scholarly journals An investigation of grade level and gender-based science achievement gaps in schools with different science achievement levels

2019 ◽  
Vol 10 (1) ◽  
pp. 01-16
Author(s):  
Ömer Acar
Keyword(s):  
Achievement Gap ◽  
Science Achievement ◽  
Eighth Grade ◽  
High Performing Schools ◽  
High Performing ◽  
Grade Levels ◽  
High Achieving Schools ◽  
Eighth Grade Students ◽  
High Achieving ◽  
Gender Based

Science achievement gap between fifth, sixth, and eighth grades and boys and girls in low and high performing schools were under investigation in the present study. In accordance with this purpose, three schools were selected to represent high performing schools and two schools were selected to represent low achieving schools for their performance on a nationwide exam. A total of 612 fifth, 816 sixth, and 604 eighth grade students in high achieving schools and 231 fifth, 364 sixth, and 328 eighth grade students in low achieving schools constituted the study sample. Students’ end of semester science grades were used as their science achievement measure. Results showed that students’ science achievement decreased from 5th grade to upper grades both in low and high achieving schools. In addition, they showed girls’ science achievement was higher than boys in several grade levels both in low and high achieving schools. Finally, results showed that science achievement gap between genders is more evident in high achieving schools.

A Tutoring Program for Adolescents Seriously Deficient in Reading

1976 ◽  
Vol 8 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Michael F. Graves ◽  
Judythe P. Patberg
Keyword(s):  
College Students ◽  
Grade Level ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Grade Levels ◽  
Tutoring Program ◽  
Eighth Grade Students

A highly structured tutoring project was used to teach reading to ten seventh and eighth grade students reading between the second and fifth grade level. Tutors for the program were college students. Instruction was not individualized. Rather, each student was placed in one of three consecutive programs accordant with his ability and proceeded through that program in a prescribed manner. Within a program, only pacing was individualized. If a student completed a program during the year, he began work in the next higher one. Results on the Spache Diagnostic Reading Scales indicated a mean gain of 1.4 grade levels. Results further indicated that nine of the ten students made gains of 1 year or better.

AFFECTIVE FACTORS CONTRIBUTING TO SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015

2020 ◽  
Vol 78 (6A) ◽  
pp. 1107-1125
Author(s):  
Yoon Fah Lay ◽  
Murugan Rajoo
Keyword(s):  
Hong Kong ◽  
Comparative Study ◽  
Science Achievement ◽  
East Asian ◽  
Eighth Graders ◽  
Southeast Asian ◽  
Eighth Grade ◽  
Affective Factors ◽  
Eighth Grade Students ◽  
Hong Kong Sar

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students' views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students' science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students' science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students' science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students' science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. Keywords: TIMSS, comparative study, affective factors, science achievement

scholarly journals Achievement of Serbian eighth grade students in science

2006 ◽  
Vol 38 (2) ◽  
pp. 333-355
Author(s):  
Radovan Antonijevic
Keyword(s):  
Science Achievement ◽  
Environmental Science ◽  
Science Curriculum ◽  
Eighth Graders ◽  
Cognitive Domain ◽  
Eighth Grade ◽  
Factual Knowledge ◽  
Science Content ◽  
Content Domain ◽  
Eighth Grade Students

The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .

scholarly journals How do Principals of High Performing Schools Achieve Sustained Improvement Results?

2020 ◽  
Vol 8 (4) ◽  
pp. 133-149
Author(s):  
Lewes Peddell ◽  
David Lynch ◽  
Richard Waters ◽  
Wendy Boyd ◽  
Royce Willis
Keyword(s):  
School Improvement ◽  
Shared Vision ◽  
Effective School ◽  
High Performing Schools ◽  
High Performing ◽  
Use Of Data ◽  
Foundational Principle ◽  
High Achieving Schools ◽  
Ace Model ◽  
Improvement Programs

Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in Australia) and interpreted via the Alignment, Capability and Engagement (ACE) model of organisational readiness. Our findings identified specific Principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs, as well as the existence of commonly shared strategies and approaches that help to explain why these particular Principals have been successful in their pursuit of school improvement. These include a shared vision for improvement, use of data-driven decision making, and building positive, “transparent” relationships to encourage teacher buy-in. Importantly, these findings identified “organisational readiness”, a foundational principle of the ACE model, as a fundamental requisite to effective school improvement.

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