AFFECTIVE FACTORS CONTRIBUTING TO SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015

2020 ◽  
Vol 78 (6A) ◽  
pp. 1107-1125
Author(s):  
Yoon Fah Lay ◽  
Murugan Rajoo
Keyword(s):  
Hong Kong ◽  
Comparative Study ◽  
Science Achievement ◽  
East Asian ◽  
Eighth Graders ◽  
Southeast Asian ◽  
Eighth Grade ◽  
Affective Factors ◽  
Eighth Grade Students ◽  
Hong Kong Sar

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students' views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students' science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students' science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students' science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students' science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. Keywords: TIMSS, comparative study, affective factors, science achievement

scholarly journals CORRELATES OF SCIENCE CLASSROOM TEACHING WITH SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015

2021 ◽  
Vol 79 (3) ◽  
pp. 425-450
Author(s):  
Yoon Fah Lay ◽  
Khar Thoe Ng
Keyword(s):  
Comparative Study ◽  
Student Performance ◽  
Science Achievement ◽  
Science Classroom ◽  
International Association ◽  
East Asian ◽  
Secondary Data ◽  
Eighth Graders ◽  
Southeast Asian ◽  
International Comparative

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. Keywords: TIMSS, comparative study, classroom teachings, science achievement

scholarly journals Achievement of Serbian eighth grade students in science

2006 ◽  
Vol 38 (2) ◽  
pp. 333-355
Author(s):  
Radovan Antonijevic
Keyword(s):  
Science Achievement ◽  
Environmental Science ◽  
Science Curriculum ◽  
Eighth Graders ◽  
Cognitive Domain ◽  
Eighth Grade ◽  
Factual Knowledge ◽  
Science Content ◽  
Content Domain ◽  
Eighth Grade Students

The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .

scholarly journals A COMPARISON OF SCHOOL CLIMATE WITH TIMSS 2015 SCIENCE ACHIEVEMENT AMONG SOUTH-EAST AND EAST ASIAN COUNTRIES

2021 ◽  
Vol 20 (5) ◽  
pp. 790-810
Author(s):  
Yoon Fah Lay ◽  
Khar Thoe Ng
Keyword(s):  
Academic Success ◽  
Comparative Study ◽  
Science Achievement ◽  
Science Classroom ◽  
International Association ◽  
East Asian ◽  
Secondary Data ◽  
Eighth Graders ◽  
Asian Countries ◽  
International Comparative

Since 1995, the International Association for the Evaluation of Educational Achievement (IEA) implemented the Trends in International Mathematics and Science Study (TIMSS) as an international comparative study. This article aims at identifying the correlations of science classroom instructions with TIMSS science achievement of eighth graders among countries in Southeast Asia and East Asia. The freely downloadable secondary data were analyzed using a plug-in for SPSS, i.e., the International Database (IDB) Analyzer (version 4.0) of IEA using an imputation methodology involving plausible values so that student’s performance can be reported. This study found that Southeast and East Asian countries with high average science achievement adequately emphasized academic success, have teachers with job satisfactions well as facing few challenges, have students with sense of belonging to school. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. Keywords: Classroom instructions, comparative study, leadership motivation, science achievement, TIMSS

THE USE OF LITERATURE-BASED INSTRUCTION TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE EIGHTH GRADE STUDENTS

2020 ◽  
Vol 6 (2) ◽  
pp. 61-73
Author(s):  
Ressy Novasyari
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Population Based ◽  
Mean Difference ◽  
Eighth Grade ◽  
Writing Achievement ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Based Instruction ◽  
And Control

Abstract: This research aimed to investigate whether or not there were significant differences in reading comprehension and writing achievement between the eighth grade students of SMP Islam Az-Zahra 2 Palembang who were taught by using Literature-Based instruction and those who were not. This study used one of the quasi experimental designs: pretest-posttest design. The sample was selected purposively from the whole population based on their reading comprehension scores. Forty six eighth graders were selected as the sample and equally divided into experimental and control groups. Pretest and posttest were given to both groups.  Using paired sample statistics,  the results of the experimental group showed that the students’ reading comprehension and writing achievement ? significantly improved. Furthermore, the result of the independent t-test showed that with mean difference of reading comprehension was 8.609, t value 11.111(p<0.05). Moreover, the mean difference of writing achievement was 6.8043, t value 10.478 (p<0.05).   Keywords:   Literature-based instruction, reading                     comprehension and writing achievement.

Encountering Unfamiliar Educational Practices Abroad

2016 ◽  
pp. 137-162 ◽  
Author(s):  
B Jane Jackson
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Hong Kong ◽  
Tertiary Education ◽  
East Asian ◽  
Mainland China ◽  
The World ◽  
Mobility Programs ◽  
Hong Kong Sar ◽  
Macau Sar

As internationalization efforts intensify across the globe, the number of students who are studying outside their home country for part of their tertiary education has increased significantly. The vast majority of students from East Asian nations (Hong Kong SAR, Japan, Korea, Macau SAR, Mainland China, and Taiwan) study in a second language while abroad, with English the most common medium-of-instruction. As institutions of Higher Education (HE) in other regions compete for students from this part of the world, increasingly, questions are being raised about what students gain from outbound mobility programs. Scholars have drawn attention to the need for systematic empirical research that critically examines the experiences of student sojourners in order to determine the most effective ways to support and enhance their learning (e.g., linguistic, cognitive, social, academic, (inter)cultural, and professional).

scholarly journals Comparative Study Between Using Cooperative Learning Model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to Teach Students’ Reading Comprehension

2018 ◽  
Vol 6 (3) ◽  
pp. 367
Author(s):  
Nurul Ariffa Anggiasari ◽  
Muh Asrori ◽  
Teguh Sarosa
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Comparative Study ◽  
Junior High School ◽  
Instructional Method ◽  
Eighth Grade ◽  
Control Group ◽  
Learning Material ◽  
Significant Difference ◽  
Eighth Grade Students

<p>Mastering reading comprehension is a must for language learners. Without mastering reading comprehension students aren’t able to grasp the message on their written form of learning material. Yet, reading comprehension oftenly considered to be difficult by students. This may caused by teacher’s method of teaching that doesn’t effective. This article compare between the use of Cooperative Learning method model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to teach studentsz reading comprehension. Here describe there is significant difference in reading comprehension achievement between the students taught using TGT and those taught using DI of the eighth grade students of one state junior high school in Grogol, and whether TGT is more effective than DI to teach reading comprehension. The method used in this study is experimental method (comparative study). The population of the research is all the eighth grade students. The sample was taken by using cluster random sampling. Two groups of student were taken, VIII-B as experimental group and VIII-C as control group. The instrument to collect data is test. The data were analyzed using t-test formula. The computation showed that t-observation (t<sub>o</sub>) is 3.32 consulting t-table <sub>(78,</sub> <sub>0.05)</sub> = 1.96, therefore the t<sub>o</sub> is higher than t<sub>t</sub>. It is concluded that there’s significant difference between experimental and control group. Besides, the mean of the group of students taught using TGT is 62.62, while that of those taught using DI is 59.46, meaning that TGT gives better achievement than DI. Thus, TGT is more effective than DI to teach reading comprehension.</p>

Constitutional Convergence in East Asia

2021 ◽  
Author(s):  
Po Jen Yap ◽  
Chien-Chih Lin
Keyword(s):  
Human Rights ◽  
Hong Kong ◽  
South Korea ◽  
Comparative Study ◽  
Detailed Analysis ◽  
Constitutional Law ◽  
East Asian ◽  
Constitutional Court ◽  
Constitutional Jurisprudence ◽  
Rights Issues

This comparative study of the constitutional jurisprudence of three East Asian jurisdictions investigates how the rulings of the Constitutional Court of Taiwan, the Constitutional Court of Korea and the Hong Kong Court of Final Appeal have converged. The unique political contexts of all three jurisdictions have led to strong courts using the structured proportionality doctrine and innovative constitutional remedies to address human rights issues. Hong Kong, Taiwan, and South Korea have the only courts in Asia that regularly use a structured four-stage Proportionality Analysis to invalidate laws, and routinely apply innovative constitutional remedies such as Suspension Orders and Remedial Interpretation to rectify constitutionally flawed legislation. This volume explores how judges in these areas are affected by politics within their different constitutional systems. The latest developments in Asian constitutional law are covered, with detailed analysis of key cases.

scholarly journals An investigation of grade level and gender-based science achievement gaps in schools with different science achievement levels

2019 ◽  
Vol 10 (1) ◽  
pp. 01-16
Author(s):  
Ömer Acar
Keyword(s):  
Achievement Gap ◽  
Science Achievement ◽  
Eighth Grade ◽  
High Performing Schools ◽  
High Performing ◽  
Grade Levels ◽  
High Achieving Schools ◽  
Eighth Grade Students ◽  
High Achieving ◽  
Gender Based

Science achievement gap between fifth, sixth, and eighth grades and boys and girls in low and high performing schools were under investigation in the present study. In accordance with this purpose, three schools were selected to represent high performing schools and two schools were selected to represent low achieving schools for their performance on a nationwide exam. A total of 612 fifth, 816 sixth, and 604 eighth grade students in high achieving schools and 231 fifth, 364 sixth, and 328 eighth grade students in low achieving schools constituted the study sample. Students’ end of semester science grades were used as their science achievement measure. Results showed that students’ science achievement decreased from 5th grade to upper grades both in low and high achieving schools. In addition, they showed girls’ science achievement was higher than boys in several grade levels both in low and high achieving schools. Finally, results showed that science achievement gap between genders is more evident in high achieving schools.

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