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1.
Class size reduction has been viewed as one school mechanism that can improve student achievement. Nonetheless, the literature has reported mixed findings about class size effects. We used 4th- and 8th-grade data from TIMSS 2003 and 2007 to examine the association between class size and mathematics achievement in public schools in Cyprus. We employ instrumental variables methods, and take advantage of a regression discontinuity design to examine causal effects of class size on mathematics achievement. The results indicate a non-significant relationship between class size and mathematics achievement in 8th grades. However, there is evidence of positive class size effects in 4th grade. The gender gap is significant and favoured males in 4th grade and females in 8th grade. SES indexes such as parental education and items in the home are positively and significantly related to mathematics achievement. Teacher and school variables are not significantly related with mathematics achievement.  相似文献   

2.
This study addresses several methodological problems that have confronted prior research on the effect of class size on student achievement. Unlike previous studies, this analysis accounts for the hierarchical data structure of student achievement, where grades are nested within classes and students, and considers a wide range of class sizes across various disciplines. Based on data from undergraduate class sections at a single institution, the study provides consistent evidence of a negative effect of class size on grade performance, most substantially affecting the achievement of “A” grades with lesser effect on grades of “C” or higher. Because models with logarithmic specification show superior fit, this study also demonstrates that the effect of class size on students’ final grades diminishes as the class size increases. These findings suggest that a larger impact on student performance could be attained by further trimming enrollment in small classes than by reducing class size overall.  相似文献   

3.
The development of students’ learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students’ academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N = 5071) from different classrooms (N = 435) develop distinct patterns regarding their mathematics and literacy achievement during lower secondary school. We analysed longitudinal large-scale educational assessment data using a multilevel latent profile analysis (MLPA) to investigate the impact of classroom effect on students’ achievement patterns, that is, on the development of students’ low-stakes mathematics and literacy test scores from 7th to 9th grade. The results demonstrated the added value of modelling the multilevel structure inherent in educational assessment data: we identified four student achievement patterns that displayed different distributions across the school classes. More precisely, besides individual characteristics, the development of students’ low-stakes mathematics and literacy test scores was associated with class-level factors and some of the classrooms seemed to have a stronger effect on students’ test scores. These results suggest that classroom context is associated with students’ achievement patterns, especially regarding the worst achieving students. The findings may reflect a combination of class placement practices as well as classroom and peer effect. Although the differences between Finnish schools have been one of the lowest in the OECD countries, the findings of the present study suggest that the classroom membership may create class level quality differences in both the preconditions and the development of learning.  相似文献   

4.
Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed.  相似文献   

5.
This study uses hierarchical linear modeling to examine the influence of a range of factors on the science performances of Hong Kong students in PISA 2006. Hong Kong has been consistently ranked highly in international science assessments, such as Programme for International Student Assessment and Trends in International Mathematics and Science Study; therefore, an exploration of the factors that affect science performances of Hong Kong students can give a lens to examine how science education can be improved in Hong Kong and other countries. The analyses reveal that student backgrounds as male, at higher grade levels, and born in mainland (when in the same grade) are associated with better science performance. Among the attitudinal factors, enjoyment of science and self-efficacy in science play important roles in scientific achievements. Most of the parental factors, on the other hand, are not having significant impacts on achievement after student attitudes are taken into account, with only parents’ value of science having a small effect. School student intake is found to be a strong predictor of school average achievement, as well as a major mediator of the effects of school enrollment size and school socio-economic status. The findings differ from recently reported results, which suggested that school enrollment size was associated with achievement. This study also points out the problems of the use of science instruction time as a school-level variable to explain science achievement in Hong Kong.  相似文献   

6.
We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new—and, indeed, have been explored in many papers over the years within the rubric of the “education production function”—the availability of data on all teachers and students in North Carolina over a 10-year period allows us to explore them in more detail than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economic characteristics of students.  相似文献   

7.
This multiyear study helps elucidate how the instructional practice of student‐generated questions support learning in a blended classroom in science, technology, engineering, and mathematics subjects. Students designed multiple‐choice pre‐exam questions aimed at higher levels of learning, according to Bloom's taxonomy. Student‐generated questions were edited by the instructor and then discussed by the students in the classroom and in an online forum. We tested the hypothesis that this intervention improves student learning, measured as student achievement on the exam following the intervention, and compared to student achievement on the traditional exam (prior to which a review session focused on instructor‐led recitation of the key concepts). Following the intervention in all years, average grade on the post‐intervention exam increased by 7.44%. It is important to point out that not all students benefited equally from this activity. Students who were in the 4th quintile (60% to 80%) based on the results of the 1st exam demonstrated the highest achievement improving their performance on average by 12.37% percentage points (measured as a score on the 2nd exam). Gains were not observed in the semesters when the intervention was not implemented. In this study we provided students detailed instructions on how to design questions that focus on testing higher levels of learning.  相似文献   

8.
To study the contribution of perceived parent achievement goals to students' attitudes towards academic help seeking, 4th, 6th, 7th, and 9th grade students in Greece (n = 712) reported perceptions of their parents' achievement goals, personal achievement goal orientations, and help-seeking beliefs and intentions. Students' mastery goal orientation positively predicted their help-seeking attitudes (perceived benefits and intentions to seek help) and negatively predicted their help-seeking avoidance attitudes (perceived costs and intentions to avoid seeking help), whereas performance-avoidance orientation directly predicted their help-seeking avoidance attitudes. Multiple-group path analysis indicated that perceived parent goals predicted student help seeking and help avoidance attitudes through students' own achievement goal orientations. Further, the pattern of relations varied by grade level. Results are discussed in light of current theory and research on the developmental phases of parental influence on student motivation and self-regulated learning.  相似文献   

9.
Does class size affect achievement in introductory economics? This paper addresses this question using a national economic education data base (TUCE III), consolidating these data so that each observation represents a single class rather than a single student, thereby alleviating several estimation problems that plague empirical work in this area. Our results indicate that class size does not affect student achievement, and further, that class characteristics over which instructors or department chairs have control also do not influence achievement. These results are remarkably robust to different specifications, so long as students' Scholastic Aptitude Test (SAT) scores are used to control for ability and account is taken of whether the TUCE test result counted toward the students' final grade.  相似文献   

10.
This study aims to investigate the relationship between academic achievement and the socioeconomic characteristics of elementary school 7th grade students in Burdur. The population of the study are 7th grade students who had education at elementary schools in Burdur in the 2007?C2008 academic year. Two staged sampling was chosen as suitable for the aim of research. In the first stage, settlements were chosen with the random settlement group sampling method. In the second stage, schools in chosen settlements were picked up with the random method considering the number of students who have taken SBS examination. Socioeconomic variables of students generally explain 39.2?% of SBS points of student. When standard beta values are observed, variables which have the most effect on the SBS points of students are: attending a course or having private lessons, father??s education, the average monthly income per capita, attending a course or having private lessons and mother??s education.  相似文献   

11.
Consistency of Teaching Approach and Student Achievement: An Empirical Test   总被引：1，自引：0，他引：1  
This article describes the results of a study into the relations between school, teacher, class, and student characteristics in Dutch elementary schools. Central to the study were the socio-ethnic background of the students, socio-ethnic class composition, language and math test results, teaching approach, and consistency of teaching approach within the school. The major question was whether student achievement levels vary according to the consistency of the teaching approach after controlling for socio-ethnic background at both the individual and class levels. The sample consisted of 7,410 grade 8 students and in total 1,714 teachers from 567 schools. The results of multilevel analyses showed consistency of teaching approach to be of no relevance to achievement levels. The most important factor appeared to be the socio-ethnic background of the students. Ethnic minority students perform less well than native Dutch working-class students, who in turn perform less well than the other students studied. In addition, students in classes with a relatively high number of so-called disadvantaged students perform less well independent of their individual socio-ethnic background.  相似文献   

12.
This study investigated the effect of class practices on students’ learning gains in reading comprehension in the 5th grade. A sample of 4,344 students in 283 classes in 176 schools was studied. Several class practices that have previously been demonstrated to be effective were tested while controlling for student characteristics and socioeconomic and ethnic class composition. Differential effects were tested to identify class practices that can contribute to narrowing the achievement gap between high- and low-risk students. Most class practices turned out to have a similar effect for both low- and high-risk students. However, “discovery learning” and “well-organised and attractive instruction” appeared to be more beneficial for low-risk than for high-risk students. Group composition in terms of social and ethnic background turned out to have no significant effect on learning gains in reading comprehension.  相似文献   

13.
Abstract

This study demonstrated a procedural model that can be applied by any school to assess, guide, and account for the progress of its students as well as to analyze its own effectiveness. The model uses equivalent achievement tests to monitor student achievement in subject areas at grade levels, between grade levels, and across subgroups of students. Multiple regression analyses of test scores between grades identify factors associated with achievement Using sixth and eighth grade Comprehensive Tests of Basic Skills scores in a matched longitudinal sample of 208 students, the study found small differences in average achievement between boys and girls. Differences between corresponding sixth and eighth grade test means were higher in mathematics than in language. From the sixth grade to the eighth, there was a widening gap in average achievement between high and low I.Q. groups. In multiple regressions of eighth grade test scores on sixth grade measures, I.Q., study skills, and reading were prevalent in the regression equations, but clusters of measures associated with achievement differed between high and low’ LQ. groups. The results of the study have implications for developing and evaluating the achievement of students with varying mental abilities.  相似文献   

14.
Little is known about the association of classroom characteristics with adolescent truancy. A critical question is whether high achievement standards, high workload, and fast pace protect against or increase adolescent truancy. In this study, self-reports from 3491 Swiss grade 7, grade 8 and grade 9 students in 202 classes were used to predict truancy. Multilevel modeling was used to differentiate between the student and the class levels. High achievement standards were associated with a lower truancy rate at both the student and the class level, whereas fast instructional pace was associated with more truancy at both levels. A perception of the workload as being too low was an additional predictor of high truancy at both the student and the class level.  相似文献   

15.
In a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K-12 schools, including schools focused on project-based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project-based schools could be due to a self-selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p < .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real-life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools.  相似文献   

16.
This study focused on the development of an instrument for the measurement of the quality of a student’s perceived relationship with his peers in an elementary school classroom. Jackson’s model of person-group relationships was employed for describing a student’s group membership. An initial 36-item instrument was administered to 181 fifth and sixth grade students. A factor analysis performed on these data resulted in a new 22-item instrument (My Classmates). This instrument was then administered to 621 fifth and sixth grade students. The quality of a student’s group membership was found to be related to his or her achievement level in reading, level of school-related anxiety, attitudes toward school and self-concept as a learner.  相似文献   

17.
We estimate the effect on primary school students’ achievement of a Brazilian policy that changed the entry age into first grade from seven to six years old. Before the policy, a typical child spent up to three years in pre-school, and four years in primary school. The reform reorganized the system so that pupils would spend two years in pre-school (at ages 4 and 5) and five years in primary education. The timing of national tests and of the incremental process of implementing the reorganization allowed us to use a DDD approach to make causal estimates of its effect on student achievement. The reform increased 5th grade students’ mathematics scores by 0.10 SDs and reading scores by 0.12 SDs over student gains in untreated schools. These effects are robust across various treated cohorts, and across alternative samples of schools.  相似文献   

18.
This study examined the effects of team teaching on selected attitudes and achievement of ninth grade students in English and World History after 1 year. Seventy-four ninth grade students from a local school were randomly assigned to a team teaching treatment group while the remaining seventy-one members of the freshman class received traditional instruction in three separate classrooms. A teacher constructed test was employed to measure achievement in subject matter, and a personality inventory was used to measure changes in selected attitudes. The findings indicated that the team teaching approach did not appear to complement academic growth over traditional teaching methods but it did have a significant impact on student attitudes toward teachers, interest in subject matter, sense of personal freedom, and self-reliance.  相似文献   

19.
We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations—middle school math, ninth-grade algebra and geometry, and ninth-grade biology—and find evidence that a teacher's basic skills test scores are modestly predictive of student achievement in middle school math and highly predictive of student achievement in high school biology. A teacher's subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school.  相似文献   

20.
Upon completion of a science unit on heat and temperature, the students in a Canadian 9th grade science class wrote two different achievement tests. On a unit test which required students to answer questions that were based on facts students had studied, grades obtained by girls and boys were not significantly different. Conversely, on a post‐test, which required that students apply their knowledge to novel situations, boys achievement was significantly greater than that of the girls, particularly on higher level questions. Classroom observations revealed that few girls contributed to class discussions, whereas most of the boys participated in discussions. It is suggested that the more active class participation by boys may have contributed to their making greater gains in the understanding of heat and temperature concepts.  相似文献   

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