Correlates of Science Achievement in Singapore: A Multilevel Exploration

Investigation of Turkey's PISA 2015 Science Achievement and Associated Variables Using Hierarchical Linear Modeling

“…The difference between the public schools and the private schools was not statistically significant most probably due to low sample size and power issues.. In a study that examined the PISA 2009 dataset in Singapore, Areepattamannil et al (2015) found that the socioeconomic level of a school was positively related to science performance while school type (public or private), number of students per teacher, and quality of the educational resources of the school did not. Turkey sample compared with a sample of Australia have similar characteristics in this respect.…”

“…Parametrenin istatistiksel olarak anlamlı olmamasının nedeni örneklemde yer alan okulların yalnızca % 4'ünün özel okul olmasından kaynaklanmış olabilir. Bu bulgu Avustralya örneği ile tutarlı olsa da (Perry & McConney, 2004), Singapur örneği ile tutarlı değildir (Areepattamannil et al, 2015 (Areepattamannil et al 2015;Lam & Lau, 2014). Bu çalışmada cinsiyetle ilgili bulgular, Türkiye örnekleminin önceki PISA çalışmalarına göre farklılık göstermektedir.…”

“…But the results of research on these variables are inconsistent. For example, in a study which PISA 2009 Singapore data were used, it was found that the type of school (public or private), number of students per teacher, quality of educational resources of the school, and student and teacher behaviors affecting school climate of school-level variables were not significantly related to students' science performance (Areepattamannil, Chiam, Lee & Hong, 2015). In contrast to this study, in a study evaluating the 2006 and 2009 data of 10 developed OECD countries, it is revealed that the type of school (in favor to public school) is positively related to student performance and the number of students per teacher is not related to student success (Sousa et al 2012).…”

Identification and Education of Students with Gifts and Talents Based on the Fuzzy Conception of Giftedness

“…Interaction should have the lion's share in talent development because the potential for giftedness manifests when interacting with stimulus conditions [2]. Indeed, research shows a sizeable unexplained variance after considering the main effects of many variables, such as intelligence, personality, motivation, practice, and environment, on talent development and exceptional achievement in specific domains, such as mathematics [18], sciences (e.g., [19]), music (e.g., [20,21]), sports (e.g., [22]), and general academic achievement (e.g., [23][24][25]). Interaction effects primarily account for unexplained variance in exceptional achievements.…”

Factors associated with academic resilience in disadvantaged students: An analysis based on the PISA 2015 B-S-J-G (China) sample

“…Regarding the school level, You et al (2020) stated that school-level factors might account for 21% of the variance on students’ scientific literacy. Previous research revealed a variety of factors related to students’ scientific literacy performance, including the school disciplinary climate ( Altun and Kalkan, 2021 ), school leadership, and instructional resources ( Areepattamannil et al, 2015 ; Topcu et al, 2015 ; Chi et al, 2018 ; Chen and Cui, 2019 ; Chen et al, 2021 ).…”