scholarly journals Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Emine Yavuz ◽  
Hakan Yavuz Atar
Keyword(s):  
Problem Solving ◽  
Hierarchical Linear Modeling ◽  
School Attendance ◽  
Hierarchical Linear Model ◽  
School Level ◽  
School Type ◽  
Achievement Scores ◽  
Linear Modeling ◽  
Problem Solving Skills ◽  
Pisa 2012

Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students’ problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students’ PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools. Keywords: PISA; Problem solving; School effect; Two-level Hierarchical Linear Model (HLM) 

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.

Good problem solvers? Leveraging knowledge sharing mechanisms and management support

2019 ◽  
Vol 23 (6) ◽  
pp. 1017-1038 ◽  
Author(s):  
Ambra Galeazzo ◽  
Andrea Furlan
Keyword(s):  
Transformational Leadership ◽  
Problem Solving ◽  
Knowledge Sharing ◽  
Hierarchical Linear Modeling ◽  
Shop Floor ◽  
Management Support ◽  
Linear Modeling ◽  
Content Type ◽  
Problem Solvers ◽  
Good Problem

Purpose Organizational learning relies on problem-solving as a way to generate new knowledge. Good problem solvers should adopt a problem-solving orientation (PSO) that analyzes the causes of problems to arrive at an effective solution. The purpose of this paper is to investigate this relevant, though underexplored, topic by examining two important antecedents of PSO: knowledge sharing mechanisms and transformational leaders’ support. Design/methodology/approach Hierarchical linear modeling analyses were performed on a sample of 131 workers in 12 plants. A questionnaire was designed to collect data from shop-floor employees. Knowledge sharing was measured using the mechanisms of participative practices and standardized practices. Management support was assessed based on the extent to which supervisors engaged in transformational leadership. Findings Knowledge sharing mechanisms are an antecedent of PSO behavior, but management support measured in terms of transformational leadership is not. However, transformational leadership affects the use of knowledge sharing mechanisms that, in turn, is positively related to PSO behavior. Practical implications The research provides practical guidance for practitioners to understand how to manage knowledge in the workplace to promote employees’ PSO behaviors. Originality/value Though problem-solving activities are intrinsic in any working context, PSO is still very much underrepresented and scarcely understood in knowledge management studies. This study fills this gap by investigating the antecedents of PSO behavior.

TEACHER EFFECTS ON HIGH SCHOOLACADEMIC ACHIEVEMENT SCORES: A CASE STUDY OF BUSIA COUNTY, KENYA

2021 ◽  
pp. 131-139
Author(s):  
Julius Maiyo ◽  
Manasi Echaune
Keyword(s):  
Academic Achievement ◽  
Hierarchical Linear Modeling ◽  
Teacher Commitment ◽  
Achievement Scores ◽  
Linear Modeling ◽  
Teacher Effects ◽  
Education Production Function ◽  
Education Production ◽  
Descriptive Survey

ABSTRACT This study sought to analyze teacher effects on high school academic achievement scores in Busia County, Kenya. The study was based on the education production function theory. A descriptive survey research design was employed. A sample of 236 teachers and 755 students was used. Self administered questionnaires were used to collect data and test re-test was used to ascertain reliability of the instrument. Descriptive statistics namely; percentages, frequencies, mean, and standard deviations were used to carry out preliminary data analysis. Inferential statistics specifically correlation and regression coefficients were then used to test hypotheses. Hierarchical linear modeling was used to model effect of selected teacher variables on school academic achievement scores. Findings of the study were presented in tables and figures. Findings of the study suggested that the number of teachers, teacher commitment and teachers covering missed lessons had statistically significant effects on school academic achievement scores. Key words: Teacher Variables, Academic Achievement Scores, Kenya

School ethnic composition and bullying in Canadian schools

2016 ◽  
Vol 40 (5) ◽  
pp. 431-441 ◽  
Author(s):  
Irene Vitoroulis ◽  
Heather Brittain ◽  
Tracy Vaillancourt
Keyword(s):  
Ethnic Minority ◽  
Peer Victimization ◽  
Hierarchical Linear Modeling ◽  
Ethnically Diverse ◽  
Ethnic Composition ◽  
School Level ◽  
Linear Modeling ◽  
Bullying Perpetration ◽  
General Physical ◽  
School Ethnic Composition

Bullying in ethnically diverse schools varies as a function of the ethnic composition and degree of diversity in schools. Although Canada is highly multicultural, few researchers have focused on the role of context on ethnic majority and minority youths’ bullying involvement. In the present study, 11,649 European-Canadian/ethnic majority (77%) and non-European Canadian/ethnic minority (23%) students in Grade 4 to Grade 12 completed an online Safe Schools Survey on general, physical, verbal, social, and cyber bullying. Hierarchical Linear Modeling (HLM) analyses indicated significant interactions between the proportion of non-European Canadian children in a school (Level 2) and individual ethnicity (Level 1) across most types of bullying victimization. Non-European Canadian students experienced less peer victimization in schools with higher proportions of non-European Canadian students, but ethnic composition was not related to European Canadian students’ peer victimization. No differences in bullying perpetration were found as a function of school ethnic composition across groups. Our findings suggest that ethnic composition in Canadian schools may not be strongly associated with bullying perpetration and that a higher representation of other ethnic minority peers may act as a buffer against peer victimization.

scholarly journals Design thinking mindset to enhance education 4.0 competitiveness in Malaysia

2021 ◽  
Vol 10 (2) ◽  
pp. 494
Author(s):  
Suhaila Che Noh ◽  
Abdul Malek Abdul Karim
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Design Thinking ◽  
School Level ◽  
Problem Solving Skills ◽  
Successful Students ◽  
Creativity And Innovation ◽  
Level Training

<p><span lang="EN-US">Education 4.0 will be the next aspect of the curriculum since programming has been taught from the primary school level. Training 4.0 requires teachers to equip students with not only the knowledge and information but also encourage students to be able to process information, develop creative thinking, and acquire problem-solving skills. However, the competency of teachers to encourage creative thinking and problem-solving skills is still questionable. The purpose of this concept paper is to provide an understanding of the conceptual framework for enhancing the teachers’ competency to enhance creativity and innovation in fulfilling the desire of education 4.0. design thinking is an innovative method that places people right at the center of problem solving. It discusses the variables that may affect the quality of teachers in education 4.0 and presents a literature review of approaches that can contribute to the creation of effective teaching methods to develop successful students and satisfy the demands of the workforce for industrial revolution 4.0. It is found that teachers need to be competent to build students' skills in meeting a competitive and innovative workforce in the wake of the industrial revolution 4.0. There are seven dimensions in the design thinking mindset that teachers need to understand to meet the 4.0 education requirements.</span></p>

Effects of student- and school-level music concert attendance on subjective well-being: A longitudinal study of Korean adolescents

2019 ◽  
Vol 38 (2) ◽  
pp. 240-251
Author(s):  
Seulgi Kwon ◽  
Boungho Choi ◽  
Soowon Park
Keyword(s):  
Longitudinal Study ◽  
Hierarchical Linear Modeling ◽  
Critical Factor ◽  
Well Being ◽  
School Level ◽  
Positive Development ◽  
Subjective Well Being ◽  
Linear Modeling ◽  
School Students ◽  
Grade Point

Students’ subjective well-being is not only an important prerequisite for positive development but also a desired outcome of education. Music concert attendance could be a critical factor in enhancing students’ subjective well-being. This study investigates the effect of music concert attendance on subjective well-being through an examination of the different effects of music concert attendance according to students’ initial subjective well-being. Data from 3,633 middle school students in two waves of the Seoul Education Longitudinal Study (seventh grade, eighth grade) were utilized. Hierarchical linear modeling shows that both student- and school-level music concert attendance predicted subsequent subjective well-being after controlling for initial subjective well-being, peer relation, grade point average, and gender. Furthermore, school-level music concert attendance facilitated increases in subjective well-being among students who showed low subjective well-being during the first wave of the study. The results indicated that student- and school-level music concert attendance could improve students’ subjective well-being, especially for students with lower levels of subjective well-being. Educational contexts or policies to encourage both school and student participation in music concerts should be developed and implemented.

The Effects Of Teacher- And School-Level Factors On Teachers Participation In Professional Development Activities: The Role Of Principal Leadership

2013 ◽  
Vol 9 (4) ◽  
pp. 371-380 ◽  
Author(s):  
Sedat Gumus
Keyword(s):  
Professional Development ◽  
Significant Role ◽  
Hierarchical Linear Modeling ◽  
Teaching And Learning ◽  
School Principals ◽  
Developed Countries ◽  
School Level ◽  
Linear Modeling ◽  
Data Set

It is well reported in the literature that professional development activities have great potential to increase teachers competencies in different areas, resulting in greater learning opportunities for students. In Turkey, however, teachers participation in professional development activities is significantly lower compared to almost all developed countries. In this context, this study aims to explore the different teacher- and school-level factors associated with teachers participation in professional development activities in Turkey by using a nationally representative data set from the Teaching and Learning International Survey (TALIS) and employing a multi-level statistical analysis with Hierarchical Linear Modeling (HLM). Results of the study show that several teacher- and school-level factors are significantly associated with teachers level of participation in professional development activities in Turkey. Specifically, the significant role of school principals in teachers professional development is explored. It is therefore suggested that school principals should be educated on the importance of in-service professional development activities for teachers and their significant role in this matter.

Factors associated with fourth graders' music knowledge assessed by SCAAP

2020 ◽  
Vol 38 (4) ◽  
pp. 644-656
Author(s):  
Xumei Fan ◽  
Ning Jiang ◽  
Ashlee Lewis
Keyword(s):  
South Carolina ◽  
Music Education ◽  
Hierarchical Linear Modeling ◽  
Fourth Graders ◽  
Interactive Effect ◽  
School Level ◽  
Linear Modeling ◽  
Poverty Level ◽  
Factors Associated ◽  
School Poverty

This study investigated factors associated with fourth graders' music knowledge assessed by the South Carolina Arts Assessment Program (SCAAP). Participants included 2,683 fourth-grade students nested within 35 elementary schools in South Carolina, United States. Hierarchical Linear Modeling (HLM) was used to examine both the student-level factors, including gender and ethnicity, and the school-level factors, including school ranking, poverty level, and participation in SCAAP. Results indicated that students' gender, ethnicity, school ranking, and school poverty were significantly associated with students' music scores. There was a statistically significant interactive effect of gender and school ranking and poverty on students' music scores. The findings could inform music teachers, school administrators, and educational policy makers to acknowledge these factors, adopt differentiated music instructional strategies, provide resources, and support students from diverse backgrounds in order to enhance students' learning outcomes in music education.

scholarly journals Impact of Life Skills on Leadership Development

2015 ◽  
Vol 2 (3) ◽  
pp. 273-274
Author(s):  
Kriti Vashishtha
Keyword(s):  
Decision Making ◽  
Leadership Development ◽  
Problem Solving ◽  
Life Skills ◽  
School Level ◽  
Problem Solving Skills ◽  
Psychosocial Skills ◽  
Post Test ◽  
Affective Components ◽  
The Impact

Life skills are basically the psychosocial skills which include personal, social, interpersonal, cognitive and affective components on an individual. For a better life one needs to have better decision making and problem solving skills. If any head or leader posses these characteristics then his/her tasks of making his/her leadership effective also becomes easy. Present study aims to see the impact of life skills sessions on problem solving and decision making attitude of school level leaders. For this purpose, 150 students were selected from 10 different schools. The age group ranged between 16-18 years. It is a pre and post test study. After taking the pre-test of the students (head/leaders) on the basis life-skills questionnaire by NCERT, the students were provided with 10 life-skills sessions (5 on problem solving and 5 on decision making, one session per day). After the sessions, the same questionnaire was administered on the students. On the basis of students’ response, t-test was applied and results have showed a significant enhancement in the skills of decision making and problem solving in the leaders.Int. J. Soc. Sci. Manage. Vol-2, issue-3: 273-274 DOI: http://dx.doi.org/10.3126/ijssm.v2i3.12650   

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