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1.
ABSTRACT

In this article the results of an investigation into the relation between school size and achievement are reported. The findings relate to mathematics achievement in Dutch, Swedish and American secondary education and to science achievement in the Netherlands. The analyses sought to provide an answer to the following questions:

(1) Is school size related to achievement independently of student background characteristics such as sex, achievement motivation, socio‐economic status and cognitive aptitude? (2) Is the effect of school size related to any of the aforementioned background characteristics? (3) Does the effect of school size on achievement differ between the educational systems of the Netherlands, Sweden and the USA? (4) Is the effect of school size the same for different measures of student achievement (mathematics versus science)?

It was hypothesized that school size would be most strongly related to achievement in the USA. The analyses, however, revealed little empirical evidence for the existence of school size effects on achievement in any of the three countries, possibly because school size and curriculum comprehensiveness are not strongly related in these countries.

Because the investigations involved the analysis of five separate datasets, the research outcomes revealed some useful additional information with respect to the robustness of the detected relations between the five covariates and student achievement.

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2.
This paper discussed a study of the differences in student learning achievement and retention in a college-level statistics course taught in a variety of teaching/learning environments. Statistical test results revealed that students experiencing a CAI environment performed no differently on achievement or retention tests than students experiencing a traditional lecture/discussion environment. However, students experiencing an “enriched” CAI environment (CAI plus planned teacher/student contacts) performed significantly better on achievement tests than students experiencing any of several other environments, including: lecture/discussion, lecture/discussion supplemented with planned teacher/student contacts, PI texts, PI texts supplemented with planned teacher/student contacts, and CAI.  相似文献   

3.
This study investigated the effects of home environment and parental involvement in the achievement of pupils in the lower primary classes in nine schools found in four zones in Singapore. In total, 3,759 pupils and their parents participated in the study. The study was designed to answer four main questions relating to the effects of the home environment (SES, time engaged in television viewing, reading, school work and ethnicity of parents) and parental involvement in the children's school work and in other school matters. The findings indicated that significant differences in achievement were found for all combinations of SES categories and between most ethnic groups. A higher percentage of high-achieving pupils spent more time on television viewing, reading and school work. Parents of high-achieving children were more anxious about maximising every opportunity for their children including those not directly related to school work.  相似文献   

4.
Abstract

With a renewed emphasis on student achievement, school improvement, and shared decision making, and in an effort to create and maintain effective schools, researchers try to delineate those characteristics that positively affect student learning and behavior. In exploring the different views that persons have regarding the characteristics of effective schools, the authors reviewed research studies to identify factors considered to be determinants of an effective school. Specific topic areas examined were the views of teachers, parents, and administrators regarding effective schools, as well as an examination of the related research literature. Consistent across the 4 areas was the importance of a positive school climate and strong leadership. Implications for educational leaders are provided.  相似文献   

5.
Abstract

This study explored the relationship between cooperative and competitive instructional environments in which high level teacher questions were the primary instructional strategy and student achievement was measured by recall of content and the ability to respond to high level test questions. Ninety-six fifth grade students were randomly assigned to one of three groups: competitive environment (Cm), cooperative environment (Co), and control (C). Results of the data analysis by MANOVA indicated that Cm and Co did better than C on both low level and high level portions of the posttest. There were no significant differences between Cm and Co in low level understanding, but significant differences in favor of Cm over Co did emerge on the high level subtest. The implications for structuring classroom environments and the need for further research studies are discussed.  相似文献   

6.
As part of a larger project, we found that there are very few articles focusing on the relationship between parent involvement and student achievement in science. Furthermore, most studies are quantitative in nature (based on large-scale surveys). Despite the gaps identified, there are many consistent findings across various studies that could be transferred to the science-learning context, for example, the significant effect of parents' aspirations/expectations on student achievement. To better present the findings from our review of the literature, we proposed a model for organizing the various categories of parent involvement at school into three dynamic dimensions: home environment, parents and school/community, and students and school/community. We feel that this model provides a framework for recognizing the roles that parents and their children may be already playing (agency) in triggering involvement at home, at school, and/or with community organizations.  相似文献   

7.
The effects of density and other situational factors on perceptions of and responses to crowding in classroom learning environments was examined in three separate and concurrent investigations. Experiment I examined the effects of various demographic variables, learning environments, and room design variables on perceptions of ideal, crowded, and intolerable learning conditions. Results indicated that all subjects agreed on what constitutes an ideal learning environment while perceptions of crowded and intolerable learning conditions depended on the subject’s vocational perspective (e.g., teacher, student, administrator, etc.). Effects were also observed for type of learning environment as well as room design variables (noise level, ceiling height, and esthetic quality of the room). These latter effects, however, were weaker and conditional on sex of subject. In Experiment II, the effect of two levels of density on classroom achievement was examined in the laboratory. Two levels of motivation and three levels of learning environment were also manipulated. Results were consistent with a modified form of Zajonc’s (30) theory of social facilitation which treated both density and motivation as manipulations of arousal. That is, a curvilinear relation between density motivation conditions and achievement was obtained indicating moderate levels of density may benefit student achievement. Finally, Experiment III examined classroom achievement as a function of class size over a 24-year period in two community school districts. Results indicated that over the period studied, classroom density was always within the ideal perceptual ranges established by Experiment I. Furthermore, a strong positive relation between classroom density and schievement was obtained. These findings were highly consistent with the modified version of Zajonc’s theory since ideal conditions should produce low to moderate arousal which should in turn facilitate performance. Implications based on the pattern of results for all three experiments were discussed.  相似文献   

8.
Abstract

The classes of 23 teachers were observed on three different class meetings and the pupil-on-task-performance was recorded for each student. The I. Q. of each student was measured by the California Short-form Test of Mental Maturity. The achievement of each student on the unit being taught was measured by teacher-made tests. A partial correlation, for each class, between pupil-on-task-performance and pupil achievement, partialiing out pupil intelligence, was computed. In those classes where the partial correlation was significant (.05 level or less), the specific teacher behaviors were found to be different from the teachers' behaviors where partial correlations were not significant.  相似文献   

9.
Emotional designing describes the elicitation of positive affect during learning through specific design elements of the learning environment to enhance learning. This experimental study examined the effectivity of an emotional design procedure on learning performance. Moreover, the learner’s affective states before learning were taken into consideration as possible moderators. 145 university students learned for 20?min either in a multimedia positive affect inducing learning environment (n?=?85) or a neutral multimedia learning environment (n?=?60). The Affect was measured before, during, and after learning. Performance was tested afterwards. To control for possible confounding effects, achievement motivation, emotion regulation, and situational interest were measured. In contrast to earlier findings, no superiority effect of the emotional design procedure was found. Furthermore, the effectivity of the emotional design procedure was not moderated by student’s prior effective states. However, there was a main influence of student’s positive affect on transfer performance.  相似文献   

10.
Abstract

The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting and evaluation were found to be significantly related to attitudes, but not to mathematics achievement.  相似文献   

11.
The study explores the relationships between students’ experiences of the teaching–learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student’s experiences of the teaching–learning environment, respectively. These two constructs were then used as either first- or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students’ experiences of the teaching–learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching–learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching–learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching–learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching–learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement.  相似文献   

12.
Abstract

Using 35 elementary schools (3,350 fourth and sixth grade students), 10 secondary schools (3,613 eight and eleventh grade students), and 1,145 teachers, this study presents data summarizing the relationships between student' perceptions of "verified" principal competencies and selected school climate indices and outcome variables. The results indicated that there is a general tendency for positive teacher attitudes towards various dimensions of the school and working environment and higher student standardized achievement test performance to be associated with students' reports of a low frequency of interaction with die principal. A student "independence factor" was hypothesized to account for these results, with the implication being that principal/student interaction is minimized in schools where teacher and student attitudes are positive and student achievement is high. In addition, effective principal performance in dealing with student misbehavior was highly and positively associated with school average daily attendance at the secondary level. Supplementary analyses indicated that teacher and student attitudes "mediating" the school environment were relatively independent for both elementary and secondary samples. General support was found for higher correlations between student assessments of principal competencies and school environment measures than with student performance measures.  相似文献   

13.
《教育心理学家》2013,48(3):195-209
The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they believe that they should be involved, believe that their involvement will make a positive difference, and perceive that their children or children's teachers want their involvement. Parents' involvement activities take many forms, from establishing structures for homework performance to teaching for understanding and developing student learning strategies. Operating largely through modeling, reinforcement, and instruction, parents' homework involvement appears to influence student success insofar as it supports student attributes related to achievement (e.g., attitudes about homework, perceptions of personal competence, self-regulatory skills). Recommendations for research focused on the processes and outcomes of parents' homework involvement are offered, as are suggestions for school practices to enhance the effectiveness of parental involvement in homework.  相似文献   

14.
This study aims to add empirical evidence to the generalized internal/external frames of reference (GI/E) model, according to which students' social and dimensional achievement comparisons might not only be related to students' self-concepts but also to perceptions of the learning environment. In a sample of N = 4926 German students, math and language achievements were measured along with two facets of students' perceptions of the learning environment, i.e., perceived instructional quality of math and language classes and perceived relations to math and language teachers. In the GI/E path model, achievement and perceptions of the learning environment were positively related within matching domains but negatively related or unrelated across non-matching domains. This pattern of relations indicates that social and dimensional achievement comparisons contribute to the formation of students' perceptions of the learning environment but the pattern of relations was stronger for math than for language achievement. Students' perceptions of instructional quality were more strongly related to achievement than perceptions of student–teacher relations. The findings were generalizable across same-aged elementary and secondary school students. The results are discussed regarding their implications for the proposed GI/E model and their importance for future research.  相似文献   

15.
Background: Children generally adopt the behaviours and attitudes they see in their home environment. Because of this, education provided in the school can be effective, as long as it is supported at home and by extension to the entire environment where the child interacts. Isolating the family from school influences the continuance of the school’s educational impact. In this sense, families do have a significant impact on their child’s attitude about.

Purpose: The objective of this study is to determine how parents view science and technology, the factors that influence their views (gender, age, educational level), and the relationship between these opinions and the students’ science academic achievement.

Sample: The present study was conducted with the parents of 169 students attending randomly chosen primary schools in a city in western Turkey.

Design and methods: The ‘Scale for Determining Views of Parents regarding Science and Technology’ (SFDVPAST) was developed by the researchers and used in the present study. The scale’s reliability was 0.88. Data obtained from SFDVPAST were analysed with SPSS 11.5 using frequency (f), percentage (%), average (X), standard deviation (SD), one-way MANOVA, a univariate ANOVA for each dependent variable as a tracking test, and simple linear regression analysis to determine the relationships.

Results: At the completion of this study, findings indicated that gender does not have an impact on how parents view science and technology, but age and educational level do impact parents’ views on this topic. The science academic achievement of the student correlates with the views of his/her parents on science and technology.

Conclusions: Parents’ views towards science and technology have affected their age and education level, but have not affected their sex. In addition, parents’ positive view towards science and technology has affected their science academic achievement of the students.  相似文献   


16.
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17.
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18.
From the contextual perspective, researchers argue that the relevance and weight of motivational variables of students' functioning vary depending on different dimensions related to individual, cultural or situational characteristics. The first objective of this study examined this contention by comparing self-perceptions of competence, learning goals and judgments of usefulness of school subjects as motivational determinants of high school students' commitment and achievement according to their assignment to their learning abilities. The second objective was to compare how these variables related to academic commitment and achievement according to the type of student and two school subjects. Two-hundred-and-twenty-six high school students from a same school participated sixty-one were learning disabled students, 60 were high achievers and 105 were average students. Findings suggest that the relevance of the motivational variables did not vary much across either the type of student or the school subjects. They also support Bandura's view about the primary role of self-perceptions of competence in students' academic commitment and achievement.  相似文献   

19.
The issue of how to increase student motivation and achievement in science subjects is considered to be a major challenge in modern school systems. Lab-work learning environments in which students get direct (“hands-on”) experience with science content that is related to their everyday lives are posited to have positive effects on state/trait motivation and achievement, but there is a lack of sound empirical evidence to support this claim. In the present study, the effectiveness of a lab-work learning unit on the topic of “the chemistry of starch” was examined by applying a cluster randomized field study with three treatment conditions with lab-work elements and a control group. The first group was taught with lab-work elements in School only, the second group (SCOL & school) was taught in a combined condition encompassing both a SCOL (Science Center Outreach Lab) visit and classroom learning, the third group was taught entirely outside the school environment (SCOL only), and the fourth group was a wait-list control group, which was not exposed to a “starch” curriculum at the time of this study. Data from 1854 students were gathered in 67 ninth-grade classes on state motivation during the intervention and on trait motivation and achievement at pretest, posttest, and follow-up. Multilevel regression analyses revealed several differences between the lab-work conditions and the control group: Whereas the hands-on practical approach effectively enhanced state motivation with positive effects on joy, situational interest, situational competence, and reduced boredom in all three treatment conditions (School only, SCOL & school, and SCOL only), there were differences in trait effects: learning at school (School only and SCOL &school) increased achievement (posttest and follow-up), whereas the SCOL visit resulted in a small and spurious increase in trait motivation (reduced cost and increased competence beliefs only on the posttest).  相似文献   

20.
Abstract

By incorporating two theoretical frameworks this study examines how school characteristics shape first-grade reading ability-grouping practices, and how this, in turn, affects students’ reading achievement. The author uses the data from the Early Childhood Longitudinal Study and applies the propensity-score method to examine whether first-grade ability grouping improves student achievement, whether ability grouping increases achievement inequalities, and whether its effects vary by student initial abilities and/or school contexts. Findings support an argument that ability grouping is an organizational response to problems of diversity in the student body. Schools that use ability grouping are likely to have heterogeneous ability compositions. They are also public, low-performing, low socioeconomic status, and high-minority schools. In these schools, ability grouping has no effects or negative effects, particularly for low-ability students. In contrast, ability grouping may improve achievement for all students in schools with advantageous characteristics, mostly private schools, and may reduce achievement inequalities, because low-ability students benefit the most from this practice.  相似文献   

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