scholarly journals A Multilevel Study of the Impact of District-Level Characteristics on Texas Student Growth Trajectories on a High-Stakes Math Exam

Mathematics ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 8
Author(s):  
Shifang Tang ◽  
Zhuoying Wang ◽  
Kara L. Sutton-Jones
Keyword(s):  
School Districts ◽  
Student Performance ◽  
Hierarchical Linear Modeling ◽  
Grade Level ◽  
Student Mobility ◽  
District Level ◽  
Performance Levels ◽  
Math Test ◽  
Texas School Districts ◽  
The Impact

Mathematics is a core content area in the science, technology, engineering, and mathematics (STEM) fields and is vital to student learning in the other STEM subjects. The purpose of this study was to investigate the math performance of fifth- and eighth-grade students in 1170 Texas school districts. We conducted growth hierarchical linear modeling in SAS 9.4 in order to explore the effects of time, district-level characteristics, and their interaction on student performance as measured by the State of Texas Assessments of Academic Readiness (STAAR) math test across three performance levels (i.e., approaching, meeting, and mastering grade level) over three academic years: 2016–2019. The overall findings indicated that, over time, Texas school districts improved in the percentage of students who approached, met, and mastered grade-level performance on the STAAR math test. The results also indicated that five district-level variables consistently and significantly impacted Grade 5 and 8 students’ math achievement at three performance levels. Significant positive factors included the percentage of English learner students and principal years of experience; significant negative factors were the percentage of economically challenged students, student mobility rate, and teacher turnover rate.

The impact of student mobility in early childhood

2010 ◽  
Author(s):  
Mariel Sparr
Keyword(s):  
Early Childhood ◽  
Student Mobility ◽  
The Impact

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

The Impact of PowerPoint on Student Performance and Course Evaluations in Economics Courses: An Experiment at Six Institutions

2008 ◽  
Author(s):  
Lisa Daniels ◽  
John C. Kane ◽  
Brian P. Rosario ◽  
Thomas A. Creahan ◽  
Carlos F. Liard-Muriente ◽  
...  
Keyword(s):  
Student Performance ◽  
Course Evaluations ◽  
Economics Courses ◽  
The Impact

The Impact of School Environment and Grade Level on Student Delinquency: A Multilevel Modeling Approach

2020 ◽  
Author(s):  
Celia C. Lo ◽  
Young S. Kim ◽  
Thomas Allen ◽  
Andrea Allen ◽  
P. Allison Minugh ◽  
...  
Keyword(s):  
Multilevel Modeling ◽  
School Environment ◽  
Grade Level ◽  
Modeling Approach ◽  
The Impact

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

scholarly journals The impact of quarantine on Covid-19 infections

2021 ◽  
Vol 10 (s1) ◽  
Author(s):  
Pablo Marshall
Keyword(s):  
Health System ◽  
Infection Rate ◽  
District Level ◽  
Infection Model ◽  
Social Distancing ◽  
Proposed Model ◽  
Lower Infection ◽  
The Impact ◽  
Lower Infection Rate ◽  
Over Time

Abstract Objectives: Coronavirushas had profound effects on people’s lives and the economy of many countries, generating controversy between the need to establish quarantines and other social distancing measures to protect people’s health and the need to reactivate the economy. This study proposes and applies a modification of the SIR infection model to describe the evolution of coronavirus infections and to measure the effect of quarantine on the number of people infected. Methods: Two hypotheses, not necessarily mutually exclusive, are proposed for the impact of quarantines. According to the first hypothesis, quarantine reduces the infection rate, delaying new infections over time without modifying the total number of people infected at the end of the wave. The second hypothesis establishes that quarantine reduces the population infected in the wave. The two hypotheses are tested with data for a sample of 10 districts in Santiago, Chile. Results: The results of applying the methodology show that the proposed model describes well the evolution of infections at the district level. The data shows evidence in favor of the first hypothesis, quarantine reduces the infection rate; and not in favor of the second hypothesis, that quarantine reduces the population infected. Districts of higher socio-economic levels have a lower infection rate, and quarantine is more effective. Conclusions: Quarantine, in most districts, does not reduce the total number of people infected in the wave; it only reduces the rate at which they are infected. The reduction in the infection rate avoids peaks that may collapse the health system.

scholarly journals The Influence of Video Format on Engagement and Performance in Online Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 128
Author(s):  
Sergej Lackmann ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Caroline Aubé ◽  
Jean Talbot
Keyword(s):  
Student Performance ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Emotional States ◽  
Lecture Capture ◽  
Improved Performance ◽  
And Performance ◽  
Subject Experiment ◽  
The Impact ◽  
Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

scholarly journals Rhythmic Features of Movement Synchrony for Bonding Individuals in Dyadic Interaction

2019 ◽  
Vol 44 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Ken Fujiwara ◽  
Masanori Kimura ◽  
Ikuo Daibo
Keyword(s):  
Hierarchical Linear Modeling ◽  
Dyadic Interaction ◽  
Wavelet Coherence ◽  
Linear Modeling ◽  
Theoretical Contribution ◽  
Bonding Effect ◽  
Slow Tempo ◽  
Movement Synchrony ◽  
The Impact

Abstract This study examined ways in which rhythmic features of movement contribute to bonding between individuals. Though previous studies have described synchrony as a form of social glue, this research extends those findings to consider the impact of fast versus slow tempo on movement synchrony. This two-part experiment examined dyadic interactions as they occurred between same-sex strangers (Study 1) and friends (Study 2). Participants were video-recorded as they engaged in 5- or 6-min chats, and synchrony was evaluated using wavelet transform via calculations of cross-wavelet coherence. Study 1 employed regression commonality analysis and hierarchical linear modeling and found that among various frequency bands, rapport between individuals was positively associated with synchrony under 0.025 Hz (i.e., slower than once every 40 s) and 0.5–1.5 Hz (i.e., once every 0.67–2 s). On the contrary, Study 2 determined that synchrony of 0.5–1.5 Hz was not impactful among friend dyads and only predictive of the motivation to cultivate a friendly relationship during interactions with strangers. These results indicate the existence of a distinctive rhythm for bonding individuals, and the role of pre-existing friendship as a moderator of the bonding effect of synchrony. However, the role of relative phase (i.e., timing of movement; same versus opposite timing) remains unclear, as the ratio of in- and anti-phase patterning had no significant influence on perceived rapport and motivation to develop relationships. On the basis of the research results, a theoretical contribution is proposed to the study of interpersonal coordination.

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