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1.
The Second International Science Study provides a large Australian data base for the purpose of secondary analyses. This data base consists of a large number of student and school level variables which were examined with reference to the students nested within the schools. Multilevel analysis involves the use of the hierarchical linear model to adequately compensate for variability between-schools, as well as within-schools. The role of the school organization and effects such as the average student ability and average social factors were found to substantially influence student achievement in science. These school effects were also found to influence boys and girls differently with respect to their science achievement as measured by the tests in this study. Specializations: large scale data analysis, gender differences, socioeconomic factors, epidemiology.  相似文献   

2.
This study examined the extent to which the association between increased student absence and lower achievement outcomes varied by student and school‐level socioeconomic characteristics. Analyses were based on the enrolment, absence and achievement records of 89,365 Year 5, 7 and 9 students attending government schools in Western Australian between 2008 and 2012. Multivariate multi‐level modelling methods were used to estimate numeracy, writing and reading outcomes based on school absence, and interactions between levels of absence and school socioeconomic index (SEI), prior achievement, gender, ethnicity, language background, parent education and occupation status. While the effects of absence on achievement were greater for previously high‐achieving students, there were few significant interactions between absence and any of the socioeconomic measures on achievement outcomes. The results of first‐difference regression models indicated that the negative effect of an increase in absence was marginally larger for students attending more advantaged schools, though most effects were very small. While students from disadvantaged schools have, on average, more absences than their advantaged peers, there is very little evidence to suggest that the effects of absence are greater for those attending lower‐SEI schools. School attendance should therefore be a priority for all schools, and not just those with high rates of absence or low average achievement.  相似文献   

3.
One of the most consistent themes evident in the literature dealing with rural education is that of rural disadvantage. Much research and literature indicates that students from rural schools receive an education that is inferior to that of students from larger urban or suburban schools. Of the matrix of factors reported to lead to that disadvantage, geographical isolation and the extent to which it restricts access is reported to result in rural schools not having the same standard of resource allocation as urban schools where access is not a problem. This study addresses the issue of resource availability in rural and urban Australian schools and includes the variables: students' attitudes towards science and mathematics and career aspirations of these students. The analysis includes socioeconomic status and gender of these students and investigates how these variables relate to student achievement. Do students in rural schools have the same educational opportunity as students in urban schools? In this study a multilevel model is used which takes into account the classroom level variance in student achievement as well as individual variance and school level variance.  相似文献   

4.
The problem of the underrepresentation of girls in science in Australian schools is often attributed to their poor performance. Yet the role of both the home and the school in affecting female science achievement is rarely examined empirically. The comprehensiveness of the Second International Science Study database provided an excellent opportunity to investigate the presence of gender differences in science achievement. Although previous studies of gender differences in science achievement have relied on methodology that has not adequately accounted for the school effects, this study used the design effect and hierarchical linear modeling (multilevel analysis) to explore whether there were significant gender differences. The relative contribution of schools to student achievement was examined, and school-level differences were found to contribute significantly toward explaining variations in student performance. Although statistically significant sex differences were found in physics achievement for 10-year-old, 14-year-old, and year-12 students, school effects were much more powerful in explaining student differences (9–19%) when compared with gender (3%).  相似文献   

5.
Few studies have examined the correlates of within-school socioeconomic gaps in academic achievement corresponding to subject areas across schools. This study addressed this limitation with data from the New Brunswick School Climate Study (N = 6,883 students from 148 schools) which contained measures on academic achievement in four subject areas (mathematics, science, reading, and writing) as well as student and school background characteristics. Results of multivariate, multilevel analyses showed that within-school socioeconomic gaps were similar between reading and writing as well as between mathematics and science. Furthermore, the interrelationships of within-school socioeconomic gaps in academic achievement corresponding to the four subject areas across schools were not much influenced by student background characteristics (gender, Native status, number of parents, and number of siblings) and characteristics of school context and climate (school size, school mean SES, disciplinary climate, academic expectation, and parental involvement).  相似文献   

6.
Equity in education is a key concern internationally; however, it is rare that this issue is examined separately for low- and high-achieving students and concurrently across different subject domains. This study examines student and school background characteristics associated with low and high achievement in mathematics and science on the Programme for International Student Assessment. Based on the results of a multilevel multinomial model of achievement for each domain, findings indicate that a greater number of the variables examined are associated with low rather than high achievement. At student level, home language, intention to leave school early, socioeconomic status, grade level, cultural capital, and books in the home are significantly associated with achievement in mathematics and science. At school level, only school average socioeconomic status is statistically significant in the models. Significant gender differences are found in the distribution of high and low achievers, which vary across the domains. In mathematics, females are more likely to be low achievers while males are more likely to be high achievers. In science, gender interacts with early school-leaving intent whereas males intending to leave school early are more likely to be in the low-achieving group than females intending to leave early. Conclusions emphasise the need for targeting resources aimed at promoting equity in outcomes at student level as well as at school level. Future work may extend the current analyses by incorporating domain-specific variables or examining cross-country differences.  相似文献   

7.
The present study aimed to identify the role of both student- and school-level characteristics in primary school students’ achievement in the science curriculum. As societies become more culturally and linguistically diverse, many students enter the classroom with a home language that is different from the language of instruction used at school. This study takes into account both the home language and literacy in the language of instruction in relation to student achievement in science subjects. Questionnaires, reading performance tests, and science achievement tests were administered to 1,761 fourth-grade students from 67 schools across Flanders (Belgium). Multilevel hierarchical regression analyses show that the home language and literacy in the language of instruction play an important role in science achievement at the student level, next to gender and socioeconomic status. Students with a home language that is different from the language of instruction experience difficulties with science subjects. Moreover, the higher students’ performance on reading comprehension and self-assessed proficiency in the language of instruction, the higher their score on science achievement tests. At the school level, a school's teachability expectations are one of the key factors related to students’ science achievement. Limitations of this study and future directions for research are discussed.  相似文献   

8.
One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to ‘context’ as a complementary explanation, particularly regarding achievement differences between students from different socio‐economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically depressed rural community. Drawing on the insights of Bourdieu, our focus is on the broader social and economic influences that can adversely position students and schools, as well as work to inform the institutional stance that schools take in relation to their students.  相似文献   

9.
Using data from the 2011 (Chinese) Student Academic Achievement Evaluation, we examined whether within-school socioeconomic gaps in science achievement exist across science subjects, how consistent they are, and whether there are relationships between school average science achievement and within-school socioeconomic gaps in science achievement. Results of multivariate multilevel analyses indicate that for both fathers and mothers within-school socioeconomic gaps in science achievement existed among schools but did not vary much across schools. School mean socioeconomic status and teacher experience were related to these gaps. Schools were strongly consistent in within-school socioeconomic gaps in science achievement across science subjects, and this consistency was independent of (robust to) student and school characteristics. The relationships between school average science achievement and within-school socioeconomic gaps in science achievement were rather weak among schools across science subjects, and the addition of school characteristics to student characteristics effectively demolished the relationships.  相似文献   

10.
Although a large body of research exists on students achievement and school effectiveness, recent studies have pointed to major methodological drawbacks associated with research in this field. In the present study, an attempt was made to overcome some of these drawbacks by utilising a hierarchical linear modelling strategy. Applying this procedure on four data sets of 2918 Grade 8 students, 2918 parents, 344 teachers and 152 school principals simultaneously, the findings revealed that the variation in achievement within schools is more than five times as high as the variation between schools (84% compared to 16%). That is, school‐level variables are far less important in affecting academic achievement than student‐level variables. Students background variables included in the model (gender, father education, mother education, home possessions and number of siblings) accounted for 12% of the total variability in students’ achievement.  相似文献   

11.
Previous studies have shown that both student and school socioeconomic status (SES) are strongly associated with student outcomes, but less is known about how these relationships may vary for different students, schools and nations. In this study we use a large international dataset to examine how student SES, school SES and self-efficacy are associated with mathematics performance among 15-year-old students in Australia. We found that increases in school SES are consistently associated with substantial increases in achievement in mathematics and this phenomenon holds for all groups, regardless of their individual SES. Furthermore, our findings show that the association of school SES with maths achievement persists even when subject-specific self-efficacy is taken into account. However, our findings also suggest modest differences among student groups disaggregated by these factors. In particular, the association between maths achievement and school SES appears moderately stronger for students with higher levels of self-efficacy compared with their peers with lower self-efficacy. Furthermore, among students with similar levels of self-efficacy, the association between maths achievement and school SES tends to be stronger for lower SES students than for their more privileged peers. From these findings, we highlight the importance of the Australian case for comparable systems of education, and provide a discussion of policy implications and strategies for mitigating the influence of school socioeconomic composition on academic achievement more generally.  相似文献   

12.
The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation that are susceptible to school influences (e.g. mathematics and science). The present study systematically examines this position using data involving 96,591 15‐year‐old students from 3602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three‐level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised: home educational resources; parental educational attainment and occupational status; parental expectations of their children's educational attainment, future career in mathematics and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privileges student mathematics achievement in schools.  相似文献   

13.
This paper describes student‐level findings of the first large‐scale comprehensive school effectiveness study of the primary education in Serbia. Twenty‐five student‐level variables were examined in a three‐level HLM model using a study sample of almost 5000 students, over 250 classrooms and over 100 schools. Differences between the students were in large part responsible for differences in achievement scores in mathematics and Serbian language. Parental education, Roma minority status, developmental or family problems, gender, student motivation, parental involvement in student work and homework were some of the factors associated with student achievement. Serbian policy‐makers are alerted to possible actions in order to improve mathematics and Serbian language achievement.  相似文献   

14.

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.  相似文献   

15.
This sequential methodologic elaboration study investigated differences between the middle school and the junior high instructional strategies and the effects on adolescent attitude toward science in school and science achievement. Subjects of the quantitative phase were 570 seventh- and eighth-grade students in one school in an urban school district in the midwest United States during a transition year from junior high to middle school. Germann's Attitude toward Science in School Assessment and the school district's Benchmark Exams were employed to measure student pre- and posttest attitude and achievement. Variations within grade level, gender, race, general ability, and socioeconomic group were evaluated. Results of split plots revealed no significant differences in science attitude between the experimental middle school group and the junior high control group at this phase. However, there was significant improvement in attitude in both seventh-grade populations, but no change in attitude in either eighth-grade population. No significant differences in attitude were found between males and females, Caucasian students and students of color, or students of different ability or socioeconomic groups. Significant increases in science achievement were revealed in the seventh-grade junior high control group, the eighth-grade middle school, and the eighth-grade junior high, but not in the seventh-grade middle school. No significant differences in achievement were found between males and females. Caucasians scored significantly higher in achievement than students of color. Average and high ability students scored significantly higher pretest to posttest, but low ability students did not. High ability students scored significantly higher than both average and low ability groups. There was significant improvement in science achievement for students in the sufficient socioeconomic status group, but not in the low socioeconomic status group. These results were discussed with the five science teachers, the principal, and a university consultant in the setting, who were the informants of the qualitative elaboration phase of the study. Ethnographic methods uncovered themes explaining differences and similarities within the two instructional strategies. Teachers' feelings and stages of concern were identified. The results are discussed in terms of effectively implementing changes in instructional strategies and assessing science achievement of early adolescents.  相似文献   

16.
This study utilized data from the 2006 Programme for International Student Assessment Hong Kong sample to investigate the factors that impact the science achievement of 15-year-old students. A multilevel model was used to examine the factors from both student and school perspectives. At the student level, the results indicated that male students, students from high socioeconomic status (SES) families, students with higher motivation and higher self-efficacy, and students whose parents highly value science are more likely to demonstrate achievement in science. At the school level, the results showed school science achievement differences can be explained by school enrolment size, school SES composition, and instruction time per week. Contrary to the negative influence of school size that was reported in previous studies, our findings suggested a positive relationship between school enrolment size and science achievement. This finding leads to an international discussion of school size.  相似文献   

17.
The purpose of this study was to identify the characteristics of effective high schools in rural Western Australia by investigating factors influencing science and mathematics achievement. This article reports findings from 2 years of a longitudinal study undertaken in a cohort of urban and rural schools in Western Australia, called the Western Australian School Effectiveness Study [WASES]. A multilevel analytical model was used to demonstrate that most variability in student achievement is at the classroom and student level, with negligible amounts at the school level. Upon further analysis of the residuals, this article demonstrates that teacher effects were substantial and warrants further investigation.  相似文献   

18.
Recent achievement test results show that Turkish students have been performing poorly compared to students from other countries. Using science literacy results from the PISA 2006 survey, we aim to measure the determinants of student achievement in Turkey within the education production function framework. We find that program types have large effects on student achievement. Since many students are allocated across program types as a result of a centralized exam, we try to control for past academic achievement and also for differences in the average socioeconomic background of students in a given school. The results indicate that students cluster in schools according to their socioeconomic background, and previous academic record is important, however, the effects of program types persist. Policies to augment socioeconomic background, such as conditional cash transfers and lifelong learning programs that prioritize parents will increase educational output.  相似文献   

19.
This study, employing hierarchical linear modeling (HLM), sought to investigate the student-level and school-level factors associated with the science achievement of immigrant and non-immigrant students among a national sample of 22,646 students from 896 schools in Canada. While student background characteristics such as home language, family wealth, and socioeconomic status were significant predictors of science achievement for non-immigrant students, these factors were not significantly associated with immigrant student science achievement. Student attitudes, engagement, and motivation in science and information and communication technology familiarity were significant predictors of science achievement for both immigrant and non-immigrant students. Whereas teacher shortage was associated with science achievement for immigrant students, school size was associated with science achievement for non-immigrant students. Implications of the findings are discussed.  相似文献   

20.
Changes in student self- and task evaluations, subjective valuation, and achievement behavior in mathematics and English over the 1st year of junior high form the basis of this study. The transition to junior high has been found to negatively affect students' self-concept and subjective valuation in mathematics and English, but previous research has not addressed changes in task evaluations and achievement behaviors. Gender and level of academic achievement effects are also relevant to the nature of changes in student attitudes. The participants (N =400) were from 3 coeducational Australian government schools in metropolitan Sydney of comparable socioeconomic status. When changes in perceptions occurred, they were negative, and gender differences favored boys in mathematics and girls in English. However, the nature and extent of change was dependent on school and level of achievement.  相似文献   

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