Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Siti Hannah Padliyyah
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Active Role ◽  
Stem Learning ◽  
International Student Assessment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

scholarly journals PROBLEMS OF RUSSIAN SCHOOL EDUCATION IN PISA CONTEXT

2021 ◽  
Vol 2 ◽  
pp. 656-667
Author(s):  
Iosif Zaia ◽  
Ekaterina Manuylova ◽  
Artur Gevorkyan ◽  
Pavel Nesterov ◽  
Sergei Gavrov
Keyword(s):  
International Student ◽  
Social Role ◽  
Student Assessment ◽  
School Teachers ◽  
Heterogeneous Information ◽  
International Student Assessment ◽  
Training Courses ◽  
Modern Technologies ◽  
Made In

The article based on the research which aim is to clear, how common teaching practices in Russian schools affecting the decline in the results of students when performing tasks of the Programme for International Student Assessment (PISA). The authors of the article try to understand why teachers so often prefer quite old training technologies. In the course of study these problems, members of research team conducted interviews and discussions with school teachers from the Moscow region who were trained in advanced training courses at the Academy of Public Administration. Intensive interaction with teachers helped the authors to draw a conclusion that the avoiding more effective contemporary training technologies is due to certain conditions in which the teacher works. Another conclusion made in the article: teachers fail in teaching students not because they do not have enough knowledge of modern technologies and techniques or because they underestimate the importance of developing critical thinking, anthropological imagination, knowledge of meta-subject connections, the skills to understand texts and work with heterogeneous information, but because they are not ready to accept the changing social role of the school. 

Facilitating Reading Engagement in Shared Reading

Poetics Today ◽  
2021 ◽  
Vol 42 (2) ◽  
pp. 229-251
Author(s):  
Mette Steenberg ◽  
Charlotte Christiansen ◽  
Anne Line Dalsgård ◽  
Anne Maria Stagis ◽  
Liv Moeslund Ahlgren ◽  
...  
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Shared Reading ◽  
Literary Analysis ◽  
Reading Engagement ◽  
Literary Reading ◽  
International Student Assessment ◽  
Specific Practice ◽  
Educational Need

Abstract This article responds to this special issue's overarching interest in the relation between modes of reading and the experiences of actual readers by analyzing how the specific practice of shared reading facilitates readers’ engagement in literary reading. The article responds both to an under-investigated dimension of the practice of shared reading, that of the role of facilitation, and to a pressing articulated and educational need to develop additional and better methodologies for fostering literary reading engagement, as existing results from the Organisation for Economic Co-operation's Programme for International Student Assessment (PISA) have demonstrated the importance of reading engagement for both academic achievement and social mobility. By linking the notion of engagement within the PISA framework with phenomenologically oriented empirical research on expressive reading and the notion of emergent thinking in existing shared reading research, the article argues for the role of the reader leader in facilitating literary engagement. These connections may inspire literary scholars to consider the link between literary analysis and the didactics of literary reading.

Never Waste a Crisis: Understanding the Welsh Policy Response to PISA in the Context of the Globally Structured Reform Agenda

2017 ◽  
Vol 19 (1) ◽  
pp. 182-191
Author(s):  
Lizzie Swaffield
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Education Systems ◽  
National Education ◽  
Reform Agenda ◽  
International Student Assessment ◽  
National Education Systems ◽  
Modes Of Governance ◽  
The Impact

This article considers the nature of the globally structured reform agenda including the role of international organisations and the development of new supra-national modes of governance. It discusses the impact of this agenda on education policy within national education systems with a particular focus on the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) as an example of the globally structured reform agenda. It explores the role PISA has in global educational governance and in influencing the transfer of policy between education systems. Policy responses to PISA are critically discussed with a particular focus on the response in Wales. It is argued that new supra-national modes of governance shape education systems and the transfer of policy between them, but that they are also used as a tool to further domestic political agendas in order to bring about reforms.

scholarly journals Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

2015 ◽  
Vol 23 ◽  
pp. 108 ◽  
Author(s):  
Haigen Huang
Keyword(s):  
United States ◽  
Socioeconomic Status ◽  
Achievement Gap ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
The United States ◽  
Learning Time ◽  
International Student Assessment

Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

scholarly journals Avaliações e pesquisas educacionais internacionais: entrevista com Andreas Schleicher

2017 ◽  
Vol 28 (68) ◽  
pp. 630
Author(s):  
Gabriela Moriconi ◽  
Adriana Bauer
Keyword(s):  
International Education ◽  
Comparative Research ◽  
International Student ◽  
Student Assessment ◽  
Educational Programs ◽  
Secretary General ◽  
International Student Assessment ◽  
Palabras Clave ◽  
International Assessment

<p>Nesta entrevista, Andreas Schleicher, Diretor de Educação e Assessor Especial em Política Educacional da Secretaria Geral da Organização para a Cooperação e Desenvolvimento Econômico (OCDE), comenta sobre o papel da OCDE e, em especial, do Programme for International Student Assessment (PISA), no contexto educacional internacional, sua relação com atores da comunidade educacional, bem como os impactos de sua atuação. A entrevista aborda, ainda, aspectos relativos à participação do Brasil em programas e projetos educacionais da OCDE.</p><p><strong>Palavras-chave:</strong> Avaliação Internacional; Pesquisa Comparada; Pisa; OCDE.</p><p>  </p><p><strong>International education assessments and surveys: interview with Andreas Schleicher</strong></p><p>In this interview, Andreas Schleicher, Director for Education and Sills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD), comments on the role of the OECD and, in particular, of the Program for International Student Assessment (PISA), in the international education context, its relationship with actors in the educational community, as well as the impacts of its performance. The interview also addresses aspects related to Brazil’s participation in OECD educational programs and projects.</p><p><strong>Keywords:</strong> International Assessment; Comparative Research; Pisa; OECD.</p><p>  </p><p><strong>Evaluaciones e investigaciones educativas internacionales: entrevista con Andreas Schleicher</strong></p><p>En esta entrevista, Andreas Schleicher, Director de Educación y Asesor Especial en Política Educacional de la Secretaría General de la Organización para la Cooperación y Desarrollo Económico (OCDE), comenta sobre el papel de la OCDE y, en especial, del Programa Internacional de Evaluación de Estudiantes (PISA), en el contexto educativo internacional; su relación con actores de la comunidad educacional; así como los impactos de su actuación. La entrevista aborda asimismo aspectos relativos a la participación de Brasil en programas y proyectos educativos de la OCDE.</p><strong>Palabras-clave:</strong> Evaluación Internacional; Investigación Comparada; PISA; OCDE

scholarly journals Students’ Math Self-Concept, Math Anxiety, and Math Achievement: The Moderating Role of Teacher Support

2021 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Satoshi Oda ◽  
Chiaki Konishi ◽  
Takashi Oba ◽  
Tracy K. Y. Wong ◽  
Xiaoxue Kong ◽  
...  
Keyword(s):  
Emotional Support ◽  
Teacher Support ◽  
International Student ◽  
Math Achievement ◽  
Math Anxiety ◽  
Student Assessment ◽  
Self Concept ◽  
Instrumental Support ◽  
International Student Assessment

This study explored the moderating roles of teacher instrumental and emotional support on the association between students’ math anxiety/math self-concept and math achievement. Participants included 21,544 Canadian students aged 15 years (10,943 girls) who participated in the 2012 Program for International Student Assessment. Results indicated that instrument support and emotional support were positively associated with math achievement. A significant moderation effect was evident between instrumental support and math anxiety; higher levels of instrumental support were associated with higher math achievement at low levels of math anxiety. Emotional support did not interact with math anxiety or math self-concept. The present findings highlight the importance to consider not only individual factors (i.e., math anxiety and math self-concept) but also the role of teacher support in supporting math achievement. 

scholarly journals THE EFFECTS OF USING BAR MODEL TOWARDS ALGEBRAIC THINKING SKILL IN ALGEBRAIC PROBLEM SOLVING AMONG STUDENTS

2021 ◽  
Vol 6 (44) ◽  
pp. 38-51
Author(s):  
Janet Jahudin ◽  
Nyet Moi Siew
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Thinking Skills ◽  
Algebraic Thinking ◽  
International Student Assessment ◽  
Significant Difference ◽  
Post Test ◽  
Inference Test ◽  
Quasi Experimental ◽  
The Mean

Algebraic thinking skills are one of the elements emphasized in the benchmarking of PISA (Program for International Student Assessment). However, the algebraic thinking skills among students were found to be still at a very weak level. The purpose of this study was to look at the effect of the bar model method on students’ algebraic thinking skills. Pre-test and post -test were used as research instruments. The study was an experimental study conducted on 90 Form One students from a school in Tuaran District, Sabah. This study used a quasi-experimental design of pre-and post-test. The sample was divided into 3 groups, namely the group of learning methods i) Bar Model (MB, n = 30), ii) Bar Model and Cooperative Learning (MBPK, n = 30), and conventional (TR, n = 30). Statistical inference test, One-way Analysis of Variances Test (ANOVA) was used to analyze the findings of this study. The results of one-way ANOVA analysis showed that there was a significant difference in the mean score of the post-test between the MB group, MBPK group, and TR group (F (2, 87) = 9.316, p <.05). Significant differences in mean scores for post-test could only be seen between TR group with MB group (P = 0.019) and between TR group with MBPK group (P = 0.000) while insignificant differences were shown between MB and MBPK group (P = 0.304). Therefore, it is suggested that mathematics teachers use the Bar Model as a teaching aid to improve students' algebraic thinking skills.

scholarly journals Strive to Succeed? The Role of Persistence in the Process of Educational Attainment

2021 ◽  
pp. 000276422199675
Author(s):  
Alberto Palacios-Abad
Keyword(s):  
Educational Attainment ◽  
International Student ◽  
Educational Inequality ◽  
Student Assessment ◽  
Educational Expectations ◽  
Structural Equations ◽  
Data Set ◽  
International Student Assessment ◽  
The Impact

This article examines the role of effort in the process of educational attainment. First, I analyze the impact of effort on future tertiary educational attainment. Then, I test two sociological theories that argue that effort transmits educational inequality across generations. According to the first theory, parental background shapes the effort that children exert in education-related activities. The second theory argues that the drivers of effort in this context are educational expectations. I use a variable for effort that is measured directly over the course of the Programme for International Student Assessment test. Using a longitudinal data set from Australia, I estimate different hierarchical and structural equations models. I find that the measure of effort is positively and significantly associated with the probability of having obtained a tertiary degree 10 years later. Furthermore, the results show partial support for the second theory but not for the first one.

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