scholarly journals Comparing Students’ Engagement in Classroom Education Between China and Germany

2021 ◽  
Vol 12 ◽  
Author(s):  
Shu Deng
Keyword(s):  
Academic Success ◽  
Student Engagement ◽  
Classroom Environment ◽  
International Student ◽  
Educational Achievement ◽  
Student Assessment ◽  
Learner Engagement ◽  
Cross Sectional ◽  
International Student Assessment ◽  
The Uk

Since the mid-1980s, there has been an academic shift toward students’ involvement in the learning process. A great number of studies have focused on the relationship between student engagement and educational achievement. They have highlighted that appropriate educational input and a supportive classroom environment are necessary, but optimum learning should occur when students are engaged with the curriculum as well as the institution, particularly in higher education institutions. Many scholars claimed that higher levels of engagement will help students deal with academic anxiety and develop a sense of belonging, which may lead to higher academic success. Educational experts and policymakers have begun to propose nationwide and international strategies and programs to promote student engagement in the classroom, which has led to the proposal of well-known programs such as the National Survey of Student Engagement, the UK Engagement Survey, and Program for International Student Assessment. Such engagement-centered international measures have been used across the globe (e.g., Germany) and translated into different languages (e.g., Chinese). Although the findings of relevant studies confirm the effectiveness of engagement on learning achievement, there is still the need to conduct further (cross-sectional) studies considering the implementation of such programs in a different context. The present study is an attempt to review the related literature regarding student engagement among Chinese and German students across a variety of disciplines. The findings suggest that researchers should devote more time and budget to investigate the significance of learner engagement, especially in Germany and China.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

scholarly journals Educational Achievement Gaps between Immigrant and Native Students in Two “New” Immigration Countries

2012 ◽  
Vol 643 (1) ◽  
pp. 46-77 ◽  
Author(s):  
Davide Azzolini ◽  
Philipp Schnell ◽  
John R. B. Palmer
Keyword(s):  
International Student ◽  
Immigrant Students ◽  
Educational Achievement ◽  
Student Assessment ◽  
Achievement Gaps ◽  
Empirical Literature ◽  
Socioeconomic Background ◽  
School Type ◽  
Native Students ◽  
International Student Assessment

The authors use 2009 Programme for International Student Assessment (PISA) data to determine how immigrant children in Italy and Spain compare with native students in reading and mathematics skills. Drawing on the vast empirical literature in countries with traditionally high rates of immigration, the authors test the extent to which the most well-established patterns and hypotheses of immigrant/native educational achievement gaps also apply to these comparatively “new” immigration countries. The authors find that both first- and second-generation immigrant students underperform natives in both countries. Although socioeconomic background and language skills contribute to the explanation of achievement gaps, significant differences remain within the countries even after controlling for those variables. While modeling socioeconomic background reduces the observed gaps to a very similar extent in both countries, language spoken at home is more strongly associated with achievement gaps in Italy. School-type differentiation, such as tracking in Italy and school ownership in Spain, do not reduce immigrant/native gaps, although in Italy tracking is strongly associated with immigrant students’ test scores.

scholarly journals HAPPINESS OF PREGNANT WOMEN AND CHILDREN'S ACADEMIC ACHIEVEMENTS VALUE IN KINDERGARTEN KHADIJAH

2021 ◽  
Vol 5 (4) ◽  
pp. 340
Author(s):  
Dian Lestari Hidayah ◽  
Nining Febriyana ◽  
Atika Atika
Keyword(s):  
Academic Achievement ◽  
Pregnant Women ◽  
International Student ◽  
Student Assessment ◽  
Rank Correlation ◽  
Cross Sectional ◽  
Academic Field ◽  
Biological Mothers ◽  
International Student Assessment ◽  
Demographic Questionnaire

Background: Indonesia's education ranked sixth bottom of the 2018 world rankings compiled by the Program for International Student Assessment (PISA). The value of academic achievement is an indicator of the quality of students in the academic field. One of the factors that influence achievement is children's intelligence. Child's intelligence is influenced by the happiness of his mother during pregnancy. This study aims to analyze the relationship between the happiness of pregnant women and the value of children's academic achievement in TK Khadijah Gedangan. Method: This type of research is an observational analytic study, using a cross sectional approach. The study population was all TK-A and TK-B students at TK Khadijah Gedangan and their biological mothers. The total sampling method was carried out according to the inclusion criteria and exclusion criteria. Collecting data using a demographic questionnaire and OHQ which was translated into Indonesian. SPSS software was used to test the Spearman rank correlation statistical test. Result: Obtained N = 54, significance value 0.514, correlation coefficient value -.091. Conclusion: The happiness of pregnant women is not related to the achievement scores of kindergarten children.Keywords: happiness, pregnant women, academic achievement 

Educational standards resist improvement in Peru

2016 ◽  
Keyword(s):  
International Student ◽  
Educational Achievement ◽  
Student Assessment ◽  
Educational Standards ◽  
Content Type ◽  
Fiscal Constraints ◽  
International Student Assessment ◽  
University Courses ◽  
Low Wages

Subject Efforts to improve educational standards. Significance Of the 65 countries covered by the Programme for International Student Assessment (PISA) study in 2012, Peru came last for educational achievement. Although President Ollanta Humala's administration has received praise for the priority it has given to the educational sector, Peru will need to expend more effort in improving standards if it is ever to be admitted to the OECD. Impacts Teachers' low wages will continue to represent an obstacle to educational improvements. Fiscal constraints will make it more difficult for the next government, which takes office in July, to devote more money to education. There is still a mismatch between existing university courses and the need to boost technological expertise.

The Role of Personality in Predicting (Change in) Students’ Academic Success Across Four Years of Secondary School

2016 ◽  
Vol 32 (1) ◽  
pp. 95-103 ◽  
Author(s):  
Marion Spengler ◽  
Martin Brunner ◽  
Romain Martin ◽  
Oliver Lüdtke
Keyword(s):  
Academic Success ◽  
Predictive Validity ◽  
Big Five ◽  
Educational Outcomes ◽  
International Student ◽  
Longitudinal Research ◽  
Student Assessment ◽  
Big Five Personality ◽  
International Student Assessment ◽  
Incremental Predictive Validity

Abstract. Little longitudinal research has addressed the question of whether the Big Five personality traits (i.e., O, C, E, A, N) predict educational outcomes and whether the Big Five provide incremental predictive validity for educational outcomes when prior achievement, intelligence, and academic self-concept are controlled for. Also, little is known about whether noncognitive factors are related to change in academic success, especially grades, after controlling for its stability. To address these research questions, we used data from the Luxembourg longitudinal extension of the 2009 cycle of the Program for International Student Assessment (PISA). We included data from two student cohorts that were followed across 4 years: The first cohort was in ninth grade when they participated in PISA (N = 240); the second cohort in 10th grade (N = 276). Correlational results showed that Conscientiousness and Openness were substantially related to subject-specific grades in Mathematics, French, and German across several school years. There was evidence for incremental predictive validity beyond intelligence and academic self-concepts. When controlling for the stability of grades, there were only small effects of all predictors on later grades. In summary, students’ personality (but also intelligence and academic self-concepts) predicted the stable part of grades rather than change.

Modeling Educational Inequalities: Class, Academic Achievement, and Regional Differences in Turkey

2017 ◽  
Vol 51 (5) ◽  
pp. 659-692 ◽  
Author(s):  
Ela Ataç
Keyword(s):  
Academic Achievement ◽  
International Student ◽  
Educational Achievement ◽  
Educational Inequality ◽  
Student Assessment ◽  
Entrance Examination ◽  
International Student Assessment ◽  
Regional Inequalities ◽  
Geographical Variations ◽  
National University

As it has been realized that education is a key to a long-term economic growth and to reducing social and economic disadvantages, educational inequality and its reflections in the geography have become some of the major issues in many countries. Turkey is in many ways a good example to analyze the relations between class, education, and regional inequalities where education is strongly a class-related issue and there has also been a strong dimension of “geography” as far as the educational provision and performance are considered. The purpose of the article is to contribute to two debates on the relation of education and inequality in Turkey. One is a specific and practical way of understanding about the effect of socioeconomic backgrounds of the students on their educational achievement. The other is an understanding on causal relations based on socioeconomic variables and geographical variations and how these lead to or indeed are partly caused by regional inequalities in Turkey. Using the datasets of PISA (Program for International Student Assessment) database, the datasets of National University Entrance Examination and Census, the article finds that for Turkish students where (the region and the place of residence) and with whom (socioeconomic qualifications of parents) they live are the powerful indicators of academic achievement.

Socioeconomic status and wellbeing as predictors of students’ academic achievement: evidence from a developing country

2021 ◽  
pp. 1-19
Author(s):  
Cahit Erdem ◽  
Metin Kaya
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Developing Country ◽  
International Student ◽  
Linear Regression Analysis ◽  
Student Assessment ◽  
Multiple Linear Regression Analysis ◽  
Cross Sectional ◽  
Independent Variables ◽  
International Student Assessment

Abstract The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students’ academic achievement, particularly in developing countries; thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students’ achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country.

scholarly journals Scientific Media Dieting and Students Awareness and Expectations about the Environmental Issues of Deforestation and Species Extinction in the Middle East and North America: An Integrated cross Cultural Ecologic-Economic Analysis

2018 ◽  
Author(s):  
Ibrahim Niankara
Keyword(s):  
North America ◽  
Middle East ◽  
International Student ◽  
Environmental Awareness ◽  
Student Assessment ◽  
Environmental Issues ◽  
Cross Sectional Survey ◽  
Species Extinction ◽  
Cross Sectional ◽  
International Student Assessment

This study inscribes itself in the global discussion about the issue of environmental awareness, beliefs and behaviors. Here we focus on the role that cultural differences and scientific media dieting play in explaining heterogeneities in students' awareness and expectations about the two environmental issues of deforestation and species (plant and animal) extinction in the Middle East and North America. To this end, we use the cross-sectional survey data of the OECD's Program for International Student Assessment (PISA) 2015, along with seemingly unrelated Bi-variate ordered Probit modeling techniques. The results show that compared to their North American Counterparts, students' in the Middle East are 14.2% less aware of, and 14.5% less optimistic about the issue of deforestation, while 38.9% less aware of, and 59.0% less optimistic about the issue of species extinction. In addition, we found that science club attendance and broad science reading in books are the two most effective communication media for raising students awareness about the two environmental issues. In fact, every one level increase in students' awareness is found to raise their optimism by 20.4% for the issue of deforestation, and 15.0% for the issue of plant and animal extinction. Therefore raising young people environmental awareness and optimism through proper communication strategies, could be invaluable for achieving an economic development in line with our need to preserve the natural environment and ecosystem services for generations to come.

Modeling strategies for enhancing educational quality

2017 ◽  
Vol 12 (2) ◽  
pp. 160-173
Author(s):  
William K Cummings ◽  
Olga Bain
Keyword(s):  
Global Economy ◽  
International Student ◽  
Educational Achievement ◽  
Student Assessment ◽  
System Level ◽  
Path Modeling ◽  
Educational Achievements ◽  
International Student Assessment ◽  
National Analysis ◽  
National Systems

With the strengthening of the global economy, contemporary societies have come to view the educational achievements of their young people as a major component of national competiveness. But there are substantial variations in the strategies employed by different nations. To maximize educational achievements, some nations believe that the provision of a stratified system of schooling is effective, at least for the minority who are able to gain entry to the elite academic stream. In contrast, other nations prefer a more egalitarian strategy to education where all students attend a common school devoid of ability streams until well into their secondary level studies. The egalitarian strategy is believed to be just and fair. But does it enhance educational achievement? Several other strategies are also being advanced, and the same questions can be asked about them. There are a number of studies that explore the academic consequences of different strategies within particular national systems, but there are relatively few studies that explore these questions across several national systems. The Organisation for Economic Co-operation and Development-supported Programme for International Student Assessment (PISA) studies enable a cross-national analysis; but the official reports from the Organisation for Economic Co-operation and Development primarily provide bivariate analyses of these relations whereas a multivariate strategy taking into account several system level variables is preferred. In this paper we examine the historical origins of six contemporary strategies, and draw on the PISA studies to compare the relative efficacy of these strategies relying on path modeling.

scholarly journals Understanding and Addressing the Deficiencies in UK Mathematics Education: Taking an International Perspective

2021 ◽  
Vol 11 (3) ◽  
pp. 141
Author(s):  
Eleanor J. Dommett ◽  
Charlotte S. Skipp
Keyword(s):  
Mathematics Education ◽  
International Student ◽  
Student Assessment ◽  
High Stakes Testing ◽  
Poor Performance ◽  
International Perspective ◽  
High Stakes ◽  
International Student Assessment ◽  
And Mathematics ◽  
The Uk

This paper reflects on UK mathematics education following the poor performance in the Programme for International Student Assessment (PISA) metric, which compares reading, science, and mathematics across 27 countries. We compared a range of features within secondary school mathematics in the UK with the countries outperforming the UK. We note disparities in the depth of the curriculum and the use of high-stakes testing which could be disadvantaging UK students. We also reflect on key factors that may underpin teacher effectiveness in the UK, including teacher expectations, in part driven by early use of ability sets, a lack of teacher autonomy, and poor continuous professional development. On this basis, we make several recommendations to strengthen UK mathematics education.

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