scholarly journals Trends in mathematics and science performance in 18 countries: Multiple regression analysis of the cohort effects of TIMSS 1995-2007

2012 ◽  
Vol 20 ◽  
pp. 33 ◽  
Author(s):  
Hee Kyung Hong
Keyword(s):  
Science Achievement ◽  
Developing Economies ◽  
Teaching Experience ◽  
Instructional Time ◽  
Strong Indicator ◽  
8Th Grade ◽  
Using Data ◽  
And Mathematics ◽  
Science Performance ◽  
Mathematics And Science

The purpose of this study was to simultaneously examine relationships between teacher quality and instructional time and mathematics and science achievement of 8th grade cohorts in 18 advanced and developing economies. In addition, the study examined changes in mathematics and science performance across the two groups of economies over time using data from the TIMSS 1995-2007 assessments. While economy did not account for variation in mathematics and science achievement, findings from regression analyses indicated significant relationships between school inputs and achievement in both groups of countries across the years. Teaching experience was a strong indicator of mathematics performance in developing countries, while instructional time was mildly related to achievement in both subjects in advanced economies.

scholarly journals Kesalahan Siswa dalam Mengerjakan Soal Sistem Persamaan Linear Dua Variabel Berdasarkan Kriteria Watson

2020 ◽  
Vol 3 (2) ◽  
pp. 219-228
Author(s):  
Stepania Junita Sari ◽  
Timbul Yuwono
Keyword(s):  
Mathematics Education ◽  
Qualitative Study ◽  
Linear Equation ◽  
Mathematics Teachers ◽  
Equation System ◽  
Linear Equation System ◽  
8Th Grade ◽  
Using Data ◽  
And Mathematics ◽  
Made In

This study aimed to describe the errors that student made in completing the Two Variable Linear Equation System based on Watson's criteria. This was a descriptive qualitative study involving 29 students consisted of of 12 high-skilled students, 5 medium-skilled students, and 12 low-skilled students in 8th grade at SMP PGRI 6 Malang. The data were obtained from the types of errors that student made using the Two Variable Linear Equation System question tests and the results of the interviews based on the Watson's criteria indicators. The question sets used in this study had been verified by mathematics education lecturers and mathematics teachers. The results of this study were: a) high-skilled students were 'less thorough' at work; (2) medium-skilled students were ‘using data incorrectly at the early stages'; while (3) low-skilled students ‘did not give answers' because they did not understand the concepts of the learning materials. The three types of errors frequently made by students were errors in determining the operation to be used (mhk), errors in determining the stages of solving the question problems (mtl), and errors in drawing conclusions from the final results (kh).

scholarly journals Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science

2019 ◽  
Vol 4 (3) ◽  
pp. 296-314 ◽  
Author(s):  
Hannah R. Wilkinson ◽  
◽  
Claire Smid ◽  
Su Morris ◽  
Emily K. Farran ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Inhibitory Control ◽  
Science Achievement ◽  
Science Content ◽  
Cross Sectional ◽  
Achievement Data ◽  
Domain Specific ◽  
And Mathematics ◽  
Counterintuitive Concepts ◽  
Mathematics And Science

AbstractEvidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, ηp2 = .067) and STP (p < .01, ηp2 = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, ηp2 = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.

scholarly journals The Science of Sex Differences in Science and Mathematics

2007 ◽  
Vol 8 (1) ◽  
pp. 1-51 ◽  
Author(s):  
Diane F. Halpern ◽  
Camilla P. Benbow ◽  
David C. Geary ◽  
Ruben C. Gur ◽  
Janet Shibley Hyde ◽  
...  
Keyword(s):  
Sex Differences ◽  
Cognitive Abilities ◽  
Cultural Context ◽  
Science Achievement ◽  
Cultural Practices ◽  
Scientific Evidence ◽  
Wide Range ◽  
Math And Science ◽  
And Mathematics ◽  
Mathematics And Science

Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability—including the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There are no single or simple answers to the complex questions about sex differences in science and mathematics.

scholarly journals The Effects of Student’s Attitudes and Self-Efficacy on Science Achievement

2020 ◽  
Vol 9 (1) ◽  
pp. 1-10
Author(s):  
Adiyo Roebianto
Keyword(s):  
Path Analysis ◽  
Self Efficacy ◽  
Science Achievement ◽  
Direct Role ◽  
Science Technology ◽  
And Mathematics ◽  
Student's Attitudes ◽  
Student’S Attitude ◽  
Mathematics And Science ◽  
Science Subject

AbstractOne of the critical subjects in school that needs to be assessed is a science subject. Without a science subject, students cannot observe and understand a phenomenon on earth. However, results from an international study such as Trends International in Mathematics and Science (TIMSS), students in Indonesia performed poorly compared to students from another country. Furthermore, science is one of the essential education for children as it included in the STEM Education (Science, Technology, Engineering and Mathematics). From some empirical evidence, student’s attitude and self-efficacy (beliefs about their ability and skill) were found to be dominant predictors of student’s achievement, not excluded, science achievement. However, most of the research analyses the data under conventional regression analysis. Instead of under the structural modelling, and so the results can be considered carefully. This research will analyze a science achievement of Indonesian cohort, and the predictors would be self-efficacy, student’s attitudes toward science, school and teaching. Five hundred seventy-six data of students would be examined path analysis to answer the research questions. The results were found that both student’s attitude and self-efficacy had a significant direct role in determining student achievement in science. To be specific, attitude towards science had the most significant impact on science achievement, over self-efficacy. However, interestingly, the pattern of the effect from those predictors was different toward Science achievement. The practical aspects of the results of this study will be discussed in the discussion section.AbstrakSalah satu mata pelajaran penting di sekolah yang perlu dinilai adalah mata pelajaran sains.  Tanpa mata pelajaran sains, siswa tidak dapat mengamati dan memahami fenomena di bumi.  Namun, hasil dari studi internasional seperti Trends International in Mathematics and Science (TIMSS), prestasi sains siswa di Indonesia lebih rendah dibandingkan dengan siswa dari negara lain.  Selanjutnya, sains adalah salah satu Pendidikan yang penting untuk anak-anak karena termasuk dalam Pendidikan STEM (Science, Technology, Engineering and Mathematics). Dari beberapa penelitian, sikap dan efikasi diri siswa (kepercayaan tentang kemampuan dan keterampilan mereka) ditemukan sebagai prediktor yang dominan terhadap prestasi siswa, tidak terkecuali, prestasi sains.  Namun, sebagian besar penelitian menganalisis data dengan analisis regresi konvensional.  Jika analisis dilakukan dengan model persamaan struktural, maka hasilnya dapat dipertimbangkan dengan hati-hati.  Penelitian ini akan menganalisis prestasi sains dari siswa Indonesia, dan prediktornya adalah efikasi diri, sikap siswa terhadap sains, sekolah, dan guru.  Lima ratus tujuh puluh enam data siswa akan dianalisis dengan analisis jalur (path analysis) untuk menjawab pertanyaan penelitian.  Hasilnya ditemukan bahwa sikap dan efikasi diri siswa memiliki peranan langsung yang signifikan dalam menentukan prestasi siswa dalam mata pelajaran sains. Secara lebih spesifik, sikap terhadap sains memiliki dampak paling signifikan terhadap pencapaian prestasi sains, pengaruh ini lebih besar dibandingkan pengaruh dari efikasi diri.  Namun, yang menarik adalah pola pengaruh dari tiap prediktor tersebut berbeda – beda dampaknya terhadap prestasi sains. Aspek praktis dari hasil penelitian ini akan dibahas pada bagian diskusi.

Kindergarten in a Large Urban District

2021 ◽  
pp. 0013189X2110415
Author(s):  
Mimi Engel ◽  
Robin Jacob ◽  
Amy Claessens ◽  
Anna Erickson
Keyword(s):  
School District ◽  
Classroom Observations ◽  
Urban School District ◽  
Instructional Time ◽  
Lower Income ◽  
Urban District ◽  
Physically Active ◽  
Using Data ◽  
And Mathematics ◽  
Reading And Mathematics

Using data from 82 classroom observations conducted in a large urban school district, we explore how kindergartners spend their time in general and across schools serving children from lower and higher income households. Consistent with prior research, we find that kindergartners spend the majority of instructional time on reading and mathematics, with little time devoted to other subjects. On average, 2.5 hours are spent on noninstructional activities such as transitions. Kindergartners in lower income schools spend more time on reading and mathematics and experience more noninstructional time. They also spend substantially less time being physically active and have fewer opportunities to choose their own activities than their peers in higher income schools.

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