Student-level Variables Research Articles

Investigation the Association of Some Variables with Mathematics Achievement Gap Between Rural and Urban Jordanian Students

The present study aims to investigate the association of some variables with mathematics achievement gap between rural and urban Jordanian students using TIMSS 2015 database. Due to nested structure of the TIMSS data, hierarchical linear model, was used in this study. To this end the data for 6541 students in 232 schools was analyzed. According to study findings 21.4% of total variation in mathematics achievement was due to the differences between schools. Moreover, the study results revealed that school emphasis on academic success, and school discipline problems as school-level variables were discovered to have statistically significant effect on mathematics achievement gap between urban - rural students in Jordan. Furthermore, concerning student-level variables, student like learning mathematics was the only associated significantly with the urban-rural gap in mathematics achievement. The study recommended the necessity of enhancing the capabilities of rural schools to focus on school success, enhancement discipline, increasing students' enjoyment of learning mathematics to enhance their love of this subject, as well as conducting other studies to explore the causal relationships between variables. Keywords: TIMSS, HLM, Math Achievement, Gap in Achievement, Jordanian Students. DOI : 10.7176/JEP/11-21-17 Publication date :July 31st 2020

고등학생 진로성숙도에 영향을 미치는 학생 및 학교 변인 탐색: 고교유형의 영향력을 중심으로

본 연구는 한국교육고용패널조사(KEEP)Ⅱ 데이터를 활용하여 고등학생 진로성숙도에 영향을 미치는 학생 및 학교 변인을 고교유형의 영향력을 중심으로 탐색하였다. 고등학교 2학년의 진로성숙도 분석 결과, 학생의 배경 특성, 고교선택 이유, 학교 환경, 교사 인식, 학업 변인이 영향을 미치는 것으로 나타났으며, 특히 자기효능감이 중요한 영향을 미쳤다. 고교유형의 경우 일반고에 비해 특성화고와 마이스터고에 소속된 학생들의 진로성숙도가 더 높은 반면 외고(국제고)와 과학고에 소속된 학생들의 진로성숙도는 낮은 것으로 확인되었다. 고교유형이 자기효능감이 진로성숙도에 미치는 영향력을 어떻게 조절하는지를 확인한 결과, 일반고에 비해 특성화고, 마이스터고, 외고(국제고), 예술고가 자기효능감의 영향력을 부적 조절하는 것으로 나타났다. 따라서 우리나라에서 채택한 고교유형 다양화가 학생들의 진로성숙도에 있어서는 어느 정도 효과를 가지고 있으나, 향후 더욱 발전하기 위해서는 고교유형에 따른 인식 차이를 완화하고 맞춤형 진로교육을 개발․제공할 수 있도록 적극적으로 지원해야 할 것이다.

Agricultural literacy in the context of agricultural education in South Korea: using hierarchical linear modeling

ABSTRACT Purpose: As the proportion of agricultural content is decreasing in educational curricula, students, especially in urban schools, are exposed to limited learning opportunities concerning agriculture. This study explores the effect of student-level and teacher-level variables on the agricultural literacy of urban elementary school students in the Republic of Korea. Design: Hierarchical linear modeling was conducted to empirically test the relationship between determinants of students’ and teachers’ characteristics and student agricultural literacy. The data from 1255 students nested within 48 classes of 12 schools in urban and sub-urban areas were sampled and collected, of which 929 samples were used for the research analysis. Findings: We found that 13.6% of teacher-level variables affected students’ agricultural literacy. Student’s experience with vegetation and naturalist intelligence had a significant effect on their agricultural literacy, as did teachers’ agricultural experiences. Teachers with more experience in agriculture helped students acquire more knowledge. Practical implication: In terms of lesson planning, an increased focus on participatory approaches are needed to explore children’s experiences holistically to improve their agricultural literacy. Providing teachers with further education and workshops can help students gain an understanding of agriculture, and develop a positive learning environment. Theoretical implications: This article contributes to a theoretical framework by estimating influential forces to increase agricultural literacy and by considering the classroom strategies for developing it based on the results. Originality/value: This article demonstrates the value of agricultural literacy and the determinants of its increase using multilevel analysis at the teacher and student level.

Investigation of Factors Associated with Science Literacy Performance of Students by Hierarchical Linear Modeling: PISA 2015 Comparison of Turkey and Singapore

This study aimed to investigate extent to which variables directly related to science, which are found in Programme for International Student Assessment (PISA) 2015 survey predicted literacy performance of students in Turkey and Singapore samples and determine differences and similarities between samples of two countries. The study used relational screening model. The study sample consisted of a total of 9680 students at age of 15, which included 4643 students from Turkey sample and 5037 students from Singapore sample. Also, sample included 177 schools from Turkey and 163 schools from Singapore. The study used Hierarchical Linear Modeling (HLM) statistical technique, which is appropriate for hierarchical data because school and student-level variables were together in study. According to findings of study, literacy performance indicated a significant difference between schools for both countries. However, approximately 52% of difference in students' literacy scores for Turkey sample and 34% for Singapore sample were found to stem from differences between schools. Student-level interest in science, research-based teaching and learning practices, teacher support in lessons, self-efficacy, teacher-centered teaching variables, and proportion of teachers at school level were determined to be a significant predictor of literacy in both countries. However, variables which are significant predictors of literacy were found to be the enjoyment of science for Turkey and the disciplinary climate in courses variable for Singapore. On other hand, proportion of teachers with an undergraduate education of four years or more, which is one of school-level variables, was found to be not a significant predictor of literacy performance fro both countries.

Investigation of PISA 2015 Reading Ability Achievement of Turkish Students in Terms of Student and School Level Variables

The aim of this study is to determine the students-level and school-level factors that are related to reading ability achievement of students who participated PISA 2015 (Programme for International Student Assessment) from Turkey. The effects of the student and school level factors on reading achievement of students were tested by 2 level hierarchical linear model. According to the findings, there are differences between schools in terms of students' reading ability scores in Turkey. When the findings of the effects of the student level variables on the reading ability scores are examined; mother’s socio-economic status, parental emotional support, and unfair teacher behavior variables seem to affect students' reading ability achievement. When the findings of the effects of the school level variables on the reading ability scores are examined; school size, teacher education level, and student behavior that hinders learning variables have a significant effect on the average reading ability scores of schools. When the student and school level variables mentioned above were modeled together, the significant effect of the school size variable was lost while the teacher education level and the student behavior that hinders learning variables continued to have a significant effect on the schools average reading ability scores.

Student- and school-level factors related to school belongingness among high school students

ABSTRACT Sense of belonging to school has received considerable attention due to the importance of belonging needs in social life and its broad academic and non- academic consequences. However, there is a dearth of research that identifies its multilevel predictors. Thus, this study aimed to investigate student-level and school-level variables related to sense of belonging to the school. The target population was all high school students (n=25000) in Urmia in the academic year 2018-2019. Hierarchical Linear Modeling (HLM) was used to determine the association between school-level and student-level variables. Findings of the study showed that student-level variables, such as socio-economic status, parental involvement, and peer support were related to sense of belonging to school. Moreover, school-level variables including sense of fairness and teacher-student relations could explain the variance in school belonging.The results supported the idea that family, peers, and teachers play significant roles in the school experiences of students.

Modeling mathematics achievement using hierarchical linear models

The purpose of this study was to investigate the effects of student-level and school-level variables on mathematics achievement in four countries including Finland, South Korea, Taiwan, and Turkey. Based on eighth grade students’ responses to a student questionnaire and a mathematics test, and school principals’ responses to a school questionnaire, the Trends in International Mathematics and Science Study (TIMSS) 2011 dataset was analyzed using Hierarchical Linear Models. The results revealed that students’ having educational resources at home, their self-confidence in mathematics, and schools’ emphasis on academic standards were the common variables that influenced mathematics achievement in all four countries. On the other hand, no significant effects of education levels of parents (except education levels of mothers in Turkey), fights or physical injuries to other students, and lack of resources for mathematics instruction on students’ mathematics achievement were found in these countries. Implications of the results are discussed.

Academic and English language outcomes for DLLs as a function of school bilingual education model: the role of two-way immersion and home language support

ABSTRACT This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language proficiency and 5th grade standardized achievement in reading and math and grade point average (GPA) for five cohorts of DLLs followed throughout elementary school. Participants had been enrolled in public pre-K programs or received childcare subsidies to attend center- or family-childcare from 2002 to 2007 in Miami-Dade County, Florida (N = 20,870). Controlling for several student-level background variables correlated with educational outcomes, correlational and multiple regression analyses revealed that bilingual, rather than monolingual, forms of instruction were associated with acquiring English faster and superior performance in all measures of 5th grade academic achievement. Importantly, two-way immersion models that support the home language and culture and integrate language majority and minority learners were associated with faster English acquisition, which mediated the link between Two-Way Immersion (TWI) programs and higher GPAs. We discuss the implications of our findings for educational policy and practice and highlight future research directions.

The Effects of Student and School Level Characteristics on Academic Achievement of Middle School Students in Turkey

The purpose of the study was to examine the student-level and school-level variability that affect middle school students’ academic achievement. Student background and school context on student academic achievement were examined. Participants of the study consisted of 1053 seventh and eighth grade middle school students from 10 schools in the cities of Ankara and Sinop, Turkey. The research study analysed using two-level hierarchical linear modeling (HLM). Data were analysed with three HLM models: (1) random effects one-way ANOVA model, (2) random coefficients regression model, (3) intercepts and slopes-as outcomes model. The results of the analyses showed that at the student level, gender, SES, and number of siblings were found to have statistically significant effects on student GPA. When considering the practical importance of student level variables, SES, and number of siblings have small effects, but gender has a moderate effect on students’ school achievements. On average, female students perform higher than male students in terms of their GPA scores. At the school level, educational school resources have a significant effect on predicting academic achievement. It has been shown that school resources have a moderate effect on students’ academic achievements.

Effects of South Korea’s educational welfare priority project on elementary- and middle-school students’ changes in self-esteem and adaptation to school life

The purpose of this study was to investigate which factors have influenced changes in the self-esteem and adaptation to school life of students participating in South Korea’s Educational Welfare Priority project. To that end, we analyzed 3-year panel data of 426 students from 47 elementary schools and 377 students from 41 middle schools using three-level modeling. Results indicated that changes in student-level variables (e.g., friendships, school perception, and compliance with the rules of school life) positively influenced changes in the self-esteem of both students, whereas changes in teacher-student relations positively influenced changes in elementary-school students’ self-esteem only. By contrast, changes in school-level variables did not influence changes in students’ self-esteem. Additionally, changes in the student-level variables of friendships and school perception positively affected changes in adaptation to school life of both students. However, among school-level variables, whereas an increase in teachers’ participation in the program positively influenced changes in the adaptation to school life of middle-school students only, increased cooperation between teachers and educational welfare workers negatively influenced those changes. These results pose considerable implications for educational welfare programs and research that promote the affective development of socioeconomically disadvantaged students.

School ethos and recurring sickness absence: a multilevel study of ninth grade students in Stockholm

Abstract Background A non-negligible proportion of Swedish students is recurrently absent from school due to various health problems. Recurring absence from school has potentially severe consequences for future prospects. Thus, identifying factors that may contribute to counteracting recurring sickness absence among students is important. The aim of this study was to investigate whether higher levels of teacher-reported school ethos were associated with lower levels of recurring sickness absence among their students, when adjusting for relevant confounders at the student- and the school-level. Methods Data from four cross-sectional surveys performed in 2014 and 2016 were combined. The Stockholm School Survey was carried out among 9,298 ninth grade students (ages 15-16 years) in 147 school units, and the Stockholm Teacher Survey was performed among 2,024 teachers in the same units. School ethos was captured by an index of 12 teacher-reported items that was aggregated to the school-level. Recurring student sickness absence was based on self-reports and defined as absence on > 10 occasions during the current school year. Student-level control variables were gender, family structure, parental education, parental unemployment and migration background. School-level control variables were sociodemographic composition and student-teacher ratio. Two-level logistic regressions were performed. Results About 9.5% of the students reported recurrent sickness absence. Students attending schools with higher levels of teacher-rated school ethos had a lower likelihood of reporting recurring sickness absence compared with those attending schools with lower levels of ethos, even when adjusting for potential confounders at the student- and the school-level (OR 0.78, p = 0.015). Conclusions Recurring sickness absence was less common among students attending schools with higher levels of teacher-rated ethos. The findings suggest that schools have the capacity to promote student health. Key messages A strong school ethos was linked with lower levels of recurring sickness absence among the students, even when adjusting for potential confounders at the student- and the school-level. A strong school ethos may contribute to counteracting recurring sickness absence among students.

Factors Associated with Reading Comprehension of Secondary School Students

Student’s individual, family, and teacher factors play a significant role in children’s reading development. However, the mechanisms by which these critical factors jointly contribute to children’s reading comprehension achievement are poorly understood. The present research aimed at developing a multilevel comprehensive model which shows critical correlates, involving these factors, of reading comprehension of Chinese secondary school students. A random sample of 1,322 students, nested in 27 classes, was taken from five secondary schools. The student-level variables included student’s gender, autonomous reading motivation, controlled reading motivation, metacognitive awareness of reading strategies (MARS), and household income. Class-level variables included teacher’s qualification and experience. The results indicated student’s MARS and autonomous reading motivation were the two most powerful correlates of reading comprehension among the significant variables. Furthermore, teacher’s qualification and experience moderated the strength of the relationship between MARS and reading comprehension. Implications for future research, policy making, and improvement of reading instruction are discussed.

Detecting Gender Differences in PISA 2012 Mathematics Test with Differential Item Functioning

The measurement tool not measuring the specific construct has a validity problem. Individuals based on the results obtained from this type of tool should not be evaluated. The purpose of this study was to examine the differentiated item functioning and item bias of mathematics items in the Programme for International Student Achievement 2012 assessment for gender using two-level hierarchical generalized linear model, logistic regression and experts’ opinions. Also differentiated item functioning sources (anxiety, interest and self-efficacy) at student level were tested. The current study was created under take into account of quantitative and qualitative methods. It was conducted with 1458 students selected from 166 schools of Turkey sample. The results reveal that hierarchical generalized linear models approach is more conservative than logistic regression approach. When the student level variables were added to the model as potential sources, differentiated item functioning did not disappear for the three items. Also half of the experts argued that the items identified as in favor of boys are biased. Statements in the items and the context were given as the reasons for this bias.

Contribution of teacher knowledge to student knowledge of mathematics / Contribución del conocimiento del profesor al conocimiento del alumno en matemáticas

The aim of this study is to establish to what extent teachers’ knowledge, in association with school socioeconomic level, students’ previous knowledge and level of mathematical knowledge achieved in school contribute to the knowledge that fourth-grade students reach in conceptualizing fractions. Information was obtained from 328 fourth-grade students of nine schools and their respective mathematics teachers. The results show that the 77% of variability observed in the conceptualization of fractions could be attributed to student-level variables, while the remaining 23% would be attributable to school-level variables. On the other hand, 38% of the intra-school variance could be explained by students’ previous knowledge, and virtually all the between-schools variance would be explained by the academic level of the school or, in 32% of cases, by the socioeconomic status of the school. Teacher knowledge, alone or in combination with other factors, accounts for about 10%, with a significance of 10%.

Student and School Level Variables related to Elementary School Students' Attitudes towards Science

Student and School Level Variables related to Elementary School Students' Attitudes towards Science

Predictors of students׳ achievement on NAEP-Economics: A multilevel model

Previous research has examined the role of formal classroom economics education on student learning. However, few studies have examined the role of both in school and out of school economics education exposure on student learning. Using data from the 2006 National Assessment of Educational Progress (NAEP)-Economics 12th grade assessment, we conducted an analysis using multilevel modeling to examine both student- and school-level effects on economics content knowledge. We analyzed the relationship among student-level variables including demographics, economics course structure, and instructional exposure. Unlike prior studies, we accounted for the nesting of students in schools and determined significant building-level effects associated with NAEP-E outcomes. We included district and state accountability policies (e.g., required testing and graduation requirements) as well as contextual variables (e.g., percent minority and percent college bound) at the building level. Findings offered a more nuanced interpretation of earlier NAEP-E studies and extended earlier analyses to include instructional exposure and building-level effects.

Queer Quantitative Query: Sexual Orientation in Higher Education Surveys

Queer Quantitative Query:Sexual Orientation in Higher Education Surveys Jason C. Garvey (bio) The dearth of quantitative research on sexual orientation in higher education is highly problematic yet not entirely surprising, particularly considering the historical exclusion of sexual orientation in national higher education data sets (Garvey, 2014). The lack of inclusive quantitative research on lesbian, gay, bisexual, and queer (LGBQ) students perpetuates hetero-normative and dominant methodological assumptions, which has great impact on policy and practice (re)formation. To promote inclusivity in quantitative research about LGBQ students, scholars must first understand how sexual orientat ion data are collected in higher education survey research (Garvey, 2014; Rankin & Garvey, 2015). There is one research question that guides this study: How is sexual orientation demographic information operationalized and collected in prevalent higher education quantitative surveys? The intended audience is survey developers, both researchers and assessment practitioners, who occupy a critical position for influencing sexual orientation survey data, which has lasting consequences for data analyses. [End Page 495] Because of the widespread use of the term sexual orientation within surveys, I chose to maintain this term within my manuscript, although I also advocate for more inclusive and dynamic terms in surveys (e.g., sexuality, sexual identity, sexual behavior, sexual attraction). Although there is a necessary entanglement of sexual orientation with gender identity, gender expression, and biological sex, I chose to foreground sexual orientation to recognize its distinct and separate context in survey data. For a critical examination the operationalization and collection of gender and sex data in higher education surveys, see Garvey, Hart, Metcalfe, and Fellabaum-Toston (in press). METHOD The purpose of this study was to examine how demographic information on sexual orientation is operationalized and collected in widely used quantitative surveys in higher education. Pascarella and Terenzini (2005) noted the importance of national surveys in higher education research: "A number of national [US] data sets, which produce a substantial portion of the evidence on the impact of college on students, have become targets of opportunity for large numbers of social scientists" (p. 15). Higher education survey instruments are "systems of knowledge" (Renn, 2010, p. 138), with great influence and importance, that require closer examination, particularly those overrepresented in highly regarded and widely circulated journals. To address the research question, I utilized Garvey's (2014) catalog of higher education survey instruments used three or more times within tier–1 higher education journals from 2010 through 2012. The focus on these particular journals is supported by Bray and Major's (2011) assertion that they are identified by higher education program faculty as influential and prestigious, as evidenced by their frequency of knowledge use, authorship, readership, and citations. Because sexual orientation is understudied in higher education quantitative scholarship (Garvey, 2014), focusing on tier–1 journals highlights systemic issues of inclusivity within a small set of prestigious and highly influential publications. One third (124 of 373) ofall the quantitative studies published in tier–1 higher education journals from 2010 to 2012 used data from 19 widely used survey instruments, demonstrating the high influence of these surveys. Of the 19 instruments, 6 were U.S. federal government surveys, and 13 were administered by nonprofit educational organizations. I chose not to include 3 of the nonprofit educational organization survey instruments in the analysis. First, the Cooperative Institutional Research Program College Students' Beliefs and Values Survey is connected to the Freshman Survey, which is already included in the analysis. Second, I did not include the National Association of State Student Grant and Aid Programs survey because it assessed program information and did not include student-level variables. Third, the National Student Clearinghouse Research Center does not publish and did not make available the National Student Clearinghouse survey for this study. Using Garvey's (2014) survey catalog, I acquired copies of the most widely used higher education survey instruments by either contacting survey distributors or downloading the instruments online. After collecting all the instruments, I conducted a detailed, directed assessment of the surveys (Hsieh & Shannon, 2005), concentrating on the prevalence and operationalization of sexual orientation in demographic questions. My analysis focused on (a) whether the survey included a question/ item about sexual orientation, and, if so, (a) how the question...

Predictors for students’ self-efficacy in online collaborative groupwork

This study examines factors related to student self-efficacy beliefs in on-line groupwork. Participants in this study were 204 graduate students taking an online graduate-level course from a public university in the Southeast United States of America. Two-level hierarchical linear models were used to examine predictors of the students’ self-efficacy. Three student-level variables were found to be related to groupwork self-efficacy: individual’s willingness to handle groupwork challenge, trust relationship, and leadership influence. At the group level, the group’s willingness to handle groupwork challenge was positively related to individual student’s groupwork self-efficacy. Discussions of the findings suggest that leadership is important for groupwork. Instructors of online courses are recommended to design high-quality group projects that are purposeful, meaningful, challenging, and engaging. Communications between group members are also recommended to build trust. Implications of the findings to online learning and instruction as well as directions for future research are presented.

Failure to meet aerobic fitness standards among urban elementary students.

The aim of this study was to explore the relationship of aerobic fitness with the elementary school environment and student characteristics among 4th and 5th grade children attending urban public schools in St. Louis, MO, USA. This cross-sectional study was conducted during 2012–2015 and included 2381 children (mean age 10.5 y) who completed the FITNESSGRAM® 20-m Progressive Aerobic Cardiovascular Endurance Run. Healthy Fitness Zone (HFZ) was defined according to FITNESSGRAM® aerobic capacity criteria. Other student-level variables included age, race, National School Lunch Program eligibility, BMI z-score, weight status, and daily pedometer steps. School environment variables included playground features and playground safety, physical education and recess practices, and school census tract data on vacant houses and median household income. Bivariate analyses with sex stratification were used to identify student-level and school-level predictors of failure to achieve the aerobic HFZ; predictors were then included in a multivariable logistic regression model. Failure to meet the aerobic HFZ was observed among 33% of boys and 57% of girls. School environment was not predictive, but higher age and fewer daily steps were: each additional year of age was associated with 41% higher odds of failing to meet the aerobic HFZ among boys and 100% higher odds among girls. Conversely, each additional 1000 daily steps was associated with 15% (boys) and 13% (girls) lower odds of failure. Obesity posed a 60% higher risk of failure to meet HFZ among girls. These results highlight the importance of childhood physical activity opportunities, especially for girls residing in low-resource areas.

Building number sense among English learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention

English learners (ELs) represent a rapidly growing subgroup in US schools. Yet, converging evidence suggests that a concerning number of ELs struggle to reach proficient levels in mathematics. The purpose of this multi-site randomized controlled trial was to examine the treatment effects of a Tier 2 mathematics intervention on the mathematical outcomes of kindergarten ELs with mathematics difficulties (MD). Additionally, recognizing that students differently benefit from early mathematics interventions, the study also examined whether specific student-level variables predicted ELs’ differential response to the intervention. A total of 295 ELs from 138 kindergarten classrooms participated in the study. Findings indicated overall treatment effects on five mathematics outcome measures. Results also suggested that the intervention worked equally well across a diverse sample of at-risk ELs with varying mathematics skills and English proficiency levels. Implications in terms of using principles of explicit instruction to improve the design of mathematics interventions and furthering the knowledge base of effective instruction for ELs with MD are discussed.