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A linear structural model was studied to investigate the factors affecting reading literacy and mathematical literacy skills of 15-year-old students in the Programme for International Student Assessment (PISA) 2000 data across different cultural settings. Brazil, Japan, and Norway were selected for the purpose of comparison on the basis of their rankings in the PISA 2000 study. The factors studied were attitudes towards reading, student-teacher relations, classroom climate, communication with parents, use of technology, attitudes towards mathematics, and reading literacy. The results indicated that the latent independent variable with the strongest effect on mathematical literacy is the use of technology in Brazil, communication with parents in Japan, and attitudes towards reading in Norway. In all the three countries, reading literacy has the strongest effect on mathematical literacy skills; mathematical literacy has a stronger relation to attitudes towards mathematics; attitudes towards reading is negatively related to mathematical literacy measures but positively related to reading literacy measures, and finally, communication with parents has a positive relation with reading literacy skills. A disciplined classroom environment fosters more success in PISA tests in Japan; on the other hand, in Brazil a reversed result is found for this particular variable. The use of technology has a strong influence on reading skills in Brazil; however, no and negative effects of this variable are observed in Norway and Japan respectively. These findings are discussed with reference to cultural context. 相似文献
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The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and control group students took the Achievement Test in Reproduction, Development, and Growth in Living Things (RDGLT), Science Process Skills Test, and Attitudes Toward Science Questionnaire, as pre-test and post-test. Repeated analysis of variance design was used in analyzing the data. Both the experimental and control group students were taught in RDGLT units for 22 class hours. The results indicated the positive effect of guided-inquiry approach on the Turkish students' cognitive as well as affective characteristics. The guided inquiry enhanced the experimental group students' understandings of the science concepts as well as the inquiry skills more than the control group students. Similarly, the experimental group students improved their attitudes toward science more than the control group students as a result of treatment. The guided inquiry seems a transition between traditional teaching method and student-centred activities in the Turkish schools. 相似文献
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Giray Berberoglu Filip J. R. C. Dochy George Moerkerke 《European Journal of Psychology of Education - EJPE》1996,11(1):25-41
Entry assessment for higher education is a managerial and research topic in many European countries at this moment. Due to the increased claim for higher quality in education and the decreasing finances, universities seek for means to establish a high quality instream. Research has shown that types of entry examinations offer good possibilities to put “the right man on the right place”. Not only the quality of these examinations is an important issue, also systematic differences between student groups is a main point of attention. Turkey, using a two stage assessment for several years already, is a good example of the latter. Now that several universities think about selection at the front door, it might be worth to think about evaluating selection criteria and to look at method to avoid group bias for example. Evaluating the test items with respect to systematic differences between certain groups of students has become a crucial part of item analysis and validity studies among the test users. In the present study differential item functioning (DIF) analysis was carried out for the first stage of the University Entrance Examinations in Turkey by the use of four area indices. The differences in the magnitudes of the area indices have been compared with respect to the taxonomy of educational objectives the items are supposed to measure and the subject areas. The differences among the area indices were also evaluated and compared in the present study. Item characteristic curves were obtained across the sex and branch groups by using the BILOG package program. 相似文献
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Many theorists suggest that eidetic imagery is important in early child development, but there have been few systematic attempts to test whether eidetic imagery varies inversely with age. A sample of 280 students, ranging in age from 5 to 18 years, was tested for eidetic imagery by methods designed to minimize the probability of confusion between eidetic imagery and visual memory imagery of any other type. As expected, the youngest age groups showed the highest frequency of eidetic imagery, and beyond age 7, the incidence did not vary systematically. The results are interpreted as indicating the plausibility of a theory which affords eidetic imagery a role in the early cognitive development of the child. 相似文献
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