The public–private debate: school sector differences in academic achievement from Year 3 to Year 9?

In Pakistan Mathematics is being taught by single teacher. In contrast co-teaching has shown its positive effects on students’ academic achievement in Mathematics. Keeping in view the importance of co-teaching, this study was aimed at examining the co-teaching effectiveness to enhance students’ scores in mathematics. An experimental research design, Solomon Four Group was applied in this study to conduct an experiment. A school in the public sector was selected on convenient basis with due permission of headmaster. There were 118 students studying in that school at 8th grade situated in Sargodha district. A teaching module of mathematics was developed on two content strands of 8th grade mathematics i.e. algebra & geometry. The duration for one lesson was one hour. There were 20 lessons in the module and were validated by two mathematics experts. Students’ achievement was measured by using an achievement test of mathematics. Pakistan National Educational Assessment System had developed and validated the items. Data were analyzed by applying Mean, Standard deviation, and independent sample t-test. Co-teaching was found to be more effective than single teacher’s teaching in enhancing students’ achievement score in algebra and geometry with mathematical proficiencies. It was recommended that a topic on co-teaching should be included in courses preparing teachers of Mathematics.

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Academic Achievement in Algebra of the Public High School Students in the New Normal

Philippine Social Science Journal ◽

10.52006/main.v4i3.381 ◽

2021 ◽

Vol 4 (3) ◽

pp. 65-74

Author(s):

Diana B. Rodrigo ◽

Alfredo D. Alave

Keyword(s):

Academic Achievement ◽

High School Students ◽

Educational Attainment ◽

Quadratic Functions ◽

Public High School ◽

Achievement Level ◽

School Students ◽

New Normal ◽

The Public ◽

Significant Difference

This study describes the academic achievement level in Algebra of the public secondary school students in the new normal as a whole and when grouped according to sex and parent's highest educational attainment. Utilizing descriptive-comparative and correlational designs, the academic achievement level, significant differences and relationships among the variables, and the perceived learning difficulties in Quadratic Functions were determined using mean, Mann-Whitney, Kruskal Wallis, Chi-square test of association, Spearman rank correlation, and frequency and percentage distribution. Results showed that the academic achievement level was low; no significant difference and relationship between sex and academic achievement level; there was a significant difference and relationship between parent's highest educational attainment and achievement level, and students' top difficulty is transforming quadratic functions into the form f(x)=[a(x-h)^2]+k. Therefore, Algebra teachers, school heads, and parents should take necessary interventions to address the problem.

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The Digital Divide at Elementary Schools in the Oklahoma City Metropolitan Area: A Case Study

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais524 ◽

2013 ◽

Author(s):

Jie Huang ◽

Susan E Russell

Keyword(s):

Academic Achievement ◽

Elementary Schools ◽

Digital Divide ◽

School System ◽

Oklahoma City ◽

Public School System ◽

The Internet ◽

The Public ◽

The Relationship

This study addresses the problem of digital divide in the public school system of Oklahoma and how it affects students' academic achievement. The purpose is to find out the degrees of students' access to computers and the Internet, explore the relationship between the technology accessibility and academic achievement, and provide suggestions for further improvement in equality. . .

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