scholarly journals Matematiikan parhaaksi osaajaksi kehittyminen perusopetuksen aikana

2020 ◽  
Vol 4 (1) ◽  
pp. 2-33
Author(s):  
Laura Niemi ◽  
Jari Metsämuuronen ◽  
Markku Hannula ◽  
Anu Laine
Keyword(s):  
Basic Education ◽  
Longitudinal Research ◽  
Sixth Grade ◽  
Ninth Grade ◽  
National Agency ◽  
The Third ◽  
Explanatory Factors ◽  
High Achieving Students ◽  
High Achieving ◽  
The Difference

Tutkimus perustuu Opetushallituksen ja Kansallisen koulutuksen arviointikeskuksen hankkeessa tuotettuun pitkittäisaineistoon, jossa samaan ikäluokkaan kuuluvien oppilaiden matematiikan osaamisen kehitystä on seurattu vuosien 2005–2015 aikana perusopetuksen kolmannelta vuosiluokalta toisen asteen koulutuksen loppuun. Tutkimus kohdistuu matematiikan parhaisiin osaajiin ja siihen, miten heidän osaamisensa on kehittynyt perusopetuksen aikana ja mikä erottaa parhaat osaajat muista. Tutkimusaineisto käsittää yhteensä 2051 oppilasta, jotka ovat osallistuneet kolmannella, kuudennella ja yhdeksännellä vuosiluokalla pidettyihin matematiikan osaamista kartoittaviin kokeisiin. Näistä yhdeksännen vuosiluokan kokeessa menestymisen perusteella parhaiden osaajien joukkoon luokiteltuja oppilaita on 256 (12,5 %). Tutkimustulosten mukaan suurin osa parhaista osaajista erottuu muusta tutkimusjoukosta jo kolmannella vuosiluokalla, ja ero muihin oppilaisiin näkyy selkeästi kuudennella luokalla. Oppilaan aikaisempi osaaminen, käsitys omasta osaamisesta ja vanhempien koulutustaso olivat selkeitä parempaa osaamista selittäviä tekijöitä. Tutkimuksessa havaittiin, että parhaiden osaajien tasolle voi yltää myös keskitasoa heikommasta lähtötasosta.   Evolving into a mathematically high-achieving student during basic education Abstract The study is based on the national evaluation of mathematics carried out by the Finnish National Agency for Education (EDUFI) and the Finnish Education Evaluation Centre (FINEEC). The development of mathematical competence of students of the same age group has been investigated during 2005–2012 from the third year of basic education to the ninth year. The study focuses on mathematically high-achieving students and how their skills have evolved during basic education and what kind of factors distinguish them from others. The longitudinal data consists of 2051 students who have taken part in mathematics examinations in the third, sixth and ninth grades. Definition of high-achieving students is based on success in the examination of ninth grade. Total number of high-achieving students is 256 (12,5 %). The results indicated that high-achieving students are distinguished from others in the third grade and the difference between them and other students is clearly visible in the sixth grade. Students’ previous mathematical performance, self-competence and the level of parents’ education were explanatory factors for better competence in ninth grade. The study found that the level of a high-achieving student can be attained also from a lower than average starting level. Keywords: basic education, learning outcomes in mathematics, high-achieving students, longitudinal research, national evaluation in mathematics

scholarly journals ANALISIS GAYA BELAJAR SANTRI BERPRESTASI PONDOK PESANTREN AN-NUR 2 BULULAWANG MALANG

2016 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Rachmicha Devia Putri Malawangi ◽  
M Syahri
Keyword(s):  
Learning Styles ◽  
Leisure Time ◽  
Boarding School ◽  
Boarding Schools ◽  
Specific Factor ◽  
Research Subjects ◽  
High Achieving Students ◽  
High Achieving ◽  
The Difference ◽  
Good Learning

This research was carried out because the difficult thing done by students who study at Islamic boarding schools is time, how students can divide short learning time, with a solid routine. The purpose of this study is to find out (1) the learning styles of high-achieving students in Islamic boarding schools. (2) how students deal with less effective time for learning and doing assignments. (3) Supporting factors of high-achieving students in Islamic boarding schools. This type of research is a descriptive study with research subjects are students in An-Nur Bululawang Islamic boarding school. Data was collected using interviewtest results, documentation, and observation. The results of the data obtained in the form of interviews, observation and documentation were then analyzed. Descriptively, the results of the study show: (1) that the difference in the learning of students with high achievements and underachievement of students lies in their learning motivation. Motivation and enthusiasm for high learning tend to be owned by high achieving students with good learning. (2) there isno special way students achievers are better at managing leisure time. (3) there is no specific factor students with more achievement have and instil motivation into themselves.

scholarly journals Comparison of High-Achieving Sixth Grade Students’ Performances on Written Computation, Symbolic Representation, and Pictorial Representation Tests

2020 ◽  
Vol 13 (2) ◽  
pp. 233-255
Author(s):  
Suphi Önder BÜTÜNER
Keyword(s):  
Sixth Grade ◽  
Symbolic Representation ◽  
The Other ◽  
Pictorial Representation ◽  
Sixth Grade Students ◽  
High Achieving ◽  
The Difference ◽  
Grade Average

Abstract: The present study was conducted to compare the performances of high-achieving sixth grade students on written computation, symbolic representation, and pictorial representation tests. The study enrolled 107 sixth-grade students in three schools. Data were analyzed by using the Kruskal Wallis and Mann Whitney-U Tests and interviews were conducted with six students. The Mann Whitney U test was utilized to explore the groups that were favored by the difference. Student performances were lower particularly in the pictorial representation test than the other two. It is interesting that the students with mathematics grade average points of 4 and 5 at the end of the first academic term failed to show the same success that they showed in the written computation test in the two other tests as well. Therefore, it can be said that the teachers evaluate the students who are good at doing operations as successful in mathematics.

scholarly journals Influence of problem-based teaching and learning of grammar on pupils’ attainment in primary school

2010 ◽  
Vol 42 (2) ◽  
pp. 247-262
Author(s):  
Zorica Jocic
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Positive Influence ◽  
The Third ◽  
Intellectual Abilities ◽  
The Difference ◽  
Primary School Age ◽  
Grammar Knowledge ◽  
Insight Into

With the purpose of getting an insight into the effects of problem-based teaching and learning, an experiment was carried out by using the method of parallel groups on the sample of 204 pupils in the third and sixth grade of primary school. The results of final knowledge assessment showed that problem-based teaching and learning of grammar had positive influence on pupils' attainment comparing to the usual way of learning grammar. A significant improvement has been achieved in the field of reproductive and productive grammar knowledge on the whole sample of pupils as well as on the subsamples of pupils in the third and sixth grade. Because of the limited time left for this experimental programme, the reproductive knowledge of pupils was bigger than the productive knowledge. It has been noticed that regarding the successfulness of solving the grammatical problems, there was no difference between the pupils of younger and older primary school age, in the situation when these problems were decided on according to their age and intellectual abilities. All pupils had made an improvement, but they remained within the range of their marks in Serbian language. In addition to this, better progress was made by the pupils with better marks in Serbian language. Girls were more successful than boys, but the difference between boys and girls was smaller regarding the reproductive knowledge than the productive knowledge.

scholarly journals Matematiikan parhaat osaajat lukion lopussa ja heidän matematiikka-asenteissaan tapahtuneet muutokset

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Laura Niemi ◽  
Jari Metsämuuronen ◽  
Markku Hannula ◽  
Anu Laine
Keyword(s):  
Secondary School ◽  
Primary Education ◽  
Longitudinal Research ◽  
Secondary Level ◽  
Self Concept ◽  
Upper Secondary School ◽  
High Achieving Students ◽  
Upper Secondary ◽  
High Achieving ◽  
Upper Secondary Level

Tutkimus perustuu Opetushallituksen ja Kansallisen koulutuksen arviointikeskuksen keräämään pitkittäisaineistoon. Samaan ikäluokkaan kuuluvat oppilaat ovat osallistuneet kansallisiin matematiikan kokeisiin ja matematiikka-asenteita kartoittaviin kyselyihin vuosien 2005–2015 aikana neljällä eri mittauskerralla perusopetuksen kolmannelta vuosiluokalta toisen asteen loppuun. Tutkimusaineiston kokonaisotos käsittää yhteensä 3896 oppilasta. Tutkimuksessa keskitytään tarkastelemaan matematiikassa parhaiten menestyneitä opiskelijoita. Matematiikan parhaiksi osaajiksi määritetään kansalliseen matematiikan kokeeseen osallistuneet lukiolaiset, jotka saivat pitkän matematiikan ylioppilaskokeesta arvosanan laudatur tai eximia cum laude approbatur (n = 146). Ensin tutkimuksessa selvitetään, miten parhaiden osaajien matematiikka-asenteet muuttuivat perusopetuksesta lukion loppuun ja toiseksi, miten opetuksen pedagogiset ratkaisut yläkoulussa ja lukiossa selittävät osaamiseltaan parhaiden tyttöjen ja poikien asenteissa tapahtuneita muutoksia. Selittävien tekijöiden analyysissa käytetään päätöspuuanalyysia (DTA) ja lineaarista regressioanalyysia. Matematiikan parhaiden osaajien matematiikasta pitäminen kasvoi lukio-opintojen aikana, mutta minäkäsitys ja kokemus matematiikan hyödyllisyydestä laskivat. Matematiikassa parhaiten menestyneiden tyttöjen asenteissa tapahtuneet muutokset poikkesivat asenteiden yleisestä muutossuunnasta. Parhaiden tyttöjen minäkäsitys kasvoi yläkoulun ja lukion aikana lähes parhaiten menestyneiden poikien tasolle ja tytöt pitivät matematiikasta lukion lopussa poikia enemmän. Matematiikassa parhaiten menestyneiden tyttöjen ja poikien asenteiden kehittymistä selittivät erilaiset opetuksen pedagogiset ratkaisut. Molemmilla myönteisiä asenteita vahvistivat yleisesti oppilaskeskeisyyteen, yhteistoiminnallisuuteen ja oppijoiden tarpeiden huomioimiseen liittyvät pedagogiset ratkaisut. In English The study is part of a longitudinal research. Students belonging to the same age group were followed from the third grade of primary education to the end of upper secondary level. The data was collected by EDUFI and FINEEC during 2005–2015. The data consists of 3896 students. The target group consists of mathematically high-achieving students at the end of their studies in upper secondary school. The definition of high-achieving students based on success in matriculation examination of advanced math (n = 146). First we examine how high-achieving students’ attitudes towards mathematics change from primary education to the end of upper secondary level and then how pedagogical solutions in grades 7–9 and in upper secondary level explain boys’ and girls’ changes in attitudes. Decision tree analysis (DTA) and regression analysis were used to analyse the data. The results indicated that high-achieving students liked more mathematics during upper secondary school but self-concept and experience of usefulness of mathematics decreased. The changes of high-achieving girls’ attitudes differed from the general trend of change. High-achieving girls’ self-concept increased almost to the same level than high-achieving boys’ during grades 7–9 and in upper secondary school. Additionally, girls liked mathematics more than boys at the end of upper secondary level. The development of high-achieving girls’ and boys’ attitudes was explained by different pedagogical solutions. Both girls’ and boys’ positive attitudes were generally reinforced by pedagogical solutions related to student-centeredness, cooperative learning and paying attention to students’ needs. Fulltext in Finnish.

Ragam Bangunan Perundang-Undangan Hukum Keluarga di Negera-Negara Muslim Modern: Kajian Tipologis

2018 ◽  
Vol 11 (1) ◽  
pp. 49-60
Author(s):  
Miftahul Huda
Keyword(s):  
Saudi Arabia ◽  
United Arab Emirates ◽  
Islamic Law ◽  
Family Law ◽  
Marriage Law ◽  
The Third ◽  
Muslim Countries ◽  
Fourth Type ◽  
Modern Family ◽  
The Difference

The reality of the difference in applying Islamic law in the context of marriage law legislation in modern Muslim countries is undeniable. Tunisia and Turkey, for example, have practiced Islamic law of liberal nuance. Unlike the case with Saudi Arabia and the United Arab Emirates that still use the application of Islamic law as it is in their fiqh books. In between these two currents many countries are trying to apply the law in their own countries by trying to bridge the urgent new needs and local wisdom. This is widely embraced by modern Muslim countries in general. This paper reviews typologically the heterogeneousness of family law legislation of modern Muslim countries while responding to modernization issues. Typical buildings seen from modern family law reforms can be classified into four types. The first type is progressive, pluralistic and extradoctrinal reform, such as in Turkey and Tunisia. The second type is adaptive, unified and intradoctrinal reform, as in Indonesia, Malaysia, Morocco, Algeria and Pakistan. The third type is adaptive, unified and intradoctrinal reform, represented by Iraq. While the fourth type is progressive, unifiied and extradoctrinal reform, which can be represented by Somalia and Algeria.

Ragam Qiraat Al-Qur'an

SUHUF ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 53-72
Author(s):  
Ahmad Fathoni
Keyword(s):  
The Third ◽  
The Difference ◽  
The Way

The object of the study of the knowledge of the variety of the Quranic reading  is the  Qur'an itself. The focus is on the difference of the reading and its articulation. The method is based on the riwayat or narration which is originated from the Prophet (Rasulullah saw) and its use is to be one of the instruments to keep the originality of the Qur’an. The validity of the reading the Qur’an is to be judged based on the valid chain  (sanad ¡a¥ī¥)  in accord with the Rasm U£mānÄ« as well as with the  Arabic grammar. Whereas the qualification of its originality is divided into six stages as follow: the first is mutawātir, the second is masyhÅ«r, the third is āhād, the fourth is syaz, the fifth is maudū‘, and the six is mudraj. Of this six catagories, the readings which can be included in the catagory of mutawātir are Qiraat Sab‘ah (the seven readings) and Qiraat ‘Asyrah  (the ten readings). To study this knowledge of reading the Qur’an (ilmu qiraat), one is advised to know about special terms being used such as  qiraat  (readings), riwayat (narration), tarÄ«q (the way), wajh (aspect), mÄ«m jama‘, sukÅ«n mÄ«m jama‘ and many others.

Causation, Explanation, and the Metaphysics of Aspect

2018 ◽  
Author(s):  
Bradford Skow
Keyword(s):  
Background Condition ◽  
Structural Explanation ◽  
Levels Of Explanation ◽  
Lexical Aspect ◽  
The Third ◽  
Main Verb ◽  
The Difference ◽  
In Virtue Of

This book aims to answer the following questions: what is the difference between a cause and a background condition? What is it to manifest a disposition? Can dispositions be extrinsic? What is the most basic kind of causation? And, what might a structural explanation be? Each chapter takes up a subset of these questions; the chapters are written to be readable independently. The answers defended rely on three ideas. Two of those ideas use a distinction from the study of lexical aspect, namely the distinction between stative verbs and non-stative verbs. The first idea is that events go with non-stative verbs, in the sense that “If S, then an event occurred in virtue of the fact that S” is true when the main verb in the clause going in for “S” is non-stative. The second is that acting, doing something, goes with non-stative verbs, in the sense that “In Ving X did something” is true iff V is a non-stative verb. The third idea is about levels of explanation: “(A because B) because C” does not entail “A because C.”

Three Perspectives on Centrality

2020 ◽  
pp. 333-351
Author(s):  
Stephen P. Borgatti ◽  
Martin G. Everett
Keyword(s):  
Centrality Measures ◽  
Graph Invariant ◽  
Propagation Process ◽  
Centrality Measure ◽  
The Third ◽  
First Arrival ◽  
The Difference

This chapter presents three different perspectives on centrality. In part, the motivation is definitional: what counts as a centrality measure and what doesn’t? But the primary purpose is to lay out ways that centrality measures are similar and dissimilar and point to appropriate ways of interpreting different measures. The first perspective the chapter considers is the “walk structure participation” perspective. In this perspective, centrality measures indicate the extent and manner in which a node participates in the walk structure of a graph. A typology is presented that distinguishes measures based on dimensions such as (1) what kinds of walks are considered (e.g., geodesics, paths, trails, or unrestricted walks) and (2) whether the number of walks is counted or the length of walks is assessed, or both. The second perspective the chapter presents is the “induced centrality” perspective, which views a node’s centrality as its contribution to a specific graph invariant—typically some measure of the cohesiveness of the network. Induced centralities are computed by calculating the graph invariant, removing the node in question, and recalculating the graph invariant. The difference is the node’s centrality. The third perspective is the “flow outcomes” perspective. Here the chapter views centralities as estimators of node outcomes in some kind of propagation process. Generic node outcomes include how often a bit of something propagating passes through a node and the time until first arrival of something flowing. The latter perspective leads us to consider the merits of developing custom measures for different research settings versus using off-the-shelf measures that were not necessarily designed for the current purpose.

scholarly journals Increased risk of preeclampsia after use of paracetamol during pregnancy – causal or coincidence?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hetti von Hellens ◽  
Leea Keski-Nisula ◽  
Heidi Sahlman
Keyword(s):  
Third Trimester ◽  
Retrospective Case ◽  
Reverse Causation ◽  
Gestational Period ◽  
The Third ◽  
Precise Data ◽  
Increased Risk ◽  
Study Population ◽  
The Difference ◽  
Risk Of Preeclampsia

Abstract Background The maternal use of paracetamol during pregnancy has been associated with the development of preeclampsia. This study aims to clarify whether the connection is causal or whether it is due to reverse causation. Methods This study is a continuation of the retrospective case cohort study examining 2,508 pregnant women using a variety of drugs and the development of preeclampsia (1,252 women with preeclampsia and 1,256 controls). For the purposes of this study, more precise data was collected from several hospital databases of the women among this cohort who had reported taking paracetamol during pregnancy (indications, gestational period etc.); this was evaluated in association with the development of preeclampsia. Results 5.5% (100 cases and 37 controls) of all the study population (2,508) had clearly reported paracetamol use. Women with preeclampsia had used significantly more often paracetamol during pregnancy compared to controls (cases 8.0%, controls 2.9%, p < 0.001). The difference was most evident in the third trimester (after the 29th GW) and the use of paracetamol was associated with both mild and severe preeclampsia. Headache and “general pain” were the most common indications for medication among all paracetamol users. Conclusions The use of paracetamol in the third trimester of pregnancy was associated with preeclampsia. This observation indicates that association between paracetamol use and preeclampsia is probably due to reverse causation, i.e. women with preeclampsia experience more headaches due to preeclampsia symptoms since this association was not detected with the use of paracetamol in earlier stages of pregnancy.

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