scholarly journals PISA 2012 mathematics literacy in Serbia: A multilevel analysis of students and schools

Psihologija ◽  
2018 ◽  
Vol 51 (4) ◽  
pp. 413-432 ◽  
Author(s):  
Ljiljana Lazarevic ◽  
Ana Orlic
Keyword(s):  
Mathematics Anxiety ◽  
Teaching Quality ◽  
Mathematics Performance ◽  
Math Performance ◽  
School Level ◽  
Direct Effects ◽  
Pisa 2012 ◽  
Mathematics Literacy ◽  
Multi Level ◽  
The Relationship

In PISA 2012 cycle, the focus was on the mathematics literacy. Data collected in PISA survey in Serbia on 4684 respondents show that students on average have significantly lower performance compared to average OECD performance. The aim of the study was to explore student (variables at the first level) and school level predictors (variables at the second level) of the PISA mathematics literacy using multi-level modelling. The most important finding is that student and school level variables are explaining variability in PISA mathematics performance almost equally. Results show that on the student level, significant predictors are gender, noncognitive characteristics (mathematics anxiety, mathematics self-efficacy, mathematics self-concept, openness for problem-solving), student perceived teaching quality and studying habits. Results also indicate that several school-level variables have direct effects on the PISA math performance and that several school-level variables moderate the relationship between student characteristics and PISA performance.

School variation in offending: A macro-level strain approach

2018 ◽  
Vol 17 (6) ◽  
pp. 701-722
Author(s):  
Julia Sandahl
Keyword(s):  
School Level ◽  
Macro Level ◽  
Special Focus ◽  
Confounding Effect ◽  
Individual Level ◽  
Violent Offending ◽  
Level Data ◽  
Multi Level ◽  
The Relationship ◽  
The City

This study employs Macro-level Strain Theory (MST) as a framework to provide a better understanding of the way in which the structural and social context of Stockholm schools covaries with self-reported violent and general offending. The findings contribute to the literature in this area by directing a special focus at the interplay between the theory’s macro-level components and some individual-level mechanisms that may be assumed to condition the effect of strain on offending. Using multi-level data on 4789 students nested in 82 schools (violent offending) and 4643 students nested in 83 schools (general offending) in the City of Stockholm, the study notes significant contextual effects of anger, meaninglessness and life dissatisfaction on offending. School-level deprivation appears to have a confounding effect on the relationship between school-contextual negative affect and offending. Further, school-contextual anger influences some individuals more than others. Implications of these findings are discussed.

scholarly journals KEBIMBANGAN MATEMATIK DAN PENCAPAIAN MATEMATIK TAMBAHAN [MATHEMATICS ANXIETY AND ADDITIONAL MATHEMATICS PERFORMANCE]

2018 ◽  
Vol 3 (2) ◽  
pp. 124
Author(s):  
Siti Zaharah Yahya ◽  
Ruslin Amir
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Self Efficacy ◽  
Mathematics Performance ◽  
Female Students ◽  
Anxiety Level ◽  
Systematic Sampling ◽  
The Relationship ◽  
Anxiety Questionnaire ◽  
Mathematics Self Efficacy

This paper aims to provide insights into the learners’ Mathematics anxiety level, gender differences in the anxiety level, and the relationship between Mathematics anxiety and Additional Mathematics achievement. Random systematic sampling method was used to recruit 69 form four students in Malaysia who took Additional Mathematics Course as the respondents for this study. This study employed correlational method and it used questionnaire as the instrument for data collection. More specifically, Mathematics self-efficacy and anxiety questionnaire (MSEAQ) was used in this study. Mathematics anxiety level was measured using descriptive statistics and t-test was used to compute the mean differences between male and female students’ Mathematics anxiety level. The relationship between Mathematics anxiety and Additional Mathematics achievement was determined by applying Pearson correlational test. The findings reveal that most respondents perceived themselves to have moderate Mathematics anxiety level. Besides, the male students had higher Mathematics anxiety level compared to female students. This study also shows that there was a positive relationship between Mathematics anxiety and Additional Mathematics performance. It is hoped that the findings revealed by this study are useful for policymakers in designing their intervention plans. Keywords: Mathematics anxiety, Additional Mathematics, affective variable, gender, MalaysiaCite as: Yahya, S.Z & Amir, R. (2018). Kebimbangan Matematik dan pencapaian Matematik Tambahan [Mathematics anxiety and Additional Mathematics performance]. Journal of Nusantara Studies, 3(2), 124-133. http://dx.doi.org/10.24200/jonus.vol3iss2pp124-133 ABSTRAKTujuan kajian ini dijalankan adalah untuk mengkaji tahap kebimbangan Matematik pelajar, mengkaji perbezaan tahap kebimbangan Matematik terhadap jantina serta mengkaji hubungan antara pemboleh ubah kebimbangan Matematik dengan tahap pencapaian Matematik Tambahan pelajar. Kaedah persampelan rawak sistematik telah digunakan untuk mendapatkan 69 orang pelajar tingkatan empat yang mengambil mata pelajaran Matematik Tambahan sebagai responden kajian. Kajian ini menggunakan kaedah tinjauan korelasi yang menggunakan soal-selidik sebagai instrument untuk mengumpul maklumat yang dikehendaki. Instrument yang digunakan dalam kajian ini adalah soal selidik efikasi kendiri dan kebimbangan Matematik (Mathematics self-efficacy and anxiety questionnaire) yang diambil daripada May (2009). Data yang diperoleh telah dianalisis menggunakan perisian statistik SPSS menggunakan analisis diskriptif untuk melihat tahap kebimbangan Matematik pelajar, dan ujian-t membandingkan min kebimbangan Matematik pelajar lelaki dan pelajar perempuan. Manakala analisis Korelasi Pearson telah digunakan untuk melihat hubungan antara kebimbangaan Matematik dengan pencapaian Matematik Tambahan pelajar. Dapatan kajian menunjukkan kebanyakan pelajar mempunyai tahap kebimbangan matematik yang sederhana. Tahap kebimbangan Matematik dalam kalangan pelajar lelaki didapati lebih tinggi dari tahap kebimbangan Matematik pelajar perempuan. Selain itu, terdapat hubungan positif terhadap pencapaian Matematik dengan pencapaian Matematik Tambahan pelajar yang terlibat. Kajian ini diharapkan dapat membantu penggubal polisi dalam merangka pelan tindakan untuk meningkatkan penguasaan Matematik di kalangan pelajar.Kata kunci: Kebimbangan Matematik, Matematik Tambahan, pemboleh ubah afektif, Jantina, Malaysia

scholarly journals Understanding the Relationship Between Students’ Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level

2020 ◽  
Vol 10 (1) ◽  
pp. 47
Author(s):  
Emmerline Shelda Siaw ◽  
George Tan Geok Shim ◽  
Farah Liyana Azizan ◽  
Norhunaini Mohd Shaipullah
Keyword(s):  
Mathematics Anxiety ◽  
Quantitative Data ◽  
Study Data ◽  
Mathematics Performance ◽  
Learning Mathematics ◽  
Future Potential ◽  
Anxiety Levels ◽  
And Mathematics ◽  
The Relationship ◽  
Significant Factors

For many students, mathematics is regarded as a challenging subject to learn and master in class. One of the significant factors contributing to the students’ difficulties in learning mathematics is caused by a phenomenon called mathematics anxiety. Mathematics anxiety is a feeling of unease and anxiety toward mathematics and it can be different from person-to-person. Understanding the effects of mathematics anxiety levels on students’ mathematics performances in class can be the key to help students’ mastery of mathematics. The aim of the study is to investigate the relationship between mathematics anxiety levels and students’ mathematics performances at the foundation level. A sample of 545 students from a local foundation centre was chosen for this study. Data collection via questionnaire was used where quantitative data were analysed using correlation, t-test, and descriptive analyses. The results showed that there was a weak positive correlation between students’ anxiety levels and the students’ mathematics performance in their final examination. Recommendations and future potential for this study were further discussed in this paper.

Mathematics Anxiety, Mathematics Performance and Overall Academic Performance in High School Students

2009 ◽  
Vol 34 (4) ◽  
pp. 556-562 ◽  
Author(s):  
Ayatollah Karimi ◽  
S. Venkatesan
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Mathematics Anxiety ◽  
Pearson Correlation ◽  
Mathematics Performance ◽  
School Students ◽  
Demographic Questionnaire ◽  
Significant Difference ◽  
The Relationship

This paper examined the relationship between Mathematics anxiety, Mathematics performances and overall academic performance in high school students. 424 (111 males and 113 females) of high school students from three states in South India, responded to a Mathematics Anxiety Scale and Socio Demographic Questionnaire. The effects of gender on Mathematics anxiety, Mathematics performance and overall academic performance were examined and after data collection Pearson Correlation Analysis and two Independent Sample T test were used to analyze the data. Consequences reveal that Mathematics Anxiety significantly has negative correlation with Mathematics performances and overall academic performance. Moreover it was found that there is significant gender difference in Mathematics anxiety, whereas there is no significant difference between boys and girls in Mathematics performances and academic performance.

scholarly journals Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage

2021 ◽  
Author(s):  
Jennifer Gore ◽  
Felicia Jaremus ◽  
Andrew Miller
Keyword(s):  
Primary Schools ◽  
Teaching Quality ◽  
School Level ◽  
Quality Teaching ◽  
Disadvantaged Schools ◽  
Playing Field ◽  
South Wales ◽  
Social Inequities ◽  
The Relationship

AbstractImproving educational performance, including narrowing equity gaps, is frequently touted as a matter of improving the quality of teachers in the lowest performing, often disadvantaged, schools. However, the assumption that teaching is of poorer quality in disadvantaged schools is largely unsubstantiated. Using the Quality Teaching Model of pedagogy, we observed 832 lessons in 193 New South Wales primary schools and found a small relationship between teaching quality and school-level advantage. However, when 174 teachers from across the school spectrum participated in Quality Teaching Rounds we found equivalent, and substantial, gains in teaching quality across all levels of school advantage. This result indicates that differences in teaching quality are less a reflection of teacher capabilities than of the challenging circumstances in disadvantaged schools. We argue that policies seeking more equitable achievement should address wider social inequities, rather than unfairly blaming teachers for being unable to level an unequal playing field.

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