comparison of three growth modeling techniques in the multilevel analysis of longitudinal academic achievement scores: Latent growth modeling, hierarchical linear modeling, and longitudinal profile analysis via multidimensional scaling

2007 ◽  
Vol 8 (2) ◽  
pp. 262-275 ◽  
Author(s):  
Tacksoo Shin
Author(s):  
Julius Maiyo ◽  
Manasi Echaune

ABSTRACT This study sought to analyze teacher effects on high school academic achievement scores in Busia County, Kenya. The study was based on the education production function theory. A descriptive survey research design was employed. A sample of 236 teachers and 755 students was used. Self administered questionnaires were used to collect data and test re-test was used to ascertain reliability of the instrument. Descriptive statistics namely; percentages, frequencies, mean, and standard deviations were used to carry out preliminary data analysis. Inferential statistics specifically correlation and regression coefficients were then used to test hypotheses. Hierarchical linear modeling was used to model effect of selected teacher variables on school academic achievement scores. Findings of the study were presented in tables and figures. Findings of the study suggested that the number of teachers, teacher commitment and teachers covering missed lessons had statistically significant effects on school academic achievement scores. Key words: Teacher Variables, Academic Achievement Scores, Kenya


2017 ◽  
Vol 38 (4) ◽  
pp. 434-449 ◽  
Author(s):  
Sung-Man Bae

This study examined the developmental trajectories of career maturity among Korean youths between late adolescence and mid-20s, and explored how career-counseling experiences, academic achievement, household income, parental involvement, and gender affected their career maturity. We used the 2,362 Youth Panel data collected between 2008–2014 by the Korea Employment Information Service. Career maturity increased linearly over time and decreased gradually after the fourth wave. Multivariate latent growth modeling revealed that a higher intercept of household income, academic achievement, and parental involvement were associated with a higher intercept of career maturity, whereas the effect of these variables on career maturity decreased over time. A higher intercept of career-counseling experiences was related to a higher intercept of career maturity. As the frequency of career-counseling experiences increased rapidly over time, so did career maturity. Career-counseling experiences and household income indirectly affected career maturity through the mediation of academic achievement. The female students’ level of career maturity was higher than that of the male students. However, this tendency decreased over time. This study’s results of the impact of career counseling on career maturity implies that schools should expand their career education and counseling programs.


2004 ◽  
Author(s):  
Kathleen Bentein ◽  
Robert J. Vandenberg ◽  
Christian Vandenberghe ◽  
Florence Stinglhamber

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