Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries

Kaya, Sibel; Rice, Diana C.

doi:10.1080/09500690903049785

Cited by 78 publications

(60 citation statements)

References 59 publications

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“…This finding is important because studies repeatedly indicate that self-efficacy has a significant influence on (later) achievement in science (e.g., Areepattamannil et al 2011;Bandura 1997Bandura , 2012Britner 2008;Kaya and Rice 2009;Lavonen and Laaksonen 2009). In our study, girls increased their self-appraisals more than boys, but their ratings still remained significantly lower than those of the boys.…”

Section: Discussionmentioning

confidence: 99%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and selfefficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and ''cool''. An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.

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Section: Discussionmentioning

confidence: 99%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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“…Watkins (2000) found that large classes in East Asian schools contribute to their students' superior performance in mathematics, reasoning that a large class size permits a widespread influx and circulation of ideas and insights that can facilitate deep understanding of mathematics. Superior performance in mathematics of East Asian countries has also been attributed to high national standards and expectations (Valverde and Schmidt 2000) and mathematics content that emphasizes depth rather than breadth (Kaya and Rice 2010). Some researchers noticed that East Asian students are very respectful toward teachers and maintaining an excellent relationship with teachers can be critical to learning (Stevenson and Stigler 1992), whereas other researchers warned that such an elevated level of respect can interfere with learning when students do not feel comfortable questioning what teachers say (Jeynes 2008).…”

Section: East Asian Successmentioning

confidence: 99%

A comparative analysis of the relationship between learning styles and mathematics performance

Vania

2014

IJ STEM Ed

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Background: As an effort to account for disparities in mathematics performance between American and East Asian middle school students, the present research aims to compare the relationship between learning styles (competitive and cooperative) and mathematics performance among middle school students between the USA and the three top-performing East Asian countries (Hong Kong, Japan, and Korea) in 2003 Programme for International Student Assessment (PISA). Results: Results from hierarchical linear model (HLM) with students nested within schools demonstrated three key findings: (a) competitive learning had a statistically significant positive though small relationship with mathematics performance in all four countries, (b) cooperative learning had a statistically significant positive though small relationship with mathematics performance in the three East Asian countries but not in the USA, and (c) the relationship between competitive learning and mathematics performance was as strong as the relationship between cooperative learning and mathematics performance across the three East Asian countries. Conclusions: Although American students are stronger competitive and cooperative learners than their East Asian peers, they are not effective users of either learning style for the improvement of mathematics performance likely because of the way that both learning styles are practiced in American mathematics classrooms. Teacher education may hold the key to improve the educational practice of different learning styles as a strategy to improve mathematics performance of students in the USA and beyond.

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“…42, Heft 3, Juni 2013, S. 201-221 16 Aktuelle Studien (Egelund 2012;Fredriksson et al 2012;Taguma et al 2010) Rho ( Rho ( Auf der Schulebene lassen sich mehrere signifikante Effekte beobachten, die mit den Resultaten aktueller Studien übereinstimmen (u. a. Alegre & Ferrer 2010;Kaya & Rice 2010;Lee & Smith 1993;Lee et al 1997Schnepf 2007 (Esser 2006(Esser , 2009 …”

Section: Soziale Herkunft Familiäres Umfeld Und Bildungsleistungenunclassified

Die Lesekompetenzen von Jugendlichen mit Migrationshintergrund in westlichen Gesellschaften / The Reading Literacy of Immigrant Youth in Western Societies

Verwiebe

Riederer

2013

Zeitschrift Für Soziologie

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ZusammenfassungDieser Beitrag thematisiert die Lesekompetenzen von Schülern mit Migrationshintergrund. Wir verwenden dazu Mehrebenenanalysen für 24 westliche Gesellschaften auf Basis der PISA-Daten der Jahre 2000 bis 2009. Unsere Ergebnisse zeigen, dass auf der Makroebene die Qualität und die Stratifizierung des Bildungssystems für die Lesekompetenzen von jugendlichen Migranten entscheidend sind. Die Ressourcen und die Organisationsform von Schulen sowie ihre soziale und ethnische Zusammensetzung sind ebenfalls wichtige Faktoren. Auf der individuellen Ebene sind besonders das kulturelle Kapital der Eltern und die zu Hause gesprochene Sprache zentral. Zusätzlich können wir zeigen, dass in den meisten Untersuchungsländern die 2. Migrantengeneration bessere Bildungsleistungen aufweist als die 1. Generation, und dass die Lücke zwischen Schülern mit und solchen ohne Migrationshintergrund im Zeitverlauf abgenommen hat.

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Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries

Cited by 78 publications

References 59 publications

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

A comparative analysis of the relationship between learning styles and mathematics performance

Die Lesekompetenzen von Jugendlichen mit Migrationshintergrund in westlichen Gesellschaften / The Reading Literacy of Immigrant Youth in Western Societies

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