scholarly journals The relative effect of student, family and school-related factors on math achievement by location of the school

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ekber Tomul ◽  
Emine Önder ◽  
Erdal Taslidere
Keyword(s):  
Primary Schools ◽  
Math Achievement ◽  
Relative Effect ◽  
Medium Size ◽  
Related Factors ◽  
Math Scores ◽  
Characteristic Sets ◽  
Before School ◽  
Occupation Level ◽  
Related Characteristic

AbstractThis study aims to examine the relative effects of student, family and school-related characteristics on 4th grade students’ math achievement according to location of the school in Turkey. The data of 6435 students studying at 260 primary schools were analyzed using TIMSS-2015 database. The dependent variable of the study was students’ math scores and 19 factors constituting the student, family and school-related characteristics were the independent variables. The location of the school was classified as urban, suburban, medium-size city and village. The data was analyzed via single level multiple linear regression. The results revealed that the entire models explained the largest amount of variance (52%) in the schools located in the villages and the least amount of variance (44%) in those located in the urban area. Although all of the student, family and school-related characteristic sets were found to be significantly related with the achievement, the student-related characteristics explained the largest amount of variance in achievement. Students’ confidence in math contributed almost the highest amount of variance, and the early numeracy tasks, absenteeism in school, parents’ highest education level, parents’ highest occupation level, early numeric activities before school explained small amounts of variance in students’ math achievement in the schools of all locations.

scholarly journals Does school reopening affect SARS-CoV-2 seroprevalence among school-age children in Milan?

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257046
Author(s):  
Lucia Barcellini ◽  
Federica Forlanini ◽  
Arianna Sangiorgio ◽  
Greta Gambacorta ◽  
Luisella Alberti ◽  
...  
Keyword(s):  
High School Students ◽  
Confidence Interval ◽  
Primary Schools ◽  
Seroconversion Rate ◽  
Age Groups ◽  
School Age Children ◽  
School Students ◽  
Biological Sex ◽  
Before School ◽  
Remote Learning

The benefits of schools’ closure, used as a containment strategy by many European countries, must be carefully considered against the adverse effects of child wellbeing. In this study, we assessed SARS-CoV-2 seroprevalence, which better estimates the real extent of the infection unraveling asymptomatic cases, among schoolchildren aged 3 to 18 in Milan, using dried blood spot, a safe and extremely viable methods for children, and then compared it between September 2020 and January 2021. Secondly, we evaluated the seroconversion rate and compared it between students attending schools in presence and those switched to distance-learning, using a logistic regression model, both as univariate and multivariate, adjusting for age and biological-sex. Among 1109 pupils, we found a seroprevalence of 2.8% in September before school reopening, while in January 2021, the seropositive rate was 12.5%, reflecting the general growth rate of infections during the second pandemic wave. The overall seroconversion rate was 10%, with no differences based on biological-sex and age groups; we observed no seroreversion. When considered age groups, the seroconversion rate was 10.5% (95%Confidence Interval, 2.9–24.8) among children attending preschools, 10.6% (95%Confidence Interval, 8.2–13.4) for primary schools, 9.9% (95%Confidence Interval, 6.8–13.8) for secondary schools, and 7.8% (95%Confidence Interval, 4–13.2) among high-school students. Interestingly, no differences in seroconversion rate were found between students who attended school compared to those who started remote learning in the first days of November. Furthermore, most patients (61%) reported that the contact occurred within the household. We reported a low seroconversion rate among school children in Milan, with no differences between those who attended from September 2020 to January 2021 compared to those who switched to remote learning in the first days of November. Our data suggest that schools do not amplify SARS-CoV-2 transmission, but rather reflect the level of the transmission in the community.

Effects of school-based before-school physical activity programmes on children’s physical activity levels, health and learning-related outcomes: a systematic review

2021 ◽  
pp. bjsports-2021-104470
Author(s):  
James Woodforde ◽  
Tahlia Alsop ◽  
Jo Salmon ◽  
Sjaan Gomersall ◽  
Michalis Stylianou
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Physical Health ◽  
Primary Schools ◽  
Psychosocial Outcomes ◽  
Original Research ◽  
Inverse Association ◽  
School Based ◽  
Before School ◽  
The Impact

ObjectiveTo review and evaluate the impact of school-based, before-school physical activity (PA) programmes on children’s PA levels, health and learning-related outcomes.DesignSystematic review.Data sourcesPubMed, PsycINFO, Scopus, Embase and ERIC were searched in January 2021.Eligibility criteria for selecting studies(1) Original research published in English, (2) sample included typically developing school-age children and/or adolescents, (3) examined school-based PA programmes delivered before school, (4) included a comparator and (5) reported associations with PA, physical health, learning-related and/or psychosocial outcomes. Studies examining before-school active transport or sport were excluded.ResultsThirteen articles representing 10 studies were included (published 2012–2020); seven conducted in primary schools. Programmes ranged between 3 weeks and 6 months, primarily operating daily and for 25–40 min. One study examined a programme informed by theory; six incorporated fidelity measures. Data synthesis, considering consistency of findings, showed indeterminate associations for the domains of physical health, learning-related and psychosocial outcomes. Among subdomains, synthesis showed positive associations with before-school and daily PA, cardiorespiratory and muscular fitness, readiness to learn and an inverse association with adiposity. Risk of bias was high/serious or insufficiently detailed across studies and outcome domains, except PA, which included moderate-risk studies.ConclusionThere is limited available evidence on school-based, before-school PA programmes, with some positive associations at domain and subdomain levels. Continued research is justified to understand the role of before-school programmes for facilitating PA. Future research should follow recommended practice for intervention design and process evaluation, and address under-represented contexts, including secondary schools.PROSPERO registration numberCRD42020181108.

Trait patterns of aquatic insects across gradients of flow-related factors: a multivariate analysis of Canadian national data

2008 ◽  
Vol 65 (4) ◽  
pp. 670-680 ◽  
Author(s):  
Nelli Horrigan ◽  
Donald J Baird
Keyword(s):  
Dissolved Oxygen ◽  
Large Scale ◽  
Aquatic Insect ◽  
Adult Life ◽  
Taxonomic Composition ◽  
Medium Size ◽  
Insect Communities ◽  
Related Factors ◽  
Adult Life Span ◽  
Consistent Manner

Large-scale comparisons of aquatic bioassessment metrics based on taxonomic composition are currently constrained by the biogeographic limitations of taxon occurrence. The use of species trait patterns offers a possibility to overcome this constraint. We examine the assertion that the trait composition of aquatic insect communities changes in a consistent manner along similar environmental disturbance gradients by evaluating relationships between traits and three flow-related variables (velocity, water temperature, and dissolved oxygen) in 13 independently collected Canadian data sets. Certain trait states such as low crawling rate, common occurrence in drift, short adult life span, erosional rheophily, medium size at maturity, and cold or cool thermal preference were consistently sensitive to all three flow-related factors, velocity in particular, despite biogeographic differences in faunal composition. Trait modalities exhibiting the highest mean correlation with velocity, temperature, and dissolved oxygen were identified, and the potential confounding effect of trait “syndromes” was addressed by restricting the selection of flow-sensitive traits to those with high evolutionary lability. The results of the study provide a basis for the future development of flow bioassessment metrics at the national Canadian scale and potentially at the international scale.

Girls’ and Boys’ Enrollments in Theoretical Math Courses: A Longitudinal Study

1981 ◽  
Vol 5 (5_suppl) ◽  
pp. 681-689 ◽  
Author(s):  
Julia Sherman
Keyword(s):  
Test Scores ◽  
Math Achievement ◽  
Academic Progress ◽  
Spatial Visualization ◽  
Perceived Usefulness ◽  
Mathematics Attitudes ◽  
First Year ◽  
Math Scores ◽  
Learning Mathematics ◽  
Discriminant Analyses

Students ( n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Attitudes Scales. For girls, the standardized weights of the discriminant function were highest for spatial visualization, vocabulary, perceived Usefulness of Mathematics, and Confidence in Learning Mathematics; for boys, Confidence in Learning Mathematics, math achievement, stereotyping Math as a Male Domain and Effectance Motivation in Mathematics were highest in discriminating those who had elected two, three, or four years of theoretical math.

scholarly journals Examining school variables affecting PISA 2012 math achievement in Turkey and Shanghai-China

2017 ◽  
Vol 6 (4) ◽  
pp. 167-174
Author(s):  
Mustafa Kale
Keyword(s):  
International Student ◽  
Math Achievement ◽  
Student Assessment ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Math Scores ◽  
Model Research ◽  
School Variables ◽  
Research Population ◽  
The Difference

The main purpose of the research is to examine school variables that have effect on Programme for International Student Assessment (PISA) 2012 math achievement in Turkey and Shanghai-China. The research was designed in casual comparison model. Research population was constituted by student in age group of 15 in Turkey and Shanghai-China in 2012.The sample consists of 4848 students and 170 schools in Turkey and 5177 students and 155 schools in  Shanghai-China that participated in PISA 2012. Two-leveled Hierarchical Linear Modelling (HLM) was used to analyze data because the data collected in PISA 2012 had a hierarchical data structure. As a result of analysis, variability in math scores, 63% in Turkey and  47% in Shanghai-China, was found due to the difference between the mean math scores of schools. It was determined that  MACTIV, SCMATEDU and TCMORALE in Turkey and MACTIV, in Shanghai-China statistically affect on math achievement. Keywords: PISA, school administration, school variables, HLM

scholarly journals Explaining the Use of Performance Information by Public Managers: Do Task-Related Factors Matter?

2021 ◽  
Author(s):  
Veronica Allegrini ◽  
Fabio Monteduro ◽  
Francesco Del Prete
Keyword(s):  
Mail Survey ◽  
Information Use ◽  
Organizational Factors ◽  
Medium Size ◽  
Organizational Studies ◽  
Performance Information ◽  
Related Factors ◽  
Public Managers ◽  
E Mail ◽  
Task Variability

AbstractOrganizational factors have frequently shown a significant influence on the use of performance information by public managers, but the study of task-related factors has been neglected. Combining insights from public administration, organizational studies, and a behavioural approach, this article investigates whether some task characteristics influence the use of performance information by public managers. Drawing on an e-mail survey on managers working in Italian medium-size municipalities, an empirical analysis was developed. Findings show that task analysability and task variability directly affect performance information use by public managers. Task interdependence shows an indirect effect on performance information use through its availability.

scholarly journals Dog Bites to Children in the Czech Republic: the Risk Situations

2010 ◽  
Vol 79 (4) ◽  
pp. 627-636 ◽  
Author(s):  
Jan Náhlík ◽  
Eva Baranyiová ◽  
Mojmír Tyrlík
Keyword(s):  
Czech Republic ◽  
Primary Schools ◽  
Preventive Measures ◽  
Personal Space ◽  
Medium Size ◽  
Chi Square ◽  
The Czech Republic ◽  
The Public ◽  
Dog Bites ◽  
Chi Square Test

The aim of this study was to analyse dog bites to children in the Czech Republic. Data were obtained from a questionnaire completed with children aged 4 to 13 years in 11 urban and rural primary schools. A total of 103 dog bites sustained by 92 children were analysed using chi square test and F test. There were 58 boys (56.3%) and 45 girls (43.7%) bitten, 57.3% of them once, 42.7% repeatedly. The evaluated answers showed that children were bitten when playing with own dogs (69.2%) or dogs known to them (30.8%) but not by unknown dogs (χ2= 25.397, df = 1,p< 0.001). Children were bitten outdoors by loose running unknown dogs (88.5%), known dogs (11.5%) but not by own dogs (χ2= 55.528, df = 2,p< 0.001). Thirty-two children were bitten indoors by small (53.1%), medium size (21.9) or large (25.0%) dogs. Small dogs were biting mostly indoors (51.5%), medium size (73.1%) and large (80.5%) dogs bit mostly outdoors (χ2= 9.0022, df = 2,p= 0.011). Most of the children that disturbed a resting or sleeping dog were bitten indoors (83.3%; χ2= 7.862, df = 1,p< 0.01), predominantly by small dogs (83.3%, χ2= 7.482, df = 2,p= 0.022). When stroking a dog, children were bitten by a medium size (45.5%), large (31.8%) or small dog (22.7%; χ2= 5.588, df = 2,p< 0.068). Children injured by their family-owned dog had accidentally caused pain to it before being bitten (83.3%; χ2= 7.862, df = 1,p< 0.012).These children were always bitten by a small dog (χ2= 7.482, df = 2,p= 0.022). Three children reported deliberately causing pain to a dog – these were all small dogs (100.0%; χ2= 6.279, df = 2,p< 0.05). Children teasing dogs were bitten most frequently by a small dog (75.0%; χ2= 6.98, df = 2,p< 0.032). Male dogs bit more frequently (66.7%) than females (33.3%; χ2= 6.338, d.f. =1,p= 0.014). These data were the first ones obtained from the bitten children. They suggest that in interactions with own, known and small dogs, children were more daring. The personal space of dogs, their warning signals, and defence were underestimated, the resulting aggression was mostly of possessive, territorial and fear type. Additional suggestions are made to complete the information on preventive measures for parents, children and the public. Importantly, all information types should point out that the dog remains a predator despite its long domestication history and close co-existence with humans.

scholarly journals Factors associated with liking of milk among preschool children

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
E Greene ◽  
C Murrin
Keyword(s):  
Logistic Regression ◽  
Preschool Children ◽  
Dairy Products ◽  
Food Preferences ◽  
Milk Consumption ◽  
Related Factors ◽  
Factors Associated ◽  
The Past ◽  
Before School ◽  
Pilot Intervention

Abstract Background Adequate calcium intake in childhood is essential for bone health, and dairy products are an important dietary source. However, children's milk consumption has reduced over the past decade in developing countries. Food preferences are a key determinant of consumption, and those developed in early life can persist into adulthood. Therefore, promoting a liking for milk before school age may be effective in improving milk consumption further into childhood. The aim of this analysis is to explore the factors associated with liking of milk among preschool children. Methods Questionnaires were completed by parents of 2-5 year-old children as part of a pilot intervention aiming to increase milk consumption in 12 preschools. Chi-squares and hierarchial logistic regression were used to examine the association between children's liking of milk, as reported by parents, and child-related factors (infant feeding; demographics; diet) and parent-related factors (attitudes; milk consumption and liking; education). Results Responses from 319 parents of 2-5 year-old children (50.5% male, 49.5% female) were analysed. Ninety-two percent of respondents were mothers and 85% of parents reported that their children liked the taste of milk. In a logistic regression model (N = 281) parents' belief that it is difficult to encourage their child to drink milk was associated with a lower likelihood of children liking the taste of milk (OR = 0.028; CI = 0.011, 0.075; P &lt; 0.001). Liking of milk was not significantly associated with other factors examined (P &lt; 0.05). Conclusions The present analysis suggests that parents' self-efficacy in encouraging their child to drink milk may be important in influencing their child's liking of its taste, and should be considered in interventions aiming to improve milk consumption. The taste of milk was well-liked in this cohort of preschool children and therefore, further research is necessary in a cohort with varying levels of milk consumption and liking of milk. Key messages Parental beliefs should be included as intervention targets when aiming to improve a liking for milk among preschool children. Further research on the determinants of milk consumption and liking of milk is necessary in diverse cohorts of preschool children.

scholarly journals School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

2021 ◽  
pp. 116-125
Author(s):  
Usen F. Mbon ◽  
Festus O. Arop ◽  
Ekpenyong E. Ekanem ◽  
Victor O. Ebuara ◽  
Emanghe E. Emanghe
Keyword(s):  
Job Performance ◽  
Primary Education ◽  
Primary Schools ◽  
Cumulative Effect ◽  
Relative Effect ◽  
Social Needs ◽  
Policy Implications ◽  
Professional Support ◽  
Instructional Supervision ◽  
Ex Post

Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.

Impact of Active Learning on Mathematical Achievement: an Empirical Study in Saudi Arabia Primary Schools

2018 ◽  
Vol 4 (2) ◽  
pp. 57-78
Author(s):  
Alharbi Awatif Abdullah M. ◽  
Cuihong Yang
Keyword(s):  
Saudi Arabia ◽  
Active Learning ◽  
Primary School ◽  
Primary Schools ◽  
Math Achievement ◽  
Teaching Strategy ◽  
School Curriculum ◽  
School Level ◽  
Strategy Development ◽  
Student Motivations

As learning at a primary school level is a critical process in setting foundations for individuals’ development, a sensitive and meticulous approach should be taken in the process of instruction and teaching strategy development for various subjects of the school curriculum. Learning can be divided into various types, with cooperative and active being recognized as a key component that may result in better study outcomes. Active learning has been a subject of this study. The paper explores the ways to achieve superior job math achievement among students through impacting their motivation. The study aims to explore the methods of active learning applied in primary school math classes. After the research model has been developed, a similar questionnaire survey was constructed and conducted on the sample of Saudi Arabian pupils and teachers. The subject of the study is Saudi Arabia, a developed economy that based most of its development on oil exports. To stay competitive, new strategies and ways of competitiveness need to be found. The education of its nationals is an important pillar in achieving the overall competitiveness of the country. The data was collected in primary schools in Makkah city. 1060 students and 61 teachers participated in the project. The data was analyzed using SPSS. The quantitative analysis consisted of descriptive statistics calculation, assumption testing, correlation analysis and regression analysis. The findings of the research suggest that active learning enhances student motivation. Another finding of the paper shows that increasing certain factors of student motivations will result in better math achievement. Thus, the findings of the research can be useful for the educators and policymakers to suggest introducing more active learning into the curriculum.

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