scholarly journals Literature Circle and Critical Reading Across EYL Learning Strategies

2020 ◽  
Author(s):  
Sri Rachmajanti .
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
International Student ◽  
Student Assessment ◽  
Control Group ◽  
Critical Reading ◽  
School Students ◽  
Significance Level ◽  
International Student Assessment ◽  
Literature Circle

The results of survey of Program of International Student Assessment (PISA), it was evident that in 2009 Indonesian lower secondary school students’ literacy ranked 57 out of 65 countries obtaining 396 (compared to Organization for Economic Cooperation and Development/OECD scoring 493), and in 2013 achieved the same score while OECD increased, 496 (Indonesia Curriculum Document, 2013). Inasmuch as the empirical evidence, and a few studies on this, the study was conducted aiming at improving students’ critical reading through literature circle strategy adopting a quasi experimental design by comparing two strategies, conventional and literature circle, for two intact groups in post test at primary school implementing a blended curriculum (Tuckman, 1978; Creswell, 2008). The subjects were composed of 42 students of Grade 5, 5 A for the control group and 5B for the experimental one. The instruments used consisted of posttest for the critical reading competence, observation sheet, underlying relevant documents, interview guide, and questionnaire, and all were validated and tried out. Based on the results of t-test (.002<.05), it revealed that in the significance level of.05 the null hypothesis was rejected meaning that literature circle strategy was verified effective and meaningful in improving the students’ critical reading, specifically in making judgments and producing a summary. It is recommended that the strategy should be implemented as early as primary school, especially for the upper classes to improve their critical thinking for future life.   Keywords: Literature circle strategy, critical reading, across learning strategies, English for Young Learners

Gender, Parental Characteristics, and Financial Knowledge of High School Students: Evidence From Multicountry Data

2019 ◽  
Vol 30 (1) ◽  
pp. 97-109 ◽  
Author(s):  
Rebecca G. Chambers ◽  
Carlos J. Asarta ◽  
Elizabeth N. Farley-Ripple
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Gap ◽  
Financial Literacy ◽  
International Student ◽  
Student Assessment ◽  
Financial Knowledge ◽  
Literacy Assessment ◽  
School Students ◽  
International Student Assessment

This study examines the gender gap in financial literacy by using the Financial Literacy Assessment from the OECD's Programme for International Student Assessment (PISA). The analysis focuses on the influence of parents on their children's understanding of financial concepts, utilizing multilevel modeling procedures to examine variance among students, within schools, and within countries. Based on data from 18 countries, results suggest that a gender gap in financial knowledge favoring male high school students is present and that parents may influence their children's financial knowledge.

scholarly journals Various English Literacy Activities in Bilingual Primary School

2021 ◽  
Vol 5 (1) ◽  
pp. 48
Author(s):  
Putu Indah Puspitasari ◽  
N.N. Padmadewi ◽  
L.P.E.S. Dewi
Keyword(s):  
Primary School ◽  
International Student ◽  
Student Assessment ◽  
English Teachers ◽  
Study Data ◽  
Literacy Skills ◽  
Thinking Aloud ◽  
International Student Assessment ◽  
Literacy Activities ◽  
English Literacy

The results of Program of International Student Assessment show that the literacy skills of Indonesian students was in the low level. This study aims to investigate English literacy activities in elementary schools. This research is a qualitative research with a case study method. There were three English teachers who teach on the 1st, 2nd, and 3rd grade assigned as the subjects of this study.  Data were collected using a questionnaire, interview guide, and checklist. The data collection procedure was carried out by distributing questionnaires, conducting interviews, and conducting classroom observations. Data were analyzed using data analysis methods from Cresswell which consisted of data organization, coding, description and developing themes, reporting findings, interpreting, and validating data. The results of this study indicate that there are eight literacy activities, namely Directed Reading-Thinking Activity, guided reading, reading with multimedia assistance, thinking aloud, reading aloud, dictating, recognizing letters, and writing. This study provides a description about English literacy activities in Primary School conducted by teachers. Therefore, a suggestion is directed to English teachers to teach literacy to students since the early age as literacy is an important basis for students’ future learning.

scholarly journals School Segregation Across the World: Has Any Progress Been Made in Reducing the Separation of the Rich from the Poor?

2019 ◽  
Vol 18 (2) ◽  
pp. 157-179 ◽  
Author(s):  
Gabriel Gutiérrez ◽  
John Jerrim ◽  
Rodrigo Torres
Keyword(s):  
International Student ◽  
Educational Inequality ◽  
Student Assessment ◽  
School Segregation ◽  
Structural Factors ◽  
School Students ◽  
International Student Assessment ◽  
Poor Students ◽  
The Poor ◽  
The Rich

AbstractThe segregation of secondary school students into different schools has important implications for educational inequality, social cohesion and intergenerational mobility. Previous research has demonstrated how between-school segregation varies significantly across countries, with high levels of segregation occurring in central European nations that ‘track’ children into different schools and much lower levels in Scandinavia. This paper contributes to this literature by examining whether industrialised countries have made any progress in reducing levels of between-school segregation over time. Using six waves of data from the Programme for International Student Assessment (PISA), this work shows how the segregation of rich and poor students has remained broadly unchanged across OECD countries. This is despite major economic and political events occurring during this period, along with the introduction of numerous policy initiatives designed to reduce socioeconomic gaps. Therefore, the conclusions indicate that structural factors are likely to be the main drivers of between-school segregation (e.g. neighbourhood segregation or long-standing school admission policies) and that education policymakers may need to be much more radical if they are to foster greater levels of integration between the rich and the poor.

scholarly journals LITERASI MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

2020 ◽  
Vol 1 (2) ◽  
pp. 65-70
Author(s):  
Janet Trineke Manoy ◽  
Marinda Rosita Sari
Keyword(s):  
High School ◽  
High School Students ◽  
International Student ◽  
Student Assessment ◽  
Mathematical Literacy ◽  
School Students ◽  
Process Indicators ◽  
International Student Assessment ◽  
Date Analysis ◽  
Mathematical Process

contenxts. This study aims to describe the mathematical literacy of class X high school students in solving PISA questions. Date collection wa carried out using tests and interviews. 2 questions level 4dan level 6 are given to students. Date analysis is based on PISA mathematical process indicators namely formulating, applying, and interpreting. The results showed that: in the process of formulating, students mentioned important information in the problem, how to slove it and what concepts would be used, as well as what was know and asked in the problem. In the process of applying students to design and implement strategies according to the information they have made, draw the required objects according to the questions given. In the process of interpreting, students explain the reasons why the conclusions they get are in accordance with the context of the problem given.

scholarly journals PROFILE OF SECONDARY SCHOOL STUDENTS WITH HIGH MATHEMATICS ABILITY IN SOLVING SHAPE AND SPACE PROBLEM

2015 ◽  
Vol 6 (1) ◽  
pp. 20-30 ◽  
Author(s):  
Mulia Putra ◽  
Rita Novita
Keyword(s):  
Secondary School ◽  
International Student ◽  
Secondary School Students ◽  
Student Assessment ◽  
School Students ◽  
Space Problem ◽  
International Student Assessment ◽  
Descriptive Research ◽  
Mathematics Ability ◽  
Class Viii

This study aimed to describe the profile of secondary school students with high mathematics ability in solving shape and space problem in PISA (Program for International Student Assessment). It is a descriptive research with a qualitative approach, in which the subjects in this study were students of class VIII SMP N 1 Banda Aceh. The results show that in solving the problem PISA on  shape and space, high mathematics ability students were able to identify the problem by making the information known from PISA issues related to the shape and space content.Keyword: Profile, Problem Solving, Task of PISA DOI: dx.doi.org/10.22342/jme.61.20

scholarly journals Factors Related with Underperformance in Reading Proficiency, the Case of the Programme for International Student Assessment 2018

2021 ◽  
Vol 11 (3) ◽  
pp. 813-828
Author(s):  
Vianey Vazquez-Lopez ◽  
Eric Leonardo Huerta-Manzanilla
Keyword(s):  
Secondary School ◽  
International Student ◽  
Reading Skills ◽  
Student Assessment ◽  
Reading Proficiency ◽  
School Students ◽  
Logistic Regression Models ◽  
International Student Assessment ◽  
Reading Abilities ◽  
Development Goals

Almost 217 million secondary school students (60% of the world’s adolescents) do not reach minimum levels in reading proficiency at the end of secondary school, according to objective 4.1 of the UN’s Sustainable Development Goals. Therefore, the early and efficient identification of this disadvantage and implementation of remedial strategies is critical for economies. In 2018, the Programme for International Student Assessment (PISA) assessed the reading skills of 15-year-old students in 80 countries and economies. This work introduces a methodology that uses PISA’s data to build logistic regression models to identify the main factors contributing to students’ underperforming reading skills. Results showed that socioeconomic status (SES), metacognition strategies, Information and Communication Technology (ICT) skills, and student–teacher relationships are the most important contributors to low reading abilities.

What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective

2017 ◽  
Vol 55 (1) ◽  
pp. 3-39 ◽  
Author(s):  
Seong Won Han ◽  
Francesca Borgonovi ◽  
Sonia Guerriero
Keyword(s):  
High School Students ◽  
Working Conditions ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
Working Hours ◽  
School Students ◽  
Career Expectations ◽  
Teaching Career ◽  
International Student Assessment

This study examines between-country differences in the degree to which teachers’ working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students’ teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for International Student Assessment (PISA). Results reveal that teacher salaries and societal evaluations about the importance of job responsibility and respect are positively associated with teaching career expectations, while working hours are negatively associated with teaching career expectations. Analyses further reveal that the association between salaries and career expectations and societal evaluations and career expectations differ among students with different mathematics skills. We conclude by discussing policy initiatives that can encourage students with strong quantitative abilities to consider a career in teaching.

scholarly journals The strategy of Science Learning in Curriculum 2013 to Increase the Value of Science’s Program for International Student Assessment (PISA)

2022 ◽  
Vol 8 (1) ◽  
pp. 79-85
Author(s):  
Hartono Hartono ◽  
Ratu Ilma Indra Putri ◽  
Rita Inderawati ◽  
Melly Ariska
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Science Learning ◽  
International Student ◽  
Student Assessment ◽  
Thinking Skills ◽  
Pure Science ◽  
International Student Assessment ◽  
High Level

Natural Science subjects consisting of Physics, Chemistry and Biology are given to all students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) in 2013, the conception of Science literacy in the PISA (Program for International Student Assessment) supports the importance of students developing a solid understanding of the concepts of pure science and science education and the benefits involved in exploration in the abstract world that exists. on the universe. This study resulted in an analysis of science learning strategies for students of the Department of Science Education that support higher order thinking skills in Science. Two (2) parts of the material will be discussed more focused, namely (a) learning materials and (b) learning strategies. With the learning syllabus that supports the High Order Thinking Skills (HOTS) questions, the opportunity to increase the value of Science education (Physics, Chemistry, Biology) is greater, one of which is the preparation of challenging questions. Challenging science questions will meet the criteria for high-level questions (PISA has question levels from level 1 to level 6). HOTS questions support the development of a solid understanding of pure Science and Science Education concepts. The data sources used in the preparation of this research are the results of the 2000, 2003, 2006, 2009, 2012, 2015 and 2018. PISA surveys and the 2013 curriculum book sourced from the Ministry of Education and Culture.

scholarly journals Inequality in Higher Education: Why Did Expanding Access Not Reduce Skill Inequality?

2020 ◽  
Vol 2 (1) ◽  
pp. 312-343
Author(s):  
Francesca Borgonovi ◽  
Gabriele Marconi
Keyword(s):  
Higher Education ◽  
International Student ◽  
Census Data ◽  
Student Assessment ◽  
Access To Higher Education ◽  
School Students ◽  
Skill Levels ◽  
International Student Assessment ◽  
Cross Country ◽  
The One

AbstractLack of comparable cross-country data on access to and participation into higher education (HE) among disadvantaged and marginalised communities prevents a comprehensive examination of the role of education in shaping social mobility and how this has changed following educational expansions. We use data from the OECD Survey of Adult Skills, the Programme for International Student Assessment as well as administrative and census data from several countries to provide a comprehensive cross-country overview of the relationship between, on the one hand, socio-economic background, migrant background, and place of residence, and on the other hand, HE expectations, participation and completion. We find that when a higher share of the population has access to higher education, inequalities in access and completion are lower, but inequalities in skill levels remain unchanged. This could be due to the varying degree of inequality observed at different levels of higher education; as well as to the differences in the aspirations secondary school students express of enrolling and completing HE. We discuss implications for research and policy.

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