Home and school environmental determinants of science achievement of South African students

Juan, A.; Visser, Margreet

doi:10.15700/saje.v37n1a1292

Cited by 34 publications

(29 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Statistics students (more so in developing countries) generally display lower attitudinal scores towards the subject, lack fundamental mathematical knowledge and perform unsatisfactorily in statistics courses (Coetzee & van der Merwe, 2010;Juan & Visser, 2017;Rylands & Coady, 2009;Spaull, 2013;Van Appel & Durandt, 2017). Students learn statistics through active involvement and participation in the learning activities and by fostering, a more positive disposition towards the subject and former studies almost pleaded for innovative teaching and learning strategies (Garfield & Ben-Zvi, 2007;Jose, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…The students enrolled for these courses do not necessarily have a strong mathematical background. The unsatisfactory performance of students (particularly in developing countries) in mathematics at school is well documented and confirmed by international tests of educational achievement, such as TIMSS (Trends in International Mathematics and Science Study) (Juan & Visser, 2017;Spaull, 2013), and similar trends are experienced at tertiary level (Rylands & Coady, 2009). Juan and Visser (2017) collected data from almost twelve thousand Grade 9 South African students from different socio-economic environments and confirmed the influence of socio-economic factors on science achievement.…”

Section: Context and Purposementioning

confidence: 87%

See 1 more Smart Citation

Dissimilarities in Attitudes between Students in Service and Mainstream Courses towards Statistics: An Analysis Conducted in a Developing Country

Appel

Durandt

2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

In this study, we firstly investigate the attitudinal differences towards statistics between students (from a developing country) in service module and mainstream courses; and, secondly, differences in their attitudes over time, at the beginning and at the end of these courses. Knowledge regarding descriptive and inferential statistics are required for students at tertiary level in many disciplines, and the literature confirms (especially in developing countries) the under-preparedness (at all year levels), inadequate performance and low motivation of students in such courses. An international acknowledged instrument (SATS-36) revealed students' (from different faculties) initial attitudes towards statistics on six components (affect, cognitive competence, value, difficulty, interest and effort) and statistical significant differences between pre-and post-test data. The main implication from these findings are that students (in all faculties) tend to decrease in attitudinal scores over time, and educators can take awareness of this when designing pedagogy in statistics modules.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Context and Purposementioning

confidence: 87%

Dissimilarities in Attitudes between Students in Service and Mainstream Courses towards Statistics: An Analysis Conducted in a Developing Country

Appel

Durandt

2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Education is envisaged in terms of social class, one is education for a less affluent class, another for middle socioeconomic status of society and the final for an upper class [5][6]. Arguably, the type of education that one gets or receives depends on the wealth and social position of parents.…”

Section: Introductionmentioning

confidence: 99%

Socio-Economic Status as Determinants of Students’ Performance in English Language in Secondary Schools in Tanzania

Nyamubi¹

2019

EDU

View full text Add to dashboard Cite

This paper examined how parents' socio-economic status determined students' performance in English language in Tanzania secondary schools. Two research questions and two research objectives guided the study. The study was conducted in two randomly selected Regions in Tanzania Mainland. It employed a cross-sectional survey design to collect data from 350 students in sixteen secondary schools. Data was collected through a questionnaire and achievement tests and was analysed using both descriptive and inferential statistics to get frequencies, means, percentages, as well as Pearson's correlation and regression coefficients. It was found that students in Tanzania secondary schools had varying backgrounds in English language, which was determined by the type of primary school they had attended and the class at which they started to learn English language. The regularity of English language usage at home and school enhanced students' performance in English language together with parents' encouragement as well as material and moral support. It is recommended that parents' socio-economic status should not inhibit learners' exposure to English language learning. Also, parents, schools and government should protract English language teaching and learning through providing current textbooks as well as providing a favourable environment to learn and use English.

show abstract

“…The specific research in other areas of education that examined home and school educational resources and their relationship with student achievement have presented that these educational resources are related to student achievement. For example, studies by Juan and Visser (2017) Nes et al (2014), Thao (2003), and Grilli, Pennoni, Rampichini and Romeo (2016) show that students who have adequate home resources in their home environment have higher academic achievement. Studies related to home computer access found correlations between achievement and having access to computer at home (Attewell & Battle, 1999;Attewell, SuazoGarcia & Battle, 2003;Borzekowski & Robinson, 2005;Fiorini, 2010;Jackson et al, 2006;Judge, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…According to Roscigno and Ainsworth-Darnell (1999), Teachman (1987), and Juan and Visser (2017) there is a strong positive relationship between home resources such as computer, books and student achievement. Juan and Visser (2017) and Teachman (1987) stated that if students have access to books or reading material, this offers an advantageous atmosphere for studying and makes students better learners.…”

Section: Introductionmentioning

confidence: 99%

Uluslararası Öğrenci Değerlendirme Programında Öğrencilerin Matematik Okuryazarlıkları ile Ev ve Okul Eğitim Olanakları Arasındaki İlişkinin Belirlenmesi - (PISA-2012)

Güvendir¹

2017

Mersin Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

The purpose of the study is to examine how home (desk, private study room, a quiet place to study, computer, internet connectivity, textbook, and DVD player) and school educational resources (public or private, school location, class size, shortage of mathematics teachers, instructional materials, Internet connection, library materials, buildings and grounds, heating, cooling and lighting) are related to students' mathematical literacy in PISA 2012. The students in Turkey who attended PISA 2012 form the sample of this study. The sample of the study involves 4308 students and 157 schools. (Turkish sample of PISA 2012 consists of 4848 students from 170 schools, but in this study, missing values in 13 schools were removed from the analysis before hierarchical linear modeling was done). Hierarchical linear model (HLM) was used for data analysis. The variables at student level (Level 1) which are related to mathematical literacy are having a study desk, computer, textbook, and DVD player. According to the results when the students have a study desk, computer, textbook, and DVD player, their mathematical literacy increases. The variable at school level (Level 2), which is related to mathematical literacy is having Internet connection at school.

show abstract

Home and school environmental determinants of science achievement of South African students

Cited by 34 publications

References 8 publications

Dissimilarities in Attitudes between Students in Service and Mainstream Courses towards Statistics: An Analysis Conducted in a Developing Country

Dissimilarities in Attitudes between Students in Service and Mainstream Courses towards Statistics: An Analysis Conducted in a Developing Country

Socio-Economic Status as Determinants of Students’ Performance in English Language in Secondary Schools in Tanzania

Uluslararası Öğrenci Değerlendirme Programında Öğrencilerin Matematik Okuryazarlıkları ile Ev ve Okul Eğitim Olanakları Arasındaki İlişkinin Belirlenmesi - (PISA-2012)

Contact Info

Product

Resources

About