scholarly journals INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS

2014 ◽  
Vol 43 (5) ◽  
pp. 40-55
Author(s):  
Khalid Said Rabayah
Keyword(s):  
Technology Use ◽  
Primary Schools ◽  
International Association ◽  
International Study ◽  
Science Tests ◽  
Academic Achievements ◽  
Math And Science ◽  
Major Factors ◽  
The Impact ◽  
Mathematics And Science

The association between ICT diffusion and education is a subject of hot debate in both ICT and educational circles. Stances range from positive enthusiast, to skeptics, to disbelievers vis-a-vis the impact of ICT on students’ achievements. The purpose of this paper is to investigate the presence of any correlation between students’ academic achievements as recorded by Trends in International Mathematics and Science (TIMMS 2011) and the penetration of ICT in their schools and households, with focus primarily on computers and the Internet. The paper relies on the analysis of the data published by the Trends in International Mathematics and Science Study (TIMMS 2011), international study center and the international association for the evaluation of educational achievements. Statistical data analysis will be employed to figure out whether there is any correlation between the penetration level of ICT and the students’ score in math and science tests as recorded by the TIMMS 2011 international scale. The analysis conducted within the scope of this research indicates the lack of any association between ICT use and students achievements in math and science subjects. Though the linkage between students’ achievements is not a straightforward issue that can be uncovered via simple regression analysis, however, the results definitely indicate that employment of ICT in both schools and homes is an insignificant factor that can be easily offset by other major factors, like socio-economic conditions, instruction resources, teachers’ capabilities, or cultural factors.

The Impact of Language Use and Academic Integration for International Students

2019 ◽  
Vol 9 (2) ◽  
pp. 1-13
Author(s):  
Michelle L. Amos ◽  
Rachel C. Plews
Keyword(s):  
Transformative Learning ◽  
Technology Use ◽  
International Student ◽  
Language Use ◽  
International Study ◽  
Transformative Learning Theory ◽  
Online Activity ◽  
Culturally Based ◽  
Study Sites ◽  
The Impact

This article investigates the prevalence of online activity and preferred language use in these tasks. A survey was administered to students enrolled at three institutions to determine the frequency of their engagement in different online tasks in addition to the language(s) that they used. This work uses Transformative Learning Theory as a lens to examine how these students use language to navigate their transition into their new roles as college students and members of new communities. Several differences were noted among the study sites, reflecting the culture of the region and the varied student populations. The authors suggest minor revisions of the measure and continued investigation with additional international study sites to broaden data and allow for specific, culturally-based suggestions for improved student support. Increases in both international student enrollment and technology use require exploration of how these students use the Internet. This work is unique addressing the need to balance student emotional support needs and their need for language acquisition.

scholarly journals Similarity of TIMSS Math and Science Achievement of Nations

2001 ◽  
Vol 9 ◽  
pp. 33 ◽  
Author(s):  
Algirdas Zabulionis
Keyword(s):  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Massive Data ◽  
Science Study ◽  
Data Set ◽  
Test Items ◽  
Massive Data Set ◽  
Math And Science ◽  
Mathematics And Science

In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA) undertook a Third International Mathematics and Science Study (TIMSS) in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy) for the students from a particular country (or group of countries). Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

scholarly journals Educational achievement of Serbian students in TIMSS 2011

2012 ◽  
Vol 44 (2) ◽  
pp. 243-265 ◽  
Author(s):  
Slobodanka Gasic-Pavisic ◽  
Dejan Stankovic
Keyword(s):  
Primary Schools ◽  
Science Achievement ◽  
Educational Achievement ◽  
International Study ◽  
Poor Performance ◽  
International Studies ◽  
View Point ◽  
Grade Scale ◽  
Nationally Representative ◽  
Mathematics And Science

This paper presents the main results of the international study of students? mathematics and science achievement TIMSS 2011. The focus is on presentation and discussion of the results achieved by Serbian students. In Serbia, this study was conducted in the fourth grade of primary school on a nationally representative sample of students - a total of 4379 students from 156 primary schools were tested, i.e. 219 classes. The average achievement of students from Serbia was 516 points in mathematics and in science, which in both cases represents achievement that is significantly higher than the center point of the TIMSS 4th grade scale. The paper also presents results according to content domains, differences in achievement between boys and girls, as well as students? distribution according to international benchmarks. The results are observed from the view point of overlapping of the Serbian curricula and the TIMSS test. Overall, these results can be seen as encouraging indicators of the Serbian education system for the first education cycle, particularly if we bear in mind relatively poor performance of students in higher grades in Serbia which had been shown in various previous studies. Since TIMSS findings should primarily be used in planning the development of education, the concluding part discusses the importance of regular participation of Serbia in international studies of this kind, as well as the importance of greater involvement of domestic researchers in analysis of available international databases.

scholarly journals Dynamics in Academic Achievement of Female Education in Jima Arjo Woreda and the Role of Governmental and NGO’s Organizations

2020 ◽  
pp. 81-87
Author(s):  
Wagari Guluma Bekele
Keyword(s):  
Academic Achievement ◽  
Role Models ◽  
Primary Schools ◽  
Teaching Method ◽  
School Facilities ◽  
Female Students ◽  
Early Marriage ◽  
Academic Achievements ◽  
Teacher Student ◽  
Major Factors

The study was conducted on issues affecting the academic achievement of female students in selected primary schools of Jimma Arjo woreda while its objective was to investigate the major factors that affect the academic achievements of female students in primary schools of four sampled primary schools/Arjo primary school, Andinnet, Arbi-gebeya and Wayu Warke primary schools. Female students academic achievements show an upgrading from time to time, but still the rise is delicate when contrast to males. The finding identified the five broad categories, Family related, school related, socio-economic related, cultural related were the major factors that affect the academic achievements of females’ education. The common issues household responsibilities, low awareness of parents towards females education, parents financial problems, parents education level, lack of school facilities, school distance, the nature of teacher student relationship, the study behavior female students implement, teaching method teachers use, early marriage, less avails of role models are the main reasons for squat academic achievements of female students on education. To alleviate these upward parents awareness to wards the benefit of educating females, motivating female students, providing financial supports for the poor female students, improving school facilities and protecting female from abduction and early marriage/from any harmful traditions were recommended.

State Graduation Requirements, High School Course Taking, and Choosing a Technical College Major

2007 ◽  
Vol 7 (1) ◽  
Author(s):  
Maya Federman
Keyword(s):  
High School ◽  
Selection Bias ◽  
Gender Gap ◽  
College Major ◽  
Graduation Requirements ◽  
Science Courses ◽  
High School Math ◽  
Math And Science ◽  
The Impact ◽  
Mathematics And Science

Abstract I examine the changing patterns of enrollment of females and males in mathematics and science courses in high school between roughly the classes of 1982 and 1992. Course taking has increased in both subjects and, notably, the gender gap has closed. I also examine the impact of state graduation requirements on course taking patterns for males and females. Higher graduation requirements in mathematics and science are associated with increased course taking and the magnitude is similar for both females and males. Finally, I investigate the relationship between high school math and science course taking and college major choice for the latter cohort. Ability and taste are likely to affect both high school course selection and college major and students planning on choosing a technical major are more likely to choose to take additional math and science courses in high school. To address this issue of selection bias, I first include direct measures of ability and taste and then use variation in state graduation requirements to instrument for increased course taking. I find that the number of high school mathematics courses taken has a positive effect on the probability that a student chooses a technical major in college and that this result appears robust to correction for selection bias.

Investigation of Cost-Influencing Factors Potentially ‎Controllable by Main Contractors in Construction Projects in ‎Iraq

2020 ◽  
Vol 38 (7A) ◽  
pp. 1069-1076
Author(s):  
Layth T. Ali ◽  
Raid S. Abid Ali ◽  
Zeyad S. M. Khaled
Keyword(s):  
Construction Projects ◽  
Project Managers ◽  
Cost Overrun ◽  
Public And Private ◽  
Importance Index ◽  
Labor Recruitment ◽  
Supply Planning ◽  
Major Factors ◽  
And Control ◽  
The Impact

Cost overrun in construction projects is a common phenomenon in Iraq. This might occur due to diversity of factors. This study aims to identify the factors influencing construction projects cost that are potentially controllable by main contractors. A field study through a questionnaire survey was directed to a sample of related Iraqi professional engineers from general contracting companies at both public and private sectors. Their opinions on the impact and frequency of each factor were investigated. The questionnaire offered (59) factors classified in (8) categories namely; legislations, financial and economic, design, contractual, site management, material, labor and equipment. The factors were ranked according to the highest Relative Importance Index (RII). The study revealed (10) major factors that are potentially controllable by main contractors namely; labor productivity, sub-contractors and suppliers performance, equipment productivity, site organization and distribution of equipment, experience and training of project managers, scheduling and control techniques, planning for materials supply, planning for equipment supply, materials delivery and planning for skilled labor recruitment. Recommendations to aid contractors and owners in early identification of these factors are also included in this study.

Agricultural education and Italian primary school teachers: the Romagna in the late nineteenth century

Modern Italy ◽  
2020 ◽  
pp. 1-16
Author(s):  
Omar Mazzotti ◽  
Massimo Fornasari
Keyword(s):  
Nineteenth Century ◽  
Agricultural Education ◽  
Primary Schools ◽  
Educational Process ◽  
Late Nineteenth Century ◽  
Ruling Class ◽  
Primary School Teachers ◽  
Agricultural Revolution ◽  
Agricultural Knowledge ◽  
The Impact

This article examines the dissemination of agricultural education in primary schools in the Romagna, an important rural area in post-unification Italy. The topic is explored within a wider perspective, analysing the impact of institutional changes – at both the national and local levels – on the transmission of agricultural knowledge in primary education during the final quarter of the nineteenth century. Two particular elements of the process are examined: students, as the intended beneficiaries of the educational process; and teachers, who as well as having a key role in reducing the extent of illiteracy were sometimes also involved in disseminating agricultural knowledge. The transfer of that knowledge appears to have been a very challenging task, not least because of the scant interest that Italy's ruling class showed towards this issue. However, increasing importance seems to have been given to agricultural education in primary schools during the economic crisis of the 1880s, when the expansion of this provision was thought to be among the factors that might help to prepare the ground for the hoped-for ‘agricultural revolution’.

scholarly journals Effects of Climatic Conditions, Season and Environmental Factors on CO2 Concentrations in Naturally Ventilated Primary Schools in Chile

2021 ◽  
Vol 13 (8) ◽  
pp. 4139
Author(s):  
Muriel Diaz ◽  
Mario Cools ◽  
Maureen Trebilcock ◽  
Beatriz Piderit-Moreno ◽  
Shady Attia
Keyword(s):  
Air Quality ◽  
Indoor Air Quality ◽  
Indoor Air ◽  
Primary Schools ◽  
Co2 Concentration ◽  
Building Design ◽  
Climatic Conditions ◽  
Indoor Environmental Quality ◽  
Co2 Concentrations ◽  
The Impact

Between the ages of 6 and 18, children spend between 30 and 42 h a week at school, mostly indoors, where indoor environmental quality is usually deficient and does not favor learning. The difficulty of delivering indoor air quality (IAQ) in learning facilities is related to high occupancy rates and low interaction levels with windows. In non-industrialized countries, as in the cases presented, most classrooms have no mechanical ventilation, due to energy poverty and lack of normative requirements. This fact heavily impacts the indoor air quality and students’ learning outcomes. The aim of the paper is to identify the factors that determine acceptable CO2 concentrations. Therefore, it studies air quality in free-running and naturally ventilated primary schools in Chile, aiming to identify the impact of contextual, occupant, and building design factors, using CO2 concentration as a proxy for IAQ. The monitoring of CO2, temperature, and humidity revealed that indoor air CO2 concentration is above 1400 ppm most of the time, with peaks of 5000 ppm during the day, especially in winter. The statistical analysis indicates that CO2 is dependent on climate, seasonality, and indoor temperature, while it is independent of outside temperature in heated classrooms. The odds of having acceptable concentrations of CO2 are bigger when indoor temperatures are high, and there is a need to ventilate for cooling.

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