scholarly journals Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Ozge Ersan ◽  
Michael C. Rodriguez
Keyword(s):  
Socioeconomic Status ◽  
Mathematics Achievement ◽  
Early Literacy ◽  
School Readiness ◽  
Hierarchical Linear Modeling ◽  
School Context ◽  
Preschool Education ◽  
School Level ◽  
Dominant Factor ◽  
Related Factors

AbstractSocioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students’ learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools’ mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES.

Non-suicidal self-injury within the school context: Multilevel analysis of teachers’ support and peer climate

2017 ◽  
Vol 41 (1) ◽  
pp. 95-101 ◽  
Author(s):  
N. Madjar ◽  
S. Ben Shabat ◽  
R. Elia ◽  
N. Fellner ◽  
M. Rehavi ◽  
...  
Keyword(s):  
High School Students ◽  
Depressive Symptoms ◽  
Hierarchical Linear Modeling ◽  
Teacher Support ◽  
School Context ◽  
Individual Characteristics ◽  
School Students ◽  
Related Factors ◽  
Self Injury ◽  
Classroom Level

AbstractBackgroundRecent studies regarding non-suicidal self-injury (NSSI) among adolescents have focused primarily on individual characteristics (e.g., depressive symptoms) and background factors (e.g., parental relationship), whereas less emphasis has been given to the role of school-related factors in NSSI. Therefore, the purpose of the current study was to explore the relationships between teachers’ support, peer climate, and NSSI within the school context.MethodsThe sample consisted of 594 high school students nested within 27 regular classes (54.4% boys; mean age 14.96, SD = 1.33 years). The students were evaluated for NSSI behaviors, perception of teacher support, peer climate, relationships with mothers, and depressive symptoms using validated scales.ResultsThe primary analysis used hierarchical linear modeling (HLM), controlling for gender and age. The main findings indicated that teacher support was positively associated with NSSI at the classroom-level (OR = 6.15, 95% CI = 2.05–18.5) but negatively associated at the student-level (OR = 0.66, 95% CI = 0.49–0.89). There was a trend toward an association between positive peer climate and NSSI at the classroom-level (OR = 0.43, 95% CI = 0.18–1.05), while negative peer climate was associated with NSSI at the student-level (OR = 1.37, 95% CI = 1.00–1.87).ConclusionsSchool-related factors are associated with NSSI behaviors among students. Teachers and educators should focus on both individual-level and classroom-level perceptions of school context. Students who feel supported by their teachers and who are exposed to a positive peer climate are less likely to engage in NSSI.

scholarly journals Students’ mathematics achievement in Mindanao context: A meta-analysis

2020 ◽  
Vol 5 (2) ◽  
pp. 148-159
Author(s):  
Roar Abalos Callaman ◽  
Estela Corro Itaas
Keyword(s):  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Linear Modeling ◽  
Related Factors ◽  
Public And Private ◽  
Factors Affecting ◽  
Learning Attitudes ◽  
Multi Stage

Over the years, there have been several studies exploring the factors affecting mathematics achievement. However, no study, specifically in the Mindanao context has attempted to summarize or illustrate the model for these sets of studies. This study aims to analyze the overall effect size of the factors on the student’s achievement in mathematics. The causal-comparative research design was utilized to synthesize the existing research about the student-related, teacher-related, and school-related factors that have -greatly influenced students’ mathematics achievement. Through the use of a multi-stage sampling design, 200 existing studies were funneled down to 50 with 158 effect sizes which met the inclusion criteria coming from the different colleges and universities in Mindanao. To determine the significant factors be included in the model that significantly influence students’ achievement, Hierarchical Linear Modeling (HLM) was utilized. The findings revealed that the overall effect sizes have a small effect on mathematics achievement. On the other hand, mathematical skills, attitude, and self-efficacy are found to be the predictors of students’ mathematical achievement. Further, it was concluded that the type of school where the student is studying could cause significant variation in the effect sizes. It is recommended that educational institutions may review regularly the curriculum addressing the disparity of achievement between public and private schools. Also, teachers may utilize varied teaching strategies so that students would develop interest and positive learning attitudes towards mathematics.

Creating a school context of success

2016 ◽  
Vol 54 (6) ◽  
pp. 626-646 ◽  
Author(s):  
Roxanne M. Mitchell ◽  
Brenda J. Mendiola ◽  
Randall Schumacker ◽  
Xaviera Lowery
Keyword(s):  
Hierarchical Linear Modeling ◽  
Structural Equation ◽  
School Achievement ◽  
School Context ◽  
School Level ◽  
Equation Modeling ◽  
Individual Student ◽  
Content Type ◽  
Achievement Data ◽  
The Usa

Purpose The purpose of this paper is to use SEM to explore the effects of enabling school structure (ESS) and academic optimism (AO) on school achievement (SA). Design/methodology/approach A sample of 58 urban schools, including 42 elementary schools and 16 middle schools in a southeastern district in the USA were included in this study. Structural equation modeling was used to test the effects of three exogenous predictor variables (ESS, elementary status, and socio-economic status (SES)) on a latent mediating variable (AO) and a latent dependent variable (academic achievement). Findings Findings confirm that three factors; collective efficacy, faculty trust in clients, and academic emphasis come together to create the general latent construct referred to as AO by Hoy et al. (2006). Findings also support the importance of ESS in establishing a culture of AO. Together ESS, AO, elementary school level, and SES explained 77 percent of the variance in SA, with AO having the most significant effect above and beyond the effects of SES. Research limitations/implications This study was based on a sample of schools in the Southern portion of the USA. Findings may not be generalizable to other areas. The lack of availability of individual student achievement data prevented the use of hierarchical linear modeling. Practical implications Findings from this study point to the importance of administrators establishing flexible rules and regulations and engaging in a leadership style that is collaborative. It appears that ESS not only promotes the establishment of AO but contributes to increased SA and is likely to be critical for upper levels of schooling. Social implications Reform efforts need to involve parents and community members. AO may provide an appropriate lens to further explore parent and community perceptions of reform efforts and relationships with administrators and teachers. ESS may assist in creating the structures necessary for increased parent and community involvement as well as increased perceptions of AO. Originality/value This study is one of only three studies known to explore the effects of ESS on AO and is one of the first known studies to explore these effects in a middle school setting.

scholarly journals Hierarchical linear modeling for determining the effect of ICT literacy on mathematics achievement

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Suci Paramitha Liestari ◽  
Muhardis Muhardis
Keyword(s):  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Hierarchical Linear Model ◽  
Negative Influence ◽  
Positive Influence ◽  
School Level ◽  
Ict Literacy ◽  
Linear Modeling ◽  
Digital Devices ◽  
Home And School

This study aims to identify the effect of ict literacy on mathematics achievement in grade 8 by using Indonesian Student Competency Assessment’s (AKSI) 2019 questionnaire data. A multistage probability sample of 13,079 students was analyzed using a two-level hierarchical linear model (HLM) with which student achievement scores are the first level laid in schools as the second level. The results of the analysis revealed that SES, the students' smartphones and computers, the availability of digital devices at home and school, the use of digital devices for education, and perspective on the benefits of ICT have positive influence on mathematics achievement, while the easiness of access to use of digital devices in schools has  negative influence at the student level. At the school level, the high mathematics  achievement of students are influenced by the location of the school and the number of certified teachers. School accreditation and completeness of learning facilities in schools are not factors upon better students toward their mathematics achievement. However, the interaction between the easiness of access to use of digital devices in schools and the completeness of learning facilities in schools have an influence in increasing students' mathematics achievement. Based on the diversity component, it is known that the diversity of students' mathematical achievement explained by the student level and school level variables are 33.24 and 0.18, respectively.

Sex-Related Differences in Mathematics Achievement and Related Factors: A Further Study

1978 ◽  
Vol 9 (3) ◽  
pp. 189-203 ◽  
Author(s):  
Elizabeth H. Fennema ◽  
Julia A. Sherman
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Mathematics Learning ◽  
Verbal Ability ◽  
Eighth Graders ◽  
School Level ◽  
Cognitive Variable ◽  
High School Level ◽  
Related Factors ◽  
Affective Variables

Relationships were investigated between mathematics learning, verbal ability, spatial visualization, and eight affective variables. Subjects were 1320 sixth through eighth graders. No sex-related differences over all schools were found for any cognitive variable. Females were significantly less confident of themselves in mathematics, and males stereotyped mathematics as a male domain higher than did females. Results were synthesized with those obtained at the high school level. Significant sex-related differences found in high school areas were not found in the same middle school areas. Where significant differences in achievement were found at both levels, they were accompanied by significant differences in many affective variables.

scholarly journals Effects of School-related Factors and Early Learning Experiences on Mathematics Achievement “A Multilevel Analysis to Analyse the TIMSS Data”

2019 ◽  
Vol 7 (4) ◽  
pp. 259
Author(s):  
Sıdıka Akyüz Aru ◽  
Mustafa Kale
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Primary School ◽  
Learning Experiences ◽  
Early Learning ◽  
School Level ◽  
Primary School Students ◽  
School Students ◽  
Related Factors ◽  
Parent Child

The overall aim of this study is to investigate the effect of school-related factors and early learning experiences on mathematics achievement. In this causal-comparative research, HLM analysis was performed on the data of 6378 students, their parents, and 241 school principals and primary school teachers. As a result of the HLM analysis, at the student level, learning resources at home, parent-child communication on homework/assignments, parent-child activities in early learning years, and the skills acquired during these years were found to have statistically significant effects on the mathematics academic achievement scores of primary school students. At the school level, on the other hand, the socioeconomic structure of the school, the importance that the school attaches to mathematics academic achievement and teachers’ perceptions about it, teachers’ experiences, and a safe and disciplined school environment have significant effects. These results indicate the importance of early learning experiences especially in the development of the academic performance of primary school students.

scholarly journals Home Language and Literacy Environments and Early Literacy Trajectories of Low‐Socioeconomic Status Chilean Children

2020 ◽  
Vol 91 (6) ◽  
pp. 2042-2062
Author(s):  
Susana Mendive ◽  
Mayra Mascareño Lara ◽  
Daniela Aldoney ◽  
J. Carola Pérez ◽  
José P. Pezoa
Keyword(s):  
Socioeconomic Status ◽  
Early Literacy ◽  
Low Socioeconomic Status ◽  
Home Language ◽  
Language And Literacy ◽  
Low Socioeconomic ◽  
Literacy Environments

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

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