scholarly journals GROWTH MINDSET, SCHOOL CONTEXT, AND MATHEMATICS ACHIEVEMENT IN INDONESIA: A MULTILEVEL MODEL

2021 ◽  
Vol 12 (2) ◽  
pp. 279-294
Author(s):  
Kismiantini Kismiantini ◽  
Ezra Putranda Setiawan ◽  
Adi Cilik Pierewan ◽  
Osval Antonio Montesinos-Lopez
Keyword(s):  
Developing Countries ◽  
Mathematics Achievement ◽  
Multilevel Analysis ◽  
Multilevel Model ◽  
School Context ◽  
Growth Mindset ◽  
Cultural Status ◽  
And Mathematics ◽  
The Relationship

Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students’ gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students’ mathematics achievement. Girls have been reported to have a higher mathematics achievement than boys in Indonesia. As the students’ growth mindset increases, so do their mathematics achievement.

The Predictive Validity of Classroom Observations: Do Teachers’ Framework for Teaching Scores Predict Kindergarteners’ Achievement and Motivation?

2019 ◽  
Vol 57 (5) ◽  
pp. 2021-2058 ◽  
Author(s):  
Helen Patrick ◽  
Panayota Mantzicopoulos ◽  
Brian F. French
Keyword(s):  
Mathematics Achievement ◽  
Multilevel Analysis ◽  
Predictive Validity ◽  
Kindergarten Teachers ◽  
Classroom Observations ◽  
Framework For Teaching ◽  
Criterion Referenced ◽  
And Mathematics ◽  
Reading And Mathematics

We used multilevel analysis to examine the predictive validity of scores from the Framework for Teaching (FFT), the observation measure used most often to evaluate teachers’ instruction. We investigated how well 81 kindergarten teachers’ FFT scores for eight reading and eight mathematics lessons observed throughout the year predicted students’ year-end achievement and motivation in reading and mathematics, controlling for students’ sex, ethnicity, and achievement entering kindergarten. Standardized reading and mathematics achievement were each predicted by FFT scores; however, they accounted for very little of the overall variance in students’ achievement: 2.5% for reading and 1.3% for mathematics. Neither students’ end-of-year criterion-referenced achievement nor motivation were predicted by FFT scores.

Conservation, Seriation, Classification and Mathematics Achievement in Nigerian Children

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1335-1339 ◽  
Author(s):  
Helen Omotoso ◽  
Bernard Shapiro
Keyword(s):  
Sex Differences ◽  
Mathematics Achievement ◽  
Achievement Test ◽  
Nigerian Children ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Achievement Test

This study investigated the relationship among the acquisition of mathematics achievement and the abilities of conservation, seriation, and classification. Native Nigerian children, ages 4 to 8 yr. ( N = 120), were subjects. Data showed (a) moderate to high relationships of mathematics achievement and conservation, seriation, and classification abilities, (b) few sex differences either on the mathematics achievement test or on the performance of the various Piagetian tasks, and (c) that the operational stage is attained around the age 8 rather than somewhat earlier as we expected.

Online Inquiry-Based Learning in Biology

2019 ◽  
pp. 554-585 ◽  
Author(s):  
Aline Coêlho dos Santos ◽  
Priscila Cadorin Nicolete ◽  
Juarez Bento da Silva
Keyword(s):  
School Context ◽  
Experimental Studies ◽  
Online Course ◽  
Educational Tool ◽  
Inquiry Based Learning ◽  
High Quality Education ◽  
Virtual Laboratories ◽  
The Subject ◽  
And Mathematics ◽  
The Relationship

A number of experimental studies have been conducted to explore the relationship between inquiry-based learning and the use of online experiments carried out remotely or virtually. Researchers have studied the effect of these techniques in STEM-centered modules (science, technology, engineering, and mathematics) in recent years, as a way to better integrate educational technology to the school context, as well as providing the students with high-quality education. Within this scenario, a biology lecture on nervous impulses was presented following (1) the construction of an inquiry-based online course, as well as inquiry cycle, from which students had at their disposal a series of steps to research the subject, including testing practices through virtual laboratories; (2) application of the educational tool in biology classes; (3) identification the students' progression regarding the understanding of the content explored in the research phases and their perception regarding their learning and usefulness of the educational tool.

Sign in / Sign up

Export Citation Format

Share Document