement of Malaysian
students accounted for student and school-level differences?
2. How much of the student-level variance in mathematics achievement of
Malaysian students is associated with mathematics self-concept, attitude
towards mathematics and home educational resources factors?
3. How much of the school-level variance in achievement of Malaysian students is
associated with school climate, school resources, good attendance at school and
the location of the school factors?
4. How much of the total variance in mathematics achievement of Singaporean
students accounted for student, classroom and school-level differences?
5. How much of the student-level variance in mathematics achievement of
Singaporean students is associated with mathematics self-concept, attitude
towards mathematics and home educational resources factors?
6. How much of the classroom-level variance in mathematics achievement of
Singaporean students is associated with school climate as perceived by the
mathematics teachers?
7. How much of the school-level variance in achievement of Malaysian students is
associated with school climate as perceived by the school principals, school
resources, good attendance at school and the location of the school factors?
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3.0 CONCEPTUAL FRAMEWORK
For the past few decades (1960-1990) many researchers and authors had attempted to
find out the answer as to why some students learn better than others and why some
schools are more effective than others. Researcher suggests that the possible answer to
these questions could be found in educational inputs, processes and context (Huitt,
2003). Consequently, different theories and models (Carroll, 1963; Creemers, 1994;
Gage & Berliner, 1992; Huitt, 1995; Proctor, 1984; Shavelosn et al.,1987; Walberg,
1984) were developed and used in studying school effectiveness. In this study, the
following conceptual framework shown in Figure 1 which was adapted from Shavelson
et al. (1987), served as a guide in selecting the factors for this study.
Inputs Processes Outputs
Figure 1: A conceptual model for school effects research
Participation
Teaching
quality
Attitudes,
Aspirations
Achievement
Instructional
quality
Curriculum
quality
Fiscal,
other
resources
Resources
Teacher
quality
Student
background
School
quality
4. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 288
The model contains three main components: inputs, processes and outputs. The
inputs refer to the human and financial resources available to education. Processes refer
to what is taught and how it is taught. In other words, processes reflect who delivers the
instruction, and how the instruction is organized. Outputs refer to what students
eventually learned.
The inputs factors such as financial and physical resources, policy-related
factors at national, state and school level directly affect the teaching and learning
processes of teacher and school quality, which would directly have an effect on outputs.
Moreover, students’ background at the inputs stage would directly affect teacher
quality, teaching quality and school quality and instructional quality in the processes
stage, which would eventually, effect the students’ achievement at the outputs stage.
School quality in turn, has a direct effect on curriculum quality, teaching quality, and
instructional quality. Finally, instructional quality has a direct effect on school outputs.
This model is a multilevel model and constitutes three distinguishable levels:
student-, classroom- and school-level, and it is deemed appropriate for the analysis of
the TIMSS data. As shown in Figure 1, there are many factors which have either a
direct or an indirect influence on students’ achievement. To consider all of these
existing factors in one study was not possible, therefore, based on the model and
research evidences only a few factors from student, classroom and school-level were
selected to assess their effects on mathematics achievement.
4.0 LITERATURE REVIEW
Learning and teaching process takes place in the classroom, which in turn is situated in
school (Leung et al.,2006; Mullis et al., 2005; Oakes, 1989). School environment
consists of various elements, ranging from the desk where students sit; to the student
who sits next to him/her; and includes the teacher who stands in front of his/her
classroom (Coleman et al., 1966; Creemers, 1994).
Several studies have been conducted to answer the question of how much of the
variance in mathematic achievement contributes to school-level differences. The results
indicate that the proportion of the variance accounted by school-level differences vary
across countries. Park and Park (2006) found that in South Korean about 4% of the total
variance of mathematics achievement contributed to school-level factors. In contrast, it
was 55% for South African students (Howie, 2006). Similarly, Fullarton (2004)
reported that 27% and 47% of the variance of mathematics achievement of Australian
students accounted for school-level factors in TIMSS 1995 and 1999, respectively. In
Singapore 45%, Botswana, 27%, Chili, 35% and Flenders, 14% of the variance of
mathematics achievement accounted for school-level factors (Chepete, 2008;
Mohammadpour et al., 2009; Ramírez, 2006; Van den Broeck et al.,2006). Once
the researchers had decomposed the total variance of mathematics achievement into
student and school-level, they attempted to explain the proportion of the variance at
each level by using relevant factors. Thus, some factors such as mathematics self-
5. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 289
concept (Kiamanesh, 2004a, 2004b; Ma & Kishor, 1997; Mullis et al., 1997; Mullis et
al., 2000; Papanastasiou, 2008; Reyes, 1984; Wilkins, 2004), attitude towards
mathematics (Cooper et al., 2001; Goodykoontz, 2008; Kiamanesh, 2006; Ma & Kishor,
1997), home educational resources (Bos & Kuiper, 1999; Coleman et al., 1966;
Fullarton, 2004; Howie, 2003; Jencks et al., 1972; Kiamanesh & Mahdavi, 2008) were
examined nationally and internationally and the results indicated that there is a positive
association between students’ achievemnt with mathematics self-concept and attitude
towards mathematics.
In addition, a number of school and classroom-level factors such as the location
of the school (Chepete, 2008; Howie, 2006; Ramírez, 2006), school climate (Bevans et
al., 2007; Cohen et al.,2009; Mullis et al., 2008; Mullis et al., 2004; Papanastasiou &
Papanastasiou, 2006), and school resources for mathematics instruction (Ramírez, 2006)
were explored to assess the effects of these factors on achievement and it was found that
there is a positive relationship between achievement with the location of the school and
school climate.
4.0 METHODOLOGY
Sample
TIMSS used a two-stage stratified cluster sampling design. Schools were sampled using
a systematic probability-proportional-to-size (PPS), and then one or two classrooms per
school were selected (Martin, Mullis, & Chrostowski, 2004). In Malaysia, only one
intact classroom was selected among all eighth-graders classrooms within the selected
schools. The number of students within a classroom ranged from 19 to 49 with 35
students per classroom on average. All together, the samples from Malaysia were 5314
students, 150 mathematics teachers and 150 school principals participated in TIMSS
2003 study. Singapore added a third sampling stage to the TIMSS’s basic two stage and
students were selected at random from two classrooms within each selected school. The
minimum number of students per classroom was 8 and the maximum was 23 with an
average of 18 students per classroom. Thus, a total of 6018 students, 320 mathematics
teachers and 160 school principals who participated in TIMSS 2003 were used as
samples in Singapore.
Variables
Dependent or predicted variable
TIMSS used a test to measure students’ mathematics achievement. Four different types
of scores were obtained from the test for individual students: raw scores, standardized
scores, national Rasch scores and plausible values or multiple imputation scores (Foy &
Olson, 2009). In order to extend the coverage of mathematics curriculum and measuring
6. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 290
the trends across TIMSS studies, the TIMSS centre used a large number of mathematics
items (190 items). Since the implementation of all 190 items on individual student was
not possible, a matrix-sampling design was used to assemble the items into different
booklets. Each student sat for a test using only one booklet which included a subtest of
all the possible items. TIMSS used Item Response Theory (IRT) scaling to describe
students’ achievement in the test (Olson et al., 2008). The raw scores were computed
based on student’s score to the individual items in the booklet. Since students had to
answer different items, their difficulty index is not comparable among the students and
the raw scores are not reliable for comparison purposes. The raw scores were
standardized to a score with a mean of 50 and a standard deviation of 10 within each
country. Because of the reasons mentioned above, comparison among students based on
standardized scores is still not reliable enough. The national Rasch scores were
standardized to have a mean of 150 and a standard deviation of 10 within each country.
Finally, the plausible values are an estimate of how a student might have performed if
all 190 items were administered to the student. TIMSS estimated five plausible values
for individual students based on their responses to a subtest of the items. The plausible
values for any given scale are the best available measures of students’ achievement on
that scale in TIMSS database (Foy & Olson, 2009). Thus, the average of the five
plausible values was obtained, and it served as the dependent or predicted variable in
this study.
Independent or predictors variables
Mathematics self-concept, attitude towards mathematics and home educational
resources are the three student-level factors derived from the Students’ Questionnaire.
School climate as perceived by the mathematics teachers is a classroom-level factor
gained from the Mathematics Teachers Questionnaire. In addition, school climate as
perceived by school principals, availability of school resources for mathematics
instruction, good attendance at school and the location of the school are the school-level
factors obtained from the School Questionnaire. The full characteristics of these factors
including items, scale, coding and amount of missing values in each item are presented
in Appendix B.
Data Consideration
Normal distribution
The HLM computer package (Raudenbush et al., 2004) produces residual files that
could be used to check the distributional assumptions of the data before running the
final model. In this study, a probability plot (Q-Q) was used to check the assumption of
a normal distribution of the dependent variable. Appendix C displays Q-Q plots for
residual errors of students’ mathematics achievement of both countries. The plots are
7. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 291
approximately linear. This indicates that there is no serious departure from the normal
distributions.
Missing data
Missing data are ubiquitous in social and behavioral sciences research due to a variety
of reasons (Allison, 2002; Cool, 2000; Dow & Eff, 2009; Enders, 2010; Longford,
2008; Tabachnik & Fidell, 2007) and the TIMSS data are not an exception of missing
values. A serious question with regard to missing data is whether missing data is a
function of a random or a systematic process (Meyers et al., 2006). If the data are
missing completely at random, then deleting cases with missing values does not bias the
estimates (Gelman & Hill, 2007), but such strong assumption is rarely satisfied. In these
situations, missing values should be modeled to get good estimates of parameters of
interest (Allison, 2002; Gelman & Hill, 2007). The next important question concerning
missing data is how much data are missing. Tabachnik and Fidell (2007) suggested that
if only a few data (i.e., 5% or less) are missing in random from a large data, the
problems are less serious and almost any procedure for handling missing values yields
similar results. As shown in Appendix B, the amount of missing values in all the items
are far less than the size suggested by Tabachnik and Fidell (2007). Missing data is
more complicated in multilevel structured data, because it may occur at more than one
level. In the case of two-level multilevel modeling, for example, if a level-2 unit (e.g.,
school) has missing data and then excluded from the analysis, thus, all the observations
(e.g., students) that are nested within that unit will be excluded from the analysis
(Gibson & Olejnik, 2003). There are only a small amount of missing values in the data
being analyzed (Appendix B) and the sample sizes at all the levels of analysis are
relatively large (Hox, 2009). However, instead of deleting cases or variables with
missing values, the expectation maximization (EM) which is one imputation methods of
treating missing data was used to deal with missing values (for detail about imputation
methods of missing values see for example; Enders, 2010; Little & Rubin, 2002; Peugh
& Enders, 2004; Roth et al., 1999; Rubin et al., 2007).
Weighting issue
As mentioned earlier, TIMSS used a two-stage cluster sampling design rather than a
simple random sampling. The probability of selection of sample units at both stages is
unequal and sampling weight issue must take into consideration to avoid bias in
parameters estimates (Asparouhov, 2005; Dargatz & Hill, 1996; Rabe-Hesketh &
Skrondal, 2006; Rutkowski et al., 2010; Thomas & Heck, 2001; Willms & Smith,
2005). TIMSS computes several weighting variables (e.g., TOTWGT, total student
weight, SENWGT, student senate weight, MATWGT, mathematics teacher weight).
According to Rutkowski et al. (2010), if the data involved in a study is taken from more
than one country, student senate weight (SENWGT) should be used. Thus, SENWGT,
8. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 292
mathematics teacher’s weight (MATWGT) and total school weight (SCHWGT) was
used at student classroom and school-level, respectively.
Centering issue
Centering or scaling of independent factors in multilevel analysis refers to subtracting a
mean from all individual raw scores on any independent variable and change the raw
metric into deviance from the mean score (Tabachnik & Fidell, 2007; Wu &
Wooldridge, 2005). According to Kreeft and de Leeuw (1998) the practical purpose of
centering an independent variable, is to change the interpretation of the intercept. In
multilevel modeling (regression analysis generally), the intercept is defined as the
expected score on the dependent variable for someone whose scores on all independent
variables in the model are zero (Raudenbush & Bryk, 2002). In social sciences, usually
variables have no meaningful zero (Kreeft & de Leeuw, 1998), in such situations, by
transferring the independent variables, the intercept will be interpreted as expected score
on the dependent variable for someone whose scores on independent variables equal to
the group mean or grand mean depending on the type of centering approaches that is
used.
The HLM program (Raudenbush et al.,2004) for analysis of multilevel data
provides three options to deal with centering of level-l variable. They are (a) raw metric
(uncentered) variable (b) group mean centered and (c) grand mean centered variable.
Grand mean centering is the most common method used in multilevel modeling (Enders
& Tofighi, 2007; Hox, 2002). Grand mean reduces the multicollinearity among
predictors (Hofmann & Gavin, 1998; Kreft, de Leeuw, & Aiken, 1995; Tabachnik &
Fidell, 2007). Thus, grand mean centering was used for all the predictor factors in this
study.
Data Analysis
The general idea of multilevel modeling is individuals (e.g., students) interact with the
contexts (e.g., classroom or school) that they belong to. Students’ characteristics are
influenced by classroom or school, and the classroom or school in turn influence
students’ performance. Students and the schools that they belong to are generally
conceptualized as hierarchical or multilevel system in which the individuals and the
context make up the separate levels of this hierarchy system (Hox, 2002). The TIMSS
data have a nested or multilevel structured in which students are nested within
classrooms and classrooms in turn nested within schools. It is worth mentioning that
however, TIMSS data in nature make three levels (student, classroom and school),
because only one classroom per school was sampled in Malaysia, it is not possible to
assess the effects of different classrooms within schools. Whereas, individual student
was sampled at random from two classrooms within each selected school in Singapore
and it provided the possibility of comparing students’ mathematics achievement across
9. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 293
classrooms within schools. Thus, a two and three-level multilevel modeling approach
was employed for analyzing the data from Malaysia and Singapore, respectively using
HLM6.07 (Raudenbush et al., 2004).
5.0 RESULTS
The results are presented based on research questions for each country separately.
Malaysia
Research question 1: How much of the total variance in mathematics achievement of
Malaysian students accounted for student and school-level differences?
The unconditional or null model was estimated to provide the answer for this research
question. This model gives a statistical index which is so-called “intraclass correlation
coefficient” (ICC). It is defined as the proportion of the total variance of the dependent
variable that attribute to the higher level of the model which is school in the present
study (Browne & Rasbash, 2004; Field, 2009; Heck & Thomas, 2000; Raudenbush &
Bryk, 2002). The ICC is usually expressed by ρ (rho) and given by this formula
= ). Where, represents the proportion of the total variance at the school
level and represents the proportion of the total variance at the student level. Thus,
the ICC for mathematics achievement of Malaysian students was 2793.31 /
(2793.31+2083.40) = 0.5728. This indicated that 57.28% of the total variance of
mathematics achievement accounted for school-level and 42.72% (1-0.5728) by
student-level differences.
Student-level models
Research question 2: How much of the student-level variance in mathematics
achievement of Malaysian students is associated with mathematics self-concept,
attitude towards mathematics and home educational resources factors?
To assess the effect of individual factors on mathematics achievement, the factors were
added to the model separately and the results are presented in Table A.1 of Appendix A.
Mathematics self-concept was added to the model first (model 1). This factor accounted
for 14.36% of student-level variance of mathematics achievement. The effect of
mathematics self-concept on achievement was statistically significant (γ10 = 32.08, p <
0.001). This indicates that students with one scale-point higher on self-concept tend to
achieve 32 points higher in mathematics. Mathematics self-concept served as a random
effect and the result indicated that the relationship between self-concept and
mathematics achievement varied significantly from school to school (u1j= 75.28, p <
0.05).
10. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 294
Attitude towards mathematics was the second factor that entered to the model
(model 2). Attitude accounted for a negligible amount of the variance (0.69) when the
effect of mathematics self-concept was controlled. The effect of attitude was statistically
significant (γ20 = 6.72, p < 0.001). One scale-point increase in positive attitude towards
mathematics increases achievement by 6.72 points. The relationship between attitude
towards mathematics and achievement varied significantly from school to school (u2j=
47.86, p < 0.05).
An index of home educational resources was the last factor that added to the
model (model 3). Model 3 accounted for only a small proportion of the variance (0.002)
controlling for mathematics self-concept and attitude towards mathematics. The effect
of home educational resources was not statistically significant (γ30 = 3.70, p > 0.05).
School-level models
Research question 3: How much of the school-level variance in achievement of
Malaysian students is associated with school climate, school resources, good
attendance at school and the location of the school factors?
The location of the school was the first factor added to the model (model 4). The
contribution of this factor to the school-level variance was 5%. The effect of the
location of the school was statistically significant (γ01= 25.19, p < 0.05). This indicated
that students from urban schools achieved higher scores in mathematics than their peers
from rural schools by 25.19 points.
School climate as perceived by the school principals was the second factor that
added to the model (model 5). This model accounted for 4.77% of the school-level
variance after controlling for the location of the school. Mathematics achievement
affected significantly by this factor (γ02= 19.97, p < 0.05). Average mathematics
achievement was higher by 19.97 points in schools where the principals described the
climate of the school positively. School climate as perceived by the mathematics
teachers was also a significant factor on achievement (model 6). It accounted for 5% of
the school-level variance controlling for the location of the school and school climate as
perceived by the school principals. The effect of this factor on mathematics
achievement was statistically significant (γ03 = 21.47, p < 0.05). Average mathematics
achievement was higher by 21.47 points in schools where the mathematics teachers
described the climate of the school positively.
School resources for mathematics instruction and good attendance at school
were the last two factors that added to model 7 and 8, respectively. The school resources
factor accounted for 3.78% of the school-level variance after controlling for the location
of the school and school climate as perceived by both the school principals and
mathematics teachers. The association between this factor and mathematics
achievement was significantly negative (γ04 = -13.92, p < 0.05). Average mathematics
achievement decreased by 13.92 points in schools with one scale-point more shortage in
resources for mathematics instruction.
11. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 295
Good attendance at school explained 1.21% of the school-level variance of
mathematics achievement after controlling the factors location of the school, school
climate as perceived by both the school principals and mathematics teachers and school
resources. The association between these factor with mathematics achievement was also
negative, but it was not statistically significant (γ05= -18.49, p > 0.05).
In order to assess the effects of student and school-level factors on achievement
simultaneously, all the factors were added to the model (full model). The full model
accounted for 14% of the student-level variance and 25% of the school-level variance in
achievement.
Singapore
Research question 4: How much of the total variance in mathematics achievement of
Singaporean students accounted for student, classroom and school-level differences?
The unconditional model was estimated to provide answer for this research question
(Appendix A, Table A.2, null model). The ICC at each level is:
For the student level, / ( ) = 1165.67/ (1165.67+4496.51+358.13) =
0.193
For the classroom level, / ( ) = 4496.51/ (1165.67+4496.51+358.13) =
0.746
For the school level, / ( ) = 358.13/ (1165.67+4496.51+358.13) = 0.059.
The results indicated that 19.3%, 74.6% and 5.9% of the total variance in
mathematics achievement of Singaporean eighth-graders accounted for student,
classroom and school-level differences, respectively.
Student-level models
Research question 5: How much of the student-level variance in mathematics
achievement of Singaporean students is associated with mathematics self-concept,
attitude towards mathematics and home educational resources factors?
Three models were estimated to answer this research question and the results are given
in Appendix A, Table A.2.
Again, mathematics self-concept was the first factor that was entered to the
model as a random effect (model 1). It accounted for 22.77% of the total student-level
variance. Mathematics self-concept affected achievement significantly (γ100= 24.23, p <
0.001). The relationship between self-concept and mathematics achievement varied
significantly from classroom to classroom within schools (u00k = 28.41, p < 0.05), but it
was not from school to school (u10k = 3.95, p > 0.05).
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Attitude towards mathematics was added to the second model (model 2).
Attitude accounted for 5.33% of the student-level variance controlling for mathematics
self-concept. The association between attitude towards mathematics and achievement
was statistically significant (γ200= 10.87, p < 0.001).
Home educational resources factor was introduced to the model (model 3).
Model 3 accounted for a negligible amount (0.33) of the student-level variance when
mathematics self-concept and attitude towards mathematics were controlled. The effect
of home educational resources on achievement was statistically significant (γ300 = 11.01,
p < 0.001).
Classroom-level model
Research question 6: How much of the classroom-level variance in mathematics
achievement of Singaporean students is associated with school climate as perceived
by the mathematics teachers?
Model 4 was estimated with school climate as perceived by the mathematics teachers.
This model accounted for 3.50% of the total classroom-level variance of mathematics
achievement. The effect of this factor on achievement was statistically significant (γ010=
20.49, p < 0.05). This indicated that, on average, mathematics achievement in
classrooms where teachers described the climate of the school positively; was higher by
20.49 points than other classrooms.
School-level models
Research question 7: How much of the school-level variance in mathematics
achievement of Singaporean students is associated with school climate as perceived
by the school principals, school resources for mathematics instruction and good
attendance at school factors?
School climate as perceived by the school principals was the first factor that was added
to the model (model 5). This factor contributed to a substantial (54.53%) proportion of
the school-level variance in mathematics achievement. The effect of school climate as
perceived by the school principals on achievement was statistically significant (γ001=
29.70, p < 0.001).
Model 6 was estimated by adding school resources for mathematics instruction.
Model 6 accounted for 17.30% of the school-level variance after controlling for school
climate as perceived by the school principals. However, the effect of school resources
on achievement was not significant (γ002= -13.54, p > 0.05). Model 7 was estimated by
adding the factor of good attendance at school; it explained 3.42% of the school-level
variance after controlling for school climate as perceived by the school principals and
13. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 297
school resources for mathematics instruction. The effect of good attendance at school
also was not statistically significant (γ003= -4.33, p > 0.05).
A full model was estimated by adding all the factors from the three levels. The
full model was accounted for 27.13%, 15.62% and 35.36% of the variances at student,
classroom and school-level, respectively.
6.0 DISCUSSION
The results indicated that 57.28% of the total variance in mathematics achievement of
Malaysian eighth-graders accounted for school-level differences. Likewise, a greater
proportion of the variance in mathematics achievement in the Singapore sample was
attributed to classroom and school-level differences (74.6% to classroom level and 5.9%
to school-level). This is one the key results of the study and it indicated that schools
make a difference in students’ achievement in both countries. An interesting finding of
this study is not only that mathematics achievement of Singaporean students differed
from school to school, but it also differed substantially from a classroom to another
within a school. It is more important for Singaporean students to be placed in a
particular classroom within a school rather than being assigned to a school they are
placed in. According to Anderson (1991), school effectiveness depends to a great extent
on teacher effectiveness. Teachers have absolute veto power over innovation and
change even in the most highly centralized educational system. Therefore, what happens
in classrooms could be accounted for this great difference in students’ achievement.
School effects on students’ academic achievement have been subjected to a
considerable debate among educational researchers for a long time. Early studies, for
example, Coleman et al. (1966) and Jencks et al.(1972) on school effectiveness revealed
that the effects of school on students’ academic achievement is relatively small
compared to the effects of students characteristics and family background. Following
Coleman et al.’s (1966) report, several studies Chepete (2008), Fullarton (2004), Howie
(2006) and Park and Park (2006) for example, have been done to assess the effects of
school on mathematics achievement of students. It was found that a sizeable proportion
of the total variance in mathematics achievement attributed to school-level differences.
The proportion of the variance that attributed to school-level differences in this study is
beyond the range found in recent studies. The findings of this study added evidence to
those from previous studies that schools make a difference in students’ academic
achievement. This findings have key implications for educational policy-makers,
because, school has control over most of the classroom and school-level factors such as
those examined in this study. On the other hand, student-level factors (e.g., home
educational resources and other family background factors) are not under the control of
school.
Mathematics self-concept, attitude towards mathematics and home educational
resources altogether accounted for 15.32% of the total variance in mathematics
achievement of the Malaysians at the student level. In contrast, these three factors
14. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 298
accounted for 28.43% of the total variance in mathematics achievement of the
Singaporean students at the student-level. This indicated that these factors are more
effective on achievement of Singaporean students than for the Malaysians. Mathematics
self-concept among other student-level factors was the most influential factor on
achievement of students from both countries. This confirms the findings by Howie
(2003), Kiamanesh, (2004b; 2005), Ma and Kishor (1997), Papanastasiou (2008),
Wilkins (2004). The effect of mathematics self-concept on achievement differed for the
Malaysians and Singaporeans. Mathematics self-concept was more effective for the
Singaporeans in terms of the explained variance, but the association between this
mathematics self-concept and achievement was stronger for the Malaysians.
Attitude towards mathematics was the second strongest factor that affected
achievement of Malaysian students positively, whereas it was the third strongest factor
in the Singaporeans achievement. Attitude towards mathematics was more effective
factor on achievement of Singaporean students than the Malaysians. Home educational
resources had no significant effect on achievement of Malaysia students as it did for the
Singaporeans, although the contribution of this factor to the variance in achievement of
Singaporean students was very low. This is an interesting finding especially for
Malaysian students. Because generally, Singaporeans have an advantage of having
home educational resources more than Malaysian, but the contribution of home
educational resources was negligible to the variance of mathematics achievement of the
Singaporeans. The five factors of the location of the school, school climate (both
perceived by the mathematics teachers and the school principals), school resources for
mathematics instruction and good attendance at school accounted for 19.76% of the
total variance of Malaysian students at school-level. On the other hand, the three factors
of school climate as perceived by the school principals, school resources and good
attendance at school explained 75.25% of the total variance at school-level.
The location of the school had a great effect on mathematics achievement of
Malaysian students where students from urban schools performed much better than
those from rural schools. This result is consistent with Howie’s (2006) findings. This
result was expected because rural students are more disadvantaged than urban students
in terms of family background and having access to limited educational resources.
Singapore is an urban based country, thus the location of the school was not a factor in
Singapore.
School climate as perceived by school principals was the most influential factor
for both countries. However, this factor accounted for a substantial proportion of the
variance in achievement of Singaporean students than the Malaysians. School resources
for mathematics instruction had no significant effect for the Singaporeans whereas, it
did for Malaysians. One possible explanation for this finding is probably that all
Singaporean schools are well equipped with instructional resources such as computer,
audio-visual resources and library materials. In contrast, Malaysian schools are different
to some extent in terms of the availability of resources for mathematics instruction.
15. M. Najib, Rohani & Ebrahim / Journal Educational Psychology and Counseling (2011) 299
6.0 CONCLUSION
The results of this study revealed that mathematics achievement of Malaysia eighth-
graders is motivated mainly by differences from school to school. Mathematics
achievement of Singaporean eighth-graders is motivated mainly by differences from
classroom to classroom within school. Mathematics self-concept among other student-
level factors was the most influential factor on achievement of students from both
countries. The location of school among other school-level factors was the most
influential factor on achievement of Malaysian students. This was followed by school
climate as perceived by the school principals. For the Singaporeans, school climate as
perceived by the school principals among other school-level factors was the most
influential factor. Shortage of school resources for mathematics instruction affected
mathematics achievement of Malaysian students negatively, whereas it was a significant
factor for the Singaporeans.
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