scholarly journals Impact of Some Demographic and Organizational Variables on Grade Eight Science Students’ Performance

2021 ◽  
Vol 45 (3) ◽  
pp. 278-301
Keyword(s):  
Parental Involvement ◽  
Education Reform ◽  
United Arab Emirates ◽  
Private School ◽  
Quantitative Data ◽  
Science Achievement ◽  
School Type ◽  
School Students ◽  
Organizational Variables ◽  
The Impact

This study examined the impact of some demographic and organizational variables (gender, school type, and parental involvement) on the performance of Grade 8 students in the 2015 Trends in International Mathematics and Science Study (TIMSS) assessment in Abu Dhabi, Emirate. The study employed a mixed-method design to determine if, and to what extent, these factors affected how the students performed in the assessment. The population for the present study comprised male and female students from 68 public and private schools (35 all-boys and 33 all-girls schools). The study sample consisted of 3400 students (1750 boys and 1650 girls) and 40 parents who were put in 4 focus groups and interviewed to triangulate the results of the quantitative data. The results of the 2015 TIMSS assessment showed that demographic factors, gender, and parental involvement had no significant effect on the students’ performance. However, the type of school (private or public) was found to be statistically significant in predicting students’ performance, as private school students performed better than their public-school counterparts. The findings of the qualitative data were aligned with the results of quantitative data to some extent. The overall findings were then discussed in the context of the recent Science Education reform initiated by the United Arab Emirates’ Ministry of Education. Keywords: TIMSS, science achievement, gender, region, school type, parental involvement

scholarly journals The Effect of Using English-Only and English-Arabic on the Grammar Achievement of EFL Undergraduates at Hashemite University in Jordan

2020 ◽  
Vol 7 (4) ◽  
pp. p90
Author(s):  
Mohammed M. Obeidat ◽  
Arqam M. Mohideen
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
Statistical Difference ◽  
Control Group ◽  
School Type ◽  
School Students ◽  
Grade Point ◽  
English Only ◽  
Post Test ◽  
The Impact

Second language (L2) teaching and learning and the use of first language (L1) in the EFL classroom are debatable issues among educationists, specialists, and researchers. Some of them argue that L2 should be taught through L2 and others contend that L1 should be used as a support for L2. As a result of this controversy, the researchers have decided to conduct this study to investigate the impact of using English-only and English-Arabic on the grammar achievement of undergraduate EFL students. The research instrument used was a pre-post-test developed by the researchers. Two groups were randomly chosen: The experimental group was taught by using English-only whereas the control group was taught through English-Arabic. The variables used and may affect the findings of the study are: school-type, study-year, and Grade Point Average (GPA). Results of the study showed statistical difference in the means of students’ scores, in favor of the control group, private-school students and higher achievers. However, they revealed no statistical difference according to study-year.

The Transition from School in Bhutan

2019 ◽  
Vol 37 (2) ◽  
pp. 45-66
Author(s):  
Kencho Lham ◽  
John Polesel ◽  
Gosia Klatt ◽  
Anne Suryani
Keyword(s):  
Young People ◽  
Private School ◽  
Vocational Training ◽  
Policy Reform ◽  
Economic Status ◽  
School Type ◽  
School Students ◽  
Public School Students ◽  
Training Institutions ◽  
The Impact

In Bhutan half of the population is under the age of 25 (United Nations 2017) and strengthening the pathways of all young people, regardless of their background, is one of the priorities in the Bhutan Education Blueprint 2014-2024. This study examines the transitions from school of a sample of 895 young school completers from Western Bhutan in 2013. It considers the impact of gender, socio-economic status (SES), school type and subject stream on their destinations. The study revealed that males, public school students and higher SES students were more likely to enter university and government vocational training institutes, while girls, private school completers and lower SES students were more likely to enter private vocational training institutions, repeat Year 12, work or enter the labour market. The study provides invaluable findings about the post-school choices of young Bhutanese and their post-school pathways, as well as providing suggestions for policy reform and further research designed to improve the transitions of young people in Bhutan.

scholarly journals Household Chores or Play Outdoors? The Intersecting Influence of Gender and School Type on Physical Activity Among Indian Adolescents

2020 ◽  
Vol 47 (5) ◽  
pp. 682-691
Author(s):  
Ilana G. Raskind ◽  
Shailaja S. Patil ◽  
Nikhil Tandon ◽  
Sharanya Thummalapally ◽  
Michael R. Kramer ◽  
...  
Keyword(s):  
Physical Activity ◽  
Confidence Interval ◽  
Private School ◽  
Rate Ratio ◽  
School Type ◽  
School Students ◽  
Public And Private ◽  
Active Time ◽  
Public School Students ◽  
Indian Adolescents

Most Indian adolescents, particularly girls and private school students, do not engage in sufficient physical activity (PA). Current understanding of these sociodemographic differences is limited by a focus on exercise, which may not fully capture PA in developing countries. We examined how gender and school type are associated with multiple PA domains and whether associations with gender differ by school type. We randomly selected an equal number of girls and boys (ages 13-16 years) from public and private schools in Southern India ( n = 395). Cross-sectional 24-hour time-use surveys measured PA, which was categorized into three domains: chores, errands, and work; play; and transportation. Negative binomial and logistic regression modeled relative differences in domain-specific PA minutes and the probability of engaging in ≥60 minutes of moderate-to-vigorous PA (MVPA), respectively, in the prior 24 hours. Girls and boys were equally likely to meet MVPA recommendations. However, girls spent twice as much active time completing chores, errands, and work (rate ratio = 1.98, 95% confidence interval = [1.32, 2.98]), while boys spent twice as much active time playing (rate ratio = 2.11, 95% confidence interval = [1.23, 3.62]). Public and private school girls spent more active time in chores, errands, and work than boys; however, gender differences were greater among public school students ( p value for interaction <.05). Although comparable MVPA levels for girls and boys are beneficial for physical health, girls may gain fewer cognitive, social, and emotional benefits associated with play. Additional research may clarify why the gendered burden of household responsibilities was greater among public school students. School-based programs to engage girls in active play may help reduce inequities.

scholarly journals The Self-Determination Theory and Mathematics Motivation: Grade Levels and Gender Differences among United Arab Emirates Students

2011 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Jalal Haj Hussien
Keyword(s):  
High School ◽  
High School Students ◽  
United Arab Emirates ◽  
School Students ◽  
Grade Levels ◽  
Mathematics Motivation ◽  
The Difference ◽  
And Gender ◽  
And Mathematics ◽  
The Impact

The objective of this study was to investigate the impact of students’ grade levels, gender, and interaction between the two on mathematics motivation. In addition, the relationship between students’ various types of mathematics motivation and achievement were examined. Four hundred twenty four elementary school students (186 boys and 238 girls), 588 middle school students (296 boys and 292 girls), and 276 high school students (154 boys and 122 girls) completed the MMS. The findings of this study showed that all types of motivation in mathematics steadily decreased with grade advancement (elementary through high school) with the exception of introjected regulation. Moreover, results indicated a significant gender difference in each type of mathematics motivation, exception regarding intrinsic motivation, where the difference was not significant. In addition, the interaction between grade levels and gender was significant only in students’ introjected regulation; the differences in intrinsic, external regulation, and amotivation were consistent between males and females in different grade levels. Finally, the results revealed a significant relationship between all types of motivation and mathematics achievement as well as overall academic achievement. 

scholarly journals The Impact of a Multiyear Systemic Reform Effort on Rural Elementary School Students' Science Achievement

2013 ◽  
Vol 113 (2) ◽  
pp. 69-79 ◽  
Author(s):  
James Shymansky ◽  
Tzu-Ling Wang ◽  
Leonard Annetta ◽  
Susan Everett ◽  
Larry D. Yore
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Science Achievement ◽  
Systemic Reform ◽  
Reform Effort ◽  
School Students ◽  
The Impact ◽  
Rural Elementary School

Reclaiming Our Freedom to Teach: Education Reform in the Obama Era

2009 ◽  
Vol 79 (2) ◽  
pp. 240-246 ◽  
Author(s):  
Megan Behrent
Keyword(s):  
High School ◽  
Education Reform ◽  
School Teacher ◽  
High School Teacher ◽  
High Stakes Testing ◽  
School Students ◽  
High Stakes ◽  
Public School Students ◽  
High School Classroom ◽  
The Impact

High school teacher Megan Behrent reflects on the impact of Obama's election on the students in her high school classroom. Obliged to temper her students' joyful exuberance on the morning of November 5, 2008, Behrent found that the election fervor highlighted for her the ways that schooling under NCLB has constrained both educators and students, taking away teachers' freedom to teach and students' freedom to learn. In this essay, she examines the many ways in which the high-stakes testing industry punishes public school students and teachers, continually disenfranchising those who struggle to learn without adequate resources. While Obama's election may bring hope to learners of all ages, Behrent advises skepticism toward the changes education secretary Arne Duncan might bring, and she calls on teachers, families, and unions to collaborate in demanding the freedom to nurture true learning.

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