Score Gap Research Articles

Building Knowledge across Language Systems: The Role of Audio and Visual Supports in Bilingual Learning through Self-Derivation

Children who enter the US education system as emerging bilinguals (or English Learners) show significant gaps in test scores and graduation rates compared to their English monolingual peers. Dual-language education programs may provide an instructional context that capitalizes on emerging bilingual children’s strengths and supports their academic performance while they acquire English. However, prior research has shown that integrating semantic knowledge across language systems poses a challenge. Supports may mitigate these challenges. Thus, across two studies, we examined instructional practices that may facilitate the integration of academic content across English and Spanish in elementary-age children enrolled in dual-language education programs. In Study 1, we examined whether facts presented through reading-while-listening or children’s silent self-paced reading more effectively supported learning the facts and subsequent integration for dual-language students in grades 3 and 4 (n = 56; Mage = 9.54 years). In Study 2, we examined whether combining graphics with text was more effective in supporting fact learning and cross-language integration compared to facts presented as text alone in dual-language students in grades 4 and 5 (n = 67; Mage = 10.48 years). Overall, the studies replicate the benefits of reading-while-listening and graphics for learning directly taught facts, but underscore the difficulty in integrating semantic knowledge across lessons and languages.

Designing of Choreography Training Program for Wushu Daoshu

Background and Aims: Regarding the choreography of Wushu routines, the Chinese Wushu Association's "Basic Explanation of Wushu Routines" points out that, with the development of society, people's values and functions of Wushu are changing. Each Wushu action is linked together to form a dynamic and continuous picture, which shows its fascinating charm and high aesthetic and ornamental value. The purpose of this study was to design and choreograph Wushu movements for Wushu Daoshu competitions. Methodology: This study was quasi-experimental method. The samples included 30 Wushu school senior class students, 9 Wushu routine experts, and 9 Wushu judges. Through expert interviews, simulated competition, and practice, the routine movements of the top 16 athletes in the 2021 National Wushu Routine Championship were analyzed, and then the Wushu movement arrangement and training plan of the Wushu Daoshu competition were designed, with an IOC value of 0.74. To confirm the efficiency of the Wushu choreography, the training experiment will be conducted with the students, and a simulated competition of Wushu Daoshu will be conducted with the students before and after the experiment. The results of the scores before and after the experiment will then be compared to determine the effectiveness of the designed Wushu movement choreography through a t-test. Results: Wushu Daoshu set arrangement can be divided into three main parts: (1) the basic Daoshu skills must be selected (2) a set of technical combinations of movements (3) jumping difficulty movements, which set of technical combinations of movements is an important basis for the arrangement of the set. The results of the designed Wushu movement choreography in the Wushu Daoshu program were scored by a Wushu referee and compared between the pre-and post-trial scores, and the results showed that the training of the researcher's designed Wushu movement choreography in the Wushu Daoshu program was effective in obtaining higher scores in Wushu Daoshu program competitions. Conclusion: The average score gap between the two groups is more obvious. The Wushu movement choreography in the Wushu Daoshu competition designed by the researchers is effective, and it can achieve higher results in the Wushu Daoshu competition.

Social gender inequality and the gender gap in the classroom: evidence from Southern and Eastern Africa

ABSTRACT The gender gap in education is not limited to the subject of mathematics or only to be found in high-income countries, and its repercussions can have generational consequences. Previous literature has sought to explain why the gender gap persists in most high- and middle-income countries vis-à-vis social gender inequality without drawing from similarly comprehensive data from the African context with its unique gender gap landscape. This paper examines the correlation between more gender-equal countries and the gender gap in student test scores for reading, mathematics, and HIV-AIDS awareness in southern and eastern Africa. We use ordinary least squares and quantile regression to analyse student information from the SACMEQ III dataset in comparison with measurements of social gender inequality such as the Gender Inequality Index and the Global Gender Gap Index. As such, this analysis draws on data from roughly 60,000 African students and includes test scores from reading comprehension and HIV-AIDS awareness, a unique subject that is critical for health, wealth and wellbeing on the continent. Our study finds that in each subject at every quantile, the gender gap displays a robust inverse relationship with more gender-equal countries specifically demonstrating higher educational performance among girls. With youthful populations and burgeoning economies, these countries in Africa have much to gain from addressing the gender gap in education. These findings encourage policymakers to consider how the social condition of gender-equality might influence the academic performance of students, especially for girls.

Students' core competence performance during fundamental nursing practicum: A cross-sectional survey with importance-performance analysis.

Limited available studies compare the core competence performance of students undertaking their practicum at different level-of-care practicum sites. This study aimed to (1) compare the gaps between the perception of importance for competence and the perceived performance of nursing students at practicum sites involving different level-of-care and (2) identify low competencies that must be prioritized for improvement at different sites during the fundamental nursing practicum. Cross-sectional design. A total of 659 students who had passed their fundamental nursing practicum within 1 month from six nursing colleges in Taiwan were recruited. The students completed the 25-item Core Competence in Fundamental Nursing Practicum Scale, wherein both the importance and performance level of each item are indicated. One-way analysis of variance along with the Scheffe post hoc test and importance-performance analysis were used to explore the gaps between the perception of importance for competence and the perceived performance and to identify weak competencies that must be prioritized for improvement, respectively. Compared with nursing students practicing in district hospitals (predominantly caring for chronically ill patients), nursing students practicing in medical centres (predominantly caring for patients with severe and critical conditions) had larger gaps in total scores and the application of nursing processes. Students in medical centres also had larger gaps in professional attitude than their counterparts in long-term care facilities. Importance-performance analysis identified a common shortfall in communication skills among nursing students for all level-of-care practicum sites. Students at long-term facilities had the highest number of weak competencies that required improvement. The results of this study can guide instructors in designing curricular activities focused on the weaker core competencies of the students at a practicum site for each level of care. No patient or public contributions.

Protocol for a meta-analysis of stereotype threat in African Americans.

Stereotype threat is a well-known construct in psychology wherein individuals who belong to a negatively stereotyped demographic group underperform on cognitive or academic tasks due to the detrimental effects of a stereotype. Many psychologists have suggested that stereotype threat may be one of the reasons that some demographic groups are underrepresented in advanced academic programs and STEM fields. However, others have raised concerns about the quality of the stereotype threat research, suggesting that its apparent effects are inflated and that the phenomenon may be an illusion of questionable research practices and publication bias. The purpose of this proposed meta-analysis is to evaluate the existence of stereotype threat by (1) identifying the average effect size of stereotype threat studies in different types of studies, (2), investigating whether publication bias and p-hacking are present in the empirical research on stereotype threat, (3) testing for the influence of theoretical and methodological moderators, (4) assessing the overall quality of the research on stereotype threat, (5) and identifying the average effect in the methodologically strongest studies. This meta-analysis will be limited to studies that report data from African Americans because this population is a theoretically important group in stereotype threat research, and the size of score gaps between the African American and non-stereotyped populations in the United States should make the stereotype threat effect easiest to detect.

2022 개정 실과 교육과정 의생활교육 내용요소에 대한 예비교사의 교육요구도 분석

This study analyzed pre-service teachers’ educational needs regarding the content elements of clothing life education included in the “human development and leading life” and “living environment and sustainable choice” areas of the 2022 revised Practical Arts Education curriculum. The study employed Borich's calculating model using the score gap between the required competence level (RCL) and their present competence level (PCL). The survey included 18 content elements related to clothing life education: 4 items in the knowledge and understanding category, 7 items in the process and function category, and 7 items in the value and attitude category. The data were collected through a survey of 413 pre-service teachers at J University, with additional questions on sex, school year, major, and experience with clothing life lectures. The study used SPSS Statistics 24 to statistically analyze the data. The main findings are as follows: First, pre-service teachers tended to value the teacher's ability and highly rate their abilities in the values and attitudes categories of clothing life education. There were statistically significant differences according to gender and experience with clothing life lectures. Second, educational needs for clothing life education content elements tended to be concentrated in the “living environment and sustainable choice” area, especially in the process and function categories, and encompassed elements from the value and attitude category. The highest needs were for planning and implementing sustainable actions in everyday life, followed by exploring ways to increase the value and use of living resources, sustainable food, clothing, living life, self-made, and creative attitudes, attitudes toward cherishing living resources, and understanding the impact of one's choices on the community’s life and environment. Based on these results, the conclusions and suggestions are as follows: First, the clothing life education for pre-service teachers should prioritize and balance content elements in the “living environment and sustainable choice” area. It is necessary to devise integrated programs that cultivate practical values and attitudes through activities in the process and function categories. Second, strategies should be planned considering the gender of pre-service teachers, and efforts should be made to expand and implement clothing life education. Third, it is essential to further study the educational needs related to the specific textbook units, including input from field teachers, and the results should inform teacher education and retraining programs.

Teacher value-added and the test score gender gap

This paper assesses the effect of teachers on the gender gap in student test scores. It combines different empirical strategies from the value-added and labor economics literature to estimate teacher value-added and its contribution to the math and reading gender gaps. We use rich administrative data from Chile that allow us to follow teachers through different classes in different years. Our main findings indicate that teachers explain up to 18% of student test score variance and help reduce the gender gap in math by 16.9%. The reduction in the math gender gap is greater in voucher schools (16.1%), among students with more educated mothers (24%) and among those with female math teachers (32.2%). We provide evidence supporting a within-class effect, instead of sorting (between-class) effect. We conduct several tests and robustness checks to assess the reliability of our findings.

의과대학생이 평가한 자신과 동료 학생의 학습윤리의식 분석

Objectives The purpose of this study is to identify and characterize the prevailing state of medical students' per-ceptions of their own and their classmates' academic ethics. Methods For the purpose of this study, we conducted in an online survey method for all six academic years at a single medical school and a total of 217 response data were analyzed. The data collected were analyzed using de-scriptive statistics, t-test, and ANOVA. Results Medical students rated their own academic ethics at 4.46 and their peers at 3.96. Female students rated themselves higher than male students, but rated their peers lower. This gender difference resulted in a statistically significant gap in scores between self- and peer-ratings. Scores showed an upward trend with increasing grade levels and academic stages. In particular, peer scores showed statistically significant differences by phase, and the gap scores between self- and peer-ratings were also statistically significant across different academic phases. Students in the criterion-referenced rating system rated themselves and their peers higher than students in the norm-referenced rating system, although the difference was not statistically significant. Conclusions The results of this study serve as a basic framework for the development of educational strategies aimed at improving and increasing perceptions of academic ethics among medical students.

An assessment measurement study based on the momentum of the tennis ball in question

In tennis, it is very important to always be aware of the movement and trend of the match. Accurately grasping the change of momentum is of great practical significance in predicting the future fluctuation of the match. Based on the relevant match data provided by Wimbledon, three models are constructed in this paper. Model one is a win-loss probability model based on binomial distribution, which deflates the impact of each small game win on the whole game, and accurately calculates the overall win rate of current players by judging the difference in players' level as well as the number of games won and lost. Model 2 is a momentum calculation model, which accurately describes the player's game status by analyzing the number of consecutive scores, score gap, number of key balls, and number of errors in a multi-dimensional analysis, and then accumulating and calculating the momentum data. Model 3 is a match fluctuation prediction model constructed based on Gradient Boosting Tree, which is utilized to predict match fluctuations by comparing predicted fluctuations with actual fluctuations on the test set in the tournament. And it evaluates which factor is the most important in predicting the future trend.

Cultural influences on Gender Gap in test scores: findings from Afghanistan’s university entrance examination

ABSTRACT We estimate the gender gap in test scores using administrative data from Afghanistan. Using student-level information, we construct household-level data. We report the gender gap in test scores by exploiting various household sibling structures. We examine the culture of sending siblings to gender-specific schools. Our results indicate that cultural rectitude might drive the gender gap and ‘not’ the inherent biological differences in abilities.

Exploring Historical and Contemporary Academic Disparities: A Comparative Study of Black and Non-Black Nova Scotians

In Canada, concerns persist regarding the academic underperformance among historically marginalized racial and ethnic groups. Extensive research has been conducted on the academic achievements of Aboriginal communities, but there’s a noticeable lack of focus on longstanding Afro-descendant populations. Our study aims to address this gap by examining discrepancies in numeracy and overall academic performance, particularly between Black and non-Black residents of Nova Scotia. Utilizing historical census data, we identified a small-to-medium size numeracy gap between European and African Nova Scotians, measuring about one-third of a standard deviation, prevalent in the late 19th and early 20th centuries. Furthermore, contemporary data from the 21st century reveals a gap in academic and cognitive test scores between African and other Nova Scotians of approximately half a standard deviation. We analyze these findings in the context of existing research on racial and ethnic academic disparities in the Americas.

Empowering Urban Educational Leadership: Exploring the Nexus of Educational Leadership, Teacher Compensation, and Socioeconomic Equity in an Urban School District in a Mid-Atlantic State in the United States of America

This study examined teacher leadership, the intricate interplay of culture, education, and the college board race gaps in SAT scores, and their collective impact on academic performance within the Baltimore City Public Schools. The study specifically explored the correlation between teacher salaries and academic achievement while considering persistent factors such as poverty, which consistently hindered academic success for predominantly Black and Brown students, as many seasoned teachers are exiting and too few are joining the profession. Ineffective leadership and inadequate teacher compensation, compounded by the challenges of poverty, were identified as major contributors to below-average academic performance in the urban public school system. Emphasizing teacher salaries, the research highlighted the linear relationship between salary increases and the growing issue of poverty among educators when adjusted for inflation. The meta-analysis conducted underscored the pivotal role played by effective leadership and quality education in enhancing student achievement and fostering socioeconomic growth. The study contended that educational and teacher leadership at the intersection of culture are imperative for adapting to 21st-century economic, technological, and societal transformations. The findings underscored the importance of addressing socioeconomic disparities among educational leaders to improve academic outcomes in urban public schools. Achieving fair compensation, resource accessibility, and fostering professional growth are crucial for attracting and retaining excellent educators, thereby creating an ideal learning environment for all students. The research provided a comprehensive framework for evidence-based parameter estimations in computational modeling, providing informed strategies to address challenges in urban public-school systems.

Factors Associated With the Nursing Care Experience of Patients Admitted to Riyadh Region Hospitals.

In the contemporary healthcare landscape, the paradigm of patient experience and patient-centered care has emerged as a crucial point for healthcare reform, emphasizing the patient's active role in shaping healthcare systems. This study aimed to investigate the patient experience level of nursing care and examine associated factors among hospitalized patients in Riyadh, Saudi Arabia. Cross-sectional secondary analysis of patient experience data included more than 8,000 patients discharged from Ministry of Health hospitals in Riyadh during 2022G. The national survey examined patient perceptions of multiple aspects of nursing care. Although most patients gave high overall scores, lower scores were observed for nurse introductions and prompt responses to call buttons. There are opportunities to improve communication and response through interventions targeting nurse staffing, training, and incentives. A checklist called Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) was used to report the study. 71.2% Of patients rated their nursing care experience as "very good." No differences were seen between genders. However, Saudi patients reported higher satisfaction than non-Saudis (p = .001). The top-scored nursing aspects were friendliness/courtesy (70.2% "very good") and nurses' skill level (65.8% "very good"). Lower ratings occurred for nurses who introduced themselves (54.0% "very good") and for prompt response to call buttons (58.5% "very good"). Targeted improvements in communication and responsiveness could help address these gaps in patient experience scores between nursing care domains. Most of the patients indicated overall positive nursing care experiences, which include opportunities for improvement in nurse introductions and responsiveness to patient needs. Boosting communication through nurses consistently introducing themselves and managing heavy workloads to allow faster call button response times could enhance patients' perceptions of their nursing care quality.

The Black-White SAT Score Gap Increases with Education Level

The Black-White SAT Score Gap Increases with Education Level

Penerapan Model Discovery Learning untuk Meningkatkan Motivasi dan Hasil Belajar Siswa SDN 32 Bengkulu Selatan

The research aims to describe the application steps of the Discovery Learning model and analysis the student's motivations and learning outcomes thematic for third grade students in SDN 32 Bengkulu Selatan. This in tipe of research is third grade students conducted in two cycles. This research subject is a teacher and third grade students. The research instruments used were observation sheets, test sheets and questionnaire. Observation and questionnaire data analysis techniques use the average formula scores, the highest score, the lowest score, the scoring gap, and the value range for each criteria. Average formula score the students and acuity of learning. The average result of student cycle I 77% with category good increases in cycle II which is 87% with category excellent. Accordingly, the average result of student study increases from cycle I to category good increases to excellent on cycle II. Thus, it can be concluded that the application of the Discovery Learning model to thematic learning can improve the motivation and learning outcomes of third grade students in SDN 32 Bengkulu Selatan.

Climate resilience assessment of sustainability at national level: A case study of sub-Saharan Africa

Climate change is the most critical challenge to achieve sustainability, disrupting national economies and human lives, especially in vulnerable countries. However, there has been limited research assessing the “climate resilience of sustainability” — the capacity of national sustainability to withstand and recover from the impacts of climate change — over time and space. To bridge this gap, we quantify the climate resilient performance of sustainability (including social, economic, and environmental sub-resilient performance and comprehensive performance) in 37 sub-Saharan African (SSA) countries. We employed a coupling coordination degree model and panel regression to analyze the synergy between sub-dimensional resilience and explore the association between climate resilience of sustainability and other variables, respectively. Our findings indicate that while current development in most SSA countries lacks resilience, the score gap of climate resilience of sustainability between these countries is narrowing. On average, coastal countries exhibit lower performance in terms of the resilience of sustainability to climate change compared to inland countries. Moreover, the climate resilient performance among the three dimensions for all income groups reached an intermediate-coordinated state in 2018. However, most SSA countries exhibited an asymmetric level of sustainability and its climate resilience. Furthermore, we identified significant correlations between variables such as governance, gross domestic product, population, and precipitation with the climate resilience of sustainability. The insights from this study emphasize the need to prioritize climate resilience of sustainability and provide a reference for researchers and policymakers worldwide, to shape a long-term, prosperous, and resilient future under climate change.

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Undue Burden the Medical School Application Process Places on Low-Income Latinos

An ethnic advantage: teacher-student ethnicity matching and academic performance in Nepal

ABSTRACT Reducing the standardised test score gap between ethnic minority and majority students remains a global challenge in education. Research on this matter is sparse in Nepal, where ethnic minorities comprise the country’s majority population but experience systemic oppression. We hypothesised that the lack of proportional teacher diversity has contributed to lower outcomes on standardised tests among ethnic minority students in Nepal. We collected data of eighth-grade students and their teachers from 10 secondary schools in two towns in Nepal through convenient and snowball samplings. Multiple linear regression was used to explore the relationship of teacher-student ethnicity matching and teachers’ ethnicity on students’ academic performance in science, mathematics, social studies, and the Nepali language using students’ exit examinations. Our analysis showed a statistically significant positive association between teacher-student ethnicity matching and students’ mathematics and social studies test scores, an ethnic advantage. In most cases, teachers from minority groups were associated with a significantly higher student-test-score than Brahmin teachers, who were in majority in teaching force. We recommend that policymakers, international education organisations, and researchers attend to teacher-student ethnicity matching and teachers’ ethnicity through strategic hiring and professional developments for teachers to redress educational disparities in Nepal.

Implementing quality function deployment using service quality and Kano model to the quality of e-learning

<span lang="EN-US">E-learning has become an important aspect of university education. System evaluation must be carried out by higher education management to identify the number of e-learning successes and future improvement efforts. Three research methodologies were used in this study to measure, classify, and translate service quality into an improvement process, namely SERVQUAL, Kano model, and quality functional deployment (QFD). A survey involving 219 UPN “Veteran” Jakarta students as e-learning users were done to examine the developed methodology. The partial least square (PLS) method was used to process the data. This study employed the quantitative method. Website content, assurance, empathy, responsiveness, tangibles, reliability, and learning content are variables in this approach. This study provided knowledge on identifying and analyzing the quality of e-learning services using the service quality (SERVQUAL) method by calculating the score gap between the perceived service quality assessment (performance) and the expected service quality using website content, assurance, empathy research variables, responsiveness, tangibles, reliability, learning content, e-learning quality, satisfaction, and behavioral intention. This study also evaluates what improvements can be made to improve the quality of e-learning services.</span>

Go-Chemist! App and Its Impact on Students’ Attitudes Toward Chemistry

The current study aims to explore the impact of using the Go-Chemist! app on students’ attitudes toward chemistry on colligative properties. This pretest-posttest quasi-experimental design study involved 71 twelfth-grade students in Jakarta, Indonesia. One class was randomly assigned to a treatment group which was taught using a mobile application and another class was assigned to a comparison group which was taught using e-books. The Attitude Toward Chemistry Lessons Scale (ATCLS) was administered before and after instruction to both groups. To analyze the data, we employed independent and paired sample t-tests. The results indicated that after the intervention, the gap in attitude scores between the two groups was statistically significant in favor of the intervention group. Students in the treatment group also showed a statistically significant improvement in average scores from pre- to post-administration with a large effect size. This reflected the use of the Go-Chemist! app effectively increases students’ positive attitudes toward chemistry lessons on the topic of colligative properties.