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. .

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 Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

2006 ◽  
Vol 38 (1) ◽  
pp. 225-246 ◽  
Author(s):  
Radovan Antonijevic
Keyword(s):  
Mathematics Achievement ◽  
Scale Score ◽  
Mathematics Curriculum ◽  
Eighth Graders ◽  
Eighth Grade ◽  
Content Domain ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Timss 2003 ◽  
Basic Characteristics

This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls? average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

THE USE OF LITERATURE-BASED INSTRUCTION TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE EIGHTH GRADE STUDENTS

2020 ◽  
Vol 6 (2) ◽  
pp. 61-73
Author(s):  
Ressy Novasyari
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Population Based ◽  
Mean Difference ◽  
Eighth Grade ◽  
Writing Achievement ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Based Instruction ◽  
And Control

Abstract: This research aimed to investigate whether or not there were significant differences in reading comprehension and writing achievement between the eighth grade students of SMP Islam Az-Zahra 2 Palembang who were taught by using Literature-Based instruction and those who were not. This study used one of the quasi experimental designs: pretest-posttest design. The sample was selected purposively from the whole population based on their reading comprehension scores. Forty six eighth graders were selected as the sample and equally divided into experimental and control groups. Pretest and posttest were given to both groups.  Using paired sample statistics,  the results of the experimental group showed that the students’ reading comprehension and writing achievement ? significantly improved. Furthermore, the result of the independent t-test showed that with mean difference of reading comprehension was 8.609, t value 11.111(p<0.05). Moreover, the mean difference of writing achievement was 6.8043, t value 10.478 (p<0.05).   Keywords:   Literature-based instruction, reading                     comprehension and writing achievement.

Development and Implementation of an Engineering Course Guided by Involvement in University-Based Professional Development

2013 ◽  
Author(s):  
Mark Casto ◽  
Ibrahim Zeid ◽  
Claire Duggan
Keyword(s):  
Professional Development ◽  
High School ◽  
Environmental Science ◽  
Science Curriculum ◽  
Real Life ◽  
Grant Writing ◽  
Science Content ◽  
Research Experience ◽  
Problem Solving Skills ◽  
Intensive Training

Amesbury High School is a small suburban district located in the northeastern portion of Massachusetts. Amesbury High School offers a traditional science curriculum (biology, chemistry, and physics) blended with many elective courses. Recently added electives include microbiology, forensics, geology, environmental science, and meteorology to name a few. All of these courses offer students a chance to explore in-depth issues connected to each of these fields with a curriculum designed to address real-life connections, strengthen their problem solving skills, and provide opportunities for application of their knowledge. Based upon review of the Next Generation Science Standards, it became evident a need to offer students a STEM course that was strongly focused on problem-based learning, which bridged math and science content, and offered students a better understanding of the engineering field. In the spring of 2012, a curriculum was written based upon experiences in Northeastern University’s Research Experience for Teachers Program and the CAPSULE Program which are both funded by NSF. Both of these programs offer rich professional development, is focused on engineering-based learning (EBL), have strong connections to University faculty, and provide teachers the opportunity to develop lessons and units that they can directly apply in their classrooms. The CAPSULE program provided extensive training in developing units based upon the engineering design process (EDP), offered intensive training in SolidWorks® (mechanical design software), and provided each of its participants with continued support through classrooms visits and online discussion forums. Based upon participation in these programs, available support through University connections, and a deeper understanding of the field of engineering and the EDP, we anticipate the curriculum developed for our students will lead to a deeper understanding of STEM topics and lead to an increase in enrollment in our science and math classes. I also feel that the potential exists to have CAPSTONE projects become a requirement in the newly developed course. This paper covers the details of the initial offering of the newly-developed course, the changes made for the upcoming school year, and the challenges faced throughout the process of implementation. It also addresses the grant writing successes and failures encountered and how the funding has been used to enhance components of the course. Included in the paper are student reactions and feedback that was considered in revising the course. Lastly, the paper summarizes my involvement in both of these professional development programs and how they are integral to developing leadership skills and confidence within the education profession.

scholarly journals Are the Mathematics Textbooks for Eighth-Grade Meet the Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework?

2020 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Annis Pertiwi ◽  
Wahidin Wahidin
Keyword(s):  
Cognitive Domain ◽  
Eighth Grade ◽  
Mathematics Textbooks ◽  
Ministry Of Education ◽  
Science Study ◽  
Knowledge Domain ◽  
Mathematics Textbook ◽  
Content Domain ◽  
Descriptive Approach ◽  
Mathematics And Science

Abstract. This study aims to determine the suitability of mathematics textbooks for eighth-grade with Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. This research uses a qualitative research method with a descriptive approach and content analysis techniques. The data of this research are the eighth-grade mathematics textbook. In the textbook analysis, the researcher used three textbooks, namely Penerbit Erlangga, Yudhistira, and the Ministry of Education and Culture (Kemendikbud). The analysis carried out was the analysis of the content domain and knowledge domain based on the TIMSS 2019 Mathematics Framework. The content domain contains numbers, algebra, geometry, and data, and probability. While the knowledge domain contains aspects of understanding, application, and reasoning. In the Penerbit Erlangga book, there are only 2 out of 4 pieces of content contained in TIMSS, while the cognitive domain is 2 out of 3 aspects. Yudhistira book 2 of 4 content contained in TIMSS, while the cognitive domain is 1 of 3 aspects. Kemendikbud’s book is 1 of 4 content domains in TIMSS, while the cognitive domain is 1 of 3 aspects. Therefore the three eighth-grade mathematics textbooks as a whole are still not suitable for the TIMSS 2019 Mathematics Framework.   Abstrak. Penelitian ini bertujuan menentukan kecocokan buku ajar matematika kelas VIII dengan Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif dan teknik analisis isi. Data yang dianalisis adalah buku ajar matematika kelas VIII. Dalam analisis buku ajar, peneliti menggunakan tiga buku ajar yaitu terbitan Erlangga, Yudhistira, dan Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Analisis dilakukan terhadap content domain dan knowledge domain berdasarkan TIMSS 2019 Mathematics Framework. Content domain terdiri dari bilangan, aljabar, geometri, dan data dan peluang. Sedangkan knowledge domain terdiri dari aspek pemahaman, penerapan dan penalaran. Dalam buku Erlangga, terdapat dua dari 4 content domain, sedangkan cognitive domain hanya 2 dari 3 aspek. Buku Yudhistira memuat 2 dari 4 content domain dan hnaya 1 dari 3 aspek cognitive domain. Pada buku Kemendikbud hanya terdapat 1 dari 4 content domain dan hanya 1 dari 3 aspek cognitive domain. Jadi, tiga buku ajar matematika kelas VIII tersebut secara keseluruhan belum sesuai dengan TIMSS 2019 Mathematics Framework.

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.

Teacher to Teacher: Figural and Numerical Modes of Generalizing in Algebra

2005 ◽  
Vol 11 (4) ◽  
pp. 198-204
Author(s):  
Ferdinand D. Rivera ◽  
Joanne Becker
Keyword(s):  
Data Collection ◽  
Eighth Graders ◽  
Eighth Grade ◽  
Northern California ◽  
Tabular Form ◽  
Closed Formula ◽  
Data Collection And Analysis ◽  
Eighth Grade Students

Induction Plays A Central Role In Performing generalization and abstraction, two important processes that are necessary and highly valued in all areas of mathematics (Kaput 1999; Mason 1996; Romberg and Kaput 1999; Schoenfeld and Arcavi 1988). From 2000 to 2004, at least 30,000 eighth-grade students in northern California were tested on algebra tasks that asked them to construct linear patterns of the form y = mx + b. The students were expected to generalize using explicitly defined functions, including selecting, converting flexibly among, and employing various representations for, the patterns. Five years of data collection and analysis of students' work have shown that only three-fourths of the eighth graders tested could successfully deal with particular cases of linear patterns in visual and tabular form, and that less than one-fifth could use algebra to express correct relationships or to generalize to an explicit, closed formula (Becker and Rivera 2004).

scholarly journals The Effect of Email on Students’ Writing Skills at the Eighth Graders of MTs. Mu’allimat NW Kelayu in the School Year 2017-2018

FONDATIA ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 37-60
Author(s):  
Jumatriadi Jumatriadi
Keyword(s):  
Experimental Research ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Writing Skills ◽  
Eighth Graders ◽  
Language Skill ◽  
Eighth Grade ◽  
School Year ◽  
Eighth Grade Students ◽  
The Media

Writing is one of language skill that must be mastered by the language learners.The teacher must be selective in relevant methode, media and technique, that is can engage the students to be more effective and creative in achieve the goal of learning. One of the media that is used in language teaching is email,because, it may motivate and reinforce any language skill the students. And as graphic commuicatioan to give the certain massage accurately and short with use the language it easy to be understand.The statement of the problemsof thisresearch are; (1) Is there any effect of email on students‟ writing skillsat the eighth graders ofMTs. Mu’allimat NW Kelayu in the school year2017-2018? (2) To what extent is the effect ofemail on students‟ writing skills at the eighth graders of MTs. Mu’allimat NW Kelayu in the school year2017-2018?. This study belongs to a pre experimental research. The population was the eighth grade students of MTs. Mu’allimat NW Kelayu consisting of two classes. However the present researcher just took one class as sample there were 20 students as the experimental class. To get the data, the present researcher used research instrument namely written test.The result of data analyze, the present researcher found out the result rtest was 0.52 and r tablewas 0.38 with df = 5% from the total of sample was twenty students. It means rtest was higher than rtable (0.52> 0.38). So that, the present researcher concluded alternative hypothesis (Ha) was accepted, and null hypothesis (Ho) was rejected. It means that there was effect of email on students‟ writing skillsatthe eighth graders of MTs. Mu’allimat NW Kelayu in the school year2017-2018

scholarly journals Jak słucha ósmoklasista? Próba diagnozy

2021 ◽  
Vol 12 (330) ◽  
pp. 444-464
Author(s):  
Marta Chyb-Winnicka
Keyword(s):  
Primary School ◽  
Auditory Perception ◽  
Primary Schools ◽  
Listening Comprehension ◽  
Preventive Measures ◽  
Eighth Graders ◽  
Eighth Grade ◽  
Listening Skills ◽  
Eighth Grade Students ◽  
Research Show

The aim of this article is an attempt to give an answer the question: What is the level of listening skills of the students who come to post-primary school? The author presents the results of research that she carried out using authorial listening comprehension texts. The research involved a group of 162 eighth grade students from four primary schools in Opole. The data obtained from this research show that eighth-graders demonstrate an average level of listening skills, there fore schools should take preventive measures aimed at in creasing the effectiveness of auditory perception.

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