School Variables Research Articles

Following the Innovations in A Learning Organization Perspective: To Follow, or Not to Follow

The purpose of this study was to investigate school administrators and teachers’ following innovations in pre-school education in terms of the learning organization perspective. We examined their following the innovations in terms of Information and Communication Technology (ICT) Competencies, 21st Century Skills, and Innovative School. A total of 207 participants (School Administrators N =33 & Teachers N = 174) were recruited in this research. The data collections tools were Information and Communication Technology Competency Scale (ICTC), Multidimensional 21st Century Skills Scale, and Innovative School Scale (ISS). Our results have shown that school administrators and teachers have positive attitudes towards following innovations in education. Participants, however, have some concerns over innovative atmosphere and organizational impediments in terms of the innovative school. Further, the results in innovative school showed a statistically significant difference in favor of male participants. The results of the regression analysis have revealed that there is a significant relationship between multidimensional 21st century skills and the innovative school variables at a high level. Although the participants' multidimensional 21st century skills significantly predicted their innovative school scores, we found that the ICT Competence variable alone did not predict or affect it. Limitations and recommendations for future research are provided, as well.

Adolescent alcohol drinking and cannabis use: Longitudinal, and cohort analysis of high school students in Australia

Aims: The final year of high school is a challenging phase, during which substance use is common. We conducted longitudinal and cohort comparisons on the levels of alcohol and cannabis use among final year (Year 12) high school students compared to the previous year. Design: Longitudinal and cohort analyses of self-reported survey data. Setting: Ten independent schools across South-East Queensland, Australia. Participants: Year 12 students in 2020 (n = 1024) were compared (a) longitudinally with themselves in Year 11; and (b) to the 2019 Year 12 cohort (n = 632). Measures: Self-reported alcohol and cannabis use. Analyses adjusted for socio-demographic, parental, and schooling variables. Findings: Longitudinally, Year 12 students of 2020 had higher odds of having six or more drinks per occasion, monthly or more often, and reporting lifetime cannabis use, compared to themselves in 2019. However, they were not more likely to drink alcohol weekly or more often in 2020 versus 2019. Compared to the 2019 cohort, the 2020 cohort had higher odds of drinking weekly or more often, having six or more drinks per occasion monthly, and reporting lifetime cannabis use. Conclusions: The 2020 cohort of Year 12 adolescents were more likely to engage in heavy drinking and cannabis use, compared to themselves the previous year, and compared to the previous cohort. Greater alcohol consumption and likelihood of cannabis use among the 2020 cohort might be explained by increased age and impacts of the COVID-19 pandemic. Future research to monitor if this is a continuing trend is warranted.

Investigation of Classification Validity in Terms of Various Variables in TIMSS 2019 International Benchmarks of Students

In this study, it was aimed to determine the variables affecting students' proficiency classification by using the data of 4th-grade students participating in the TIMSS 2019 application in the fields of mathematics and science. For this purpose, it was tried to provide evidence for classification validity with the variables of school belonging, bullying, home resources for learning, self-efficacy for computer use, disorderly behavior in Math lessons, like learning Math/Science, confident in Math/Science and instructional clarity in Math/Science lessons. The study was conducted with a correlational design. The sample of the study consisted of 3887 students in both lessons, which remained as a result of the missing data deletion and assignment processes from 4028 students who originally participated in the application. Logistic regression and discriminant analysis were used to analyze the data. As a result of the study, it was determined that 41.6% for Mathematics and 43% for Science in logistic regression analysis and 42.5% for Mathematics and 45% for Science in discriminant analysis were correctly classified through independent variables.

Technology factors related to the differences in paper and online reading scores in PIRLS 2016

The Progress in International Reading Literacy Study (PIRLS) was conducted in paper and online reading modes in 2016 using the same samples of students in a number of countries. Differences in reading literacy scores were found in several European countries. In some countries, the differences favored the electronic reading mode. Yet in others, the paper reading mode was favored. As the electronic reading mode differs substantially in the cognitive demands compared to the paper mode, it can be expected that the differences between the two modes are related to the variables related to technology: availability and access, general use, use for educational purposes in class or out-of-school, and self-efficacy with technology. This study investigates the Information and Communication Technology (ICT) factors related to the differences in paper and online reading in six European countries participating in both modes in PIRLS 2016. This study uses linear regression models as the application of multilevel modeling is not suitable because of the low between-school variances across countries. The results from this study show limited support for the relative effect that the student individual, school, and classroom ICT variables have on the differences between paper and electronic reading. Access to technology is related to mode differences only in Italy, and the use of computer devices in and out of school is related to the mode differences in Italy and Portugal. Student self-efficacy is related to the mode differences in Portugal and Slovenia. School resources show significant effects in Denmark (computers to students ratio) and Italy (instruction affected by digital resource shortages). None of the classroom variables showed any significant relationship in any of the countries. In addition, socio-economic status (which is proxied by the variable on home resources for learning) is a significant predictor in half of the countries. In addition to these findings, the general technological context within countries is discussed as part of an evaluation of the difference in reading in the two test delivery modes. The general uptake of technology in different social and economic aspects, as measured by the Digital Economy and Society Index (DESI), follows the differences between the two reading modes.

Demographic Factors and Truancy Behaviour among Secondary School Students in Ilorin Metropolis, Kwara State

Background: Contemporary secondary school students exhibit a wide range of social maladjustment behaviours, especially truancy. Given this, the present study looked into the Demographic Factors Influencing Truancy Behaviour among Secondary School Students in Ilorin Metropolis, Kwara State. Method: The study used descriptive survey design with a multi-stage sampling procedure which involved purposive, stratified, and simple random methods. The research involved a total of 400 participants. The "Truancy Behaviour Scale (TBS)", was adapted to gather pertinent data. The instrument underwent validation by five seasoned lecturers specializing in Guidance and Counseling Educational Management and Test and Measurement. To assess the instrument's reliability, the researcher utilised the test Split-half method, yielding a reliability coefficient of 0.74. Demographic data was analyzed with frequency counts and percentages, and the four hypotheses formulated were tested using t-test and Analysis of Variance (ANOVA) at a significance level of 0.05. The findings show that demographic variables of student, family and school contributed significantly to truancy behaviour. The four null hypotheses tested in this study indicate that there was a significant difference in the demographic factors contributing to truancy behaviour among secondary school students in Ilorin metropolis, Kwara State, based on gender and family type (t = 2.88, p <0.05); (t = 2.56, p <0.05). Nonetheless, no significant differences were found based on the respondents' age and religion.

1910~20년대 일본인 교원의 ‘만주·북지나(北⽀那)’ 시찰

This article examines the observation trip to Manchuria·North China of Japanese teachers in colonial Korea during the 1910s and 1920s. The observation trip was conducted under the following background. At that time, it was popular in Japan for students and teachers to travel to Manchuria. And in colonial Korea the teacher retraining policy was actively being implemented. In the beginning, the trip group visited only Manchuria. However, the area of the visit gradually expanded to Qingdao, Beijing and Tianjin. The members of observation trip observed the natural environment, cityscapes, facilities of South Manchuria Railway Company, the Russo-Japanese War sites, the battlefield of the war between Germany and Japan, historic sites of China and a variety of schools. As a result, the observation trip to Manchuria·North China contributed to the improvement of Japanese teachers' qualities. In addition, it provided information about the situation of education for Koreans in South Manchuria and the current state of education in China to colonial authorities of Korea.

A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement

Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided with the COVID-19 pandemic. Significant measurement quality issues were observed for the MBI and OLBI, including questionable convergent validity. Burnout of SETs was found to be highly stable for the MBI and OLBI. Teachers experienced little mean change in burnout over the school year, and perceptions of the effects of COVID and demographic and school variables were generally not predictive of change in burnout for any measure. Implications are discussed.

HOME, SCHOOL AND STUDENTS’ CHARACTERISTICS AS PREDICTORS OF SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS

Students’ performance in mathematics in Nigeria in recent times is not at a desired level. Despite relentless efforts by stakeholders to improve on this situation, yet no significant change. Studies that looked into student’s variables combined with importance of mathematics, teacher, school, and parent variables to predict students’ achievement in mathematics, seem not to be in existence. Thus, empirical documentation of such is needful. This study assessed home, school and students’ characteristics as predictors of Senior Secondary School students’ achievement in Mathematics in Osun State. Expo-facto design of non-experimental type was used. Descriptive statistics and Multiple Regression were used to analyze data at 0.05 alpha level. Results reveal that parenting type, family size, teachers qualification, years of teaching, class size, interest in mathematics, student academic engagement, and importance of mathematics, jointly accounted for 11% of observed variance in achievement in Mathematics, and it is statistically significant, F(17,575) = 5.183; P < 0.05. Also, importance of mathematics, student engagement, teachers qualification, class size and teacher years of teaching, were found to have significant relative contribution towards students’ achievement in mathematics, and they could reliably predict achievement in mathematics.

An Early Childhood Educator’s Learning Story in the Time of COVID

While it began with a variety of narrative representations of writing personal experiences, since Ellis (2004; Bochner & Ellis, 2016), evocative, performative, and creative nonfiction forms of storying have coalesced to form contemporary autoethnography. For over a decade, Canadian arts education researchers have blazed trails to employ those forms of autoethnography as “learning stories” (Carr, 2001; Carr & Lee, 2012) to study teaching and learning practices in a variety of school and community educational contexts. Learning stories enable educators to reveal teaching and learning experiences that cannot be represented by, or communicated through, other research forms. The present inquiry, which begins with the story of an early childhood educator, is rooted in the fusion of evocative autoethnography and learning stories with arts-based research, particularly a/r/tography.

Why do teachers leave schools? Evidence from lower secondary schools in the Czech Republic

PurposeThis study aims to supplement the international knowledge on factors determining retention in the teaching profession with findings from the Czech Republic. The study aims to answer the question of what factors on the part of schools and teachers are related to teachers’ decision to leave the teaching profession, either temporarily or permanently. It also examines the differences between teachers at the beginning and end of their professional careers.Design/methodology/approachThis study presents a secondary analysis of the data collected in a survey of 1,230 Czech secondary school teachers implemented in 2021 in the same schools as the TALIS survey in 2018. The longitudinal design makes it possible to observe the impact of school variables on teachers’ willingness to remain in the profession. Data are analysed through logistic regression.FindingsThe analysis shows the importance of sufficient financial evaluation, the composition of the student body, instructional leadership, and school innovativeness for the retention of teachers in the profession. The analysis further shows that the factors causing teachers to leave the profession differ for those at the beginning and at the end of their teaching careers.Research limitations/implicationsThe limitations of the study lie in the fact that this is a secondary analysis. The questionnaires were not designed in accordance with the aim of our study, and so the variables were constructed from existing data to best fit our chosen framework.Practical implicationsThe results of our analysis indicate that the Czech education policy should focus not only on general increases in teachers’ salaries, but also on the adjustment of increases over the course of a teacher’s career. The starting salary may be important for retaining young teachers in the profession, while at later stages in their careers their decision to stay may be more influenced by other factors. Our research also showed the importance of leadership. In schools where the principal supports his or her teachers and takes care of their professional development, teachers have a greater tendency to stay in the profession than in schools where the management does not perform this function.Originality/valueThe study enriched international knowledge about factors affecting teachers' retention in the profession with findings from the Czech educational system characterized by high school autonomy and low teacher salaries.

An ecological view on the correlates of sedentary behavior in Brazilian adolescents: a cross-sectional study with network analysis

BackgroundSedentary behavior has been identified as a public health concern. The present study analyzed the correlates of sedentary behavior in Brazilian adolescents through network analysis, in the light of an ecological approach.MethodsThe sample consisted of 126,354 adolescents, participating in the fourth edition of the Brazilian National School Health Survey. The variables were grouped into domains, namely intrapersonal, interpersonal, perceived environment, school variables, food variables, active behavior domains, and leisure sedentary behavior. The data were analyzed using network analysis.ResultsThe results reinforce that sedentary behavior is independent of the assessed active behavior domains, despite being weakly related to physical activity outside physical education classes (− 0.073). The variable with the greatest closeness and one of the variables with the greatest expected influence in the model was having internet at home, which was associated with private schools (− 0.230), having a cell phone (0.378), having a computer or notebook at home (0.409), and a greater weekly frequency of watching television (0.169). Furthermore, having internet at home was strongly associated with an increase in sedentary behavior (− 0.197), which, in turn, was linked to greater consumption of treats (0.067) and sodas (0.052).ConclusionsWe concluded that having internet at home is associated with longer sedentary time, which, in turn, is associated with greater consumption of foods of poorer nutritional quality. Interventions on sedentary behavior should be specific for population subgroups and consider actions in different levels.

Students’ Attitude towards Economics, School and Home Variables as Determinants of Academic Achievement of Secondary School Students in Economics in Ogun State, Nigeria

This research explores the factors influencing academic achievement in Economics among secondary school students in Ogun State, Nigeria. It addresses a crucial knowledge gap by examining how student attitudes, school-related factors, and home circumstances collectively impact performance in a subject facing a decline in performance. Existing literature highlights the roles of attitudes, school environments, and home conditions in shaping academic outcomes, laying the foundation for this study. Using a descriptive survey design, all Senior Secondary Two (SS2) students in Ogun State were included, with 300 students selected through multistage sampling. Data was collected using a Students' Questionnaire (SQ) and an Economics Achievement Test (EAT).  Key Findings Include:  Academic achievement in Economics is significantly influenced by student attitudes, school-related factors, and home circumstances, explaining about 24.8% of the variance in performance.  Attitudes toward Economics are the strongest predictor of academic success, followed by home circumstances, with school-related factors playing a lesser role.  Gender does not significantly affect Economics performance, though males slightly outperform females.  School type does not significantly impact academic performance, though government school students perform slightly better than private school students. In conclusion, this research provides a comprehensive understanding of the multifaceted factors affecting students' academic success in Economics. It offers actionable insights for educational stakeholders, including administrators, educators, parents, and researchers, such as optimising resources, tailoring teaching methods, and creating supportive home environments. Further research can explore the nuances uncovered here, informing evidence-based educational practices and policies.

Effect of Social Distancing Caused by Heavy Snowfall on Seasonal Influenza Epidemic in a Local Region in Japan.

The effectiveness of social distancing in controlling influenza epidemics is debatable. We analyzed the local impact of large-scale social distancing caused by heavy snowfall on influenza epidemic. Surveillance data from the National Institute of Infectious Diseases on influenza diagnosed at registered Fukui Prefecture institutions were plotted in epidemic curves. We also compared the number of elementary and junior high school students suspended attendance due to influenza during the 2017/2018 season between the northern and southern Fukui Prefecture territories. Weekly incidence influenza rates and average rates before, during and after school closure caused by heavy snowfall in the northern territory were compared with those of the southern territory using Poisson generalized estimating equations to account for school variability. The northern territory epidemic curve, like the nationwide trend, rapidly declined during the heavy snowfall and formed a second peak 4 weeks later. The southern territory's curve was like the nationwide trend throughout. Weekly incidence rate ratios in schools for the northern versus southern territories varied from 0.23 during heavy snowfall to 2.32, 4 weeks after the snowfall. Cumulative incidence ratio (95% confidence interval) of the northern-to-southern territories was 0.92 (0.74-1.13; P = 0.42). School closure significantly reduced the incidence rate to 0.41 (95% confidence interval, 0.19-0.89; P = 0.02). Although relatively large-scale, simultaneous school closures and social distancing could temporarily suppress seasonal influenza epidemic, they could not impede the cumulative incidence. Large-scale social distancing may contribute to slowing infection spread during seasonal influenza epidemics.

Does education promote risk-taking? Evidence from Vietnam

PurposeThis study examines the impact of schooling on risk perceptions and the moderation role of a non-cognitive skill, locus of control.Design/methodology/approachUsing information from the Thailand Vietnam Socio Economic Panel data set, the study employs Generalised Method of Moments (GMM) to address the potential endogeneity problem of the schooling variable.FindingsThe findings indicate that a higher level of willingness to take risks is correlated with additional schooling years. In other words, those with higher levels of education are more prone to take more risks. The result demonstrates that the association between education and risk attitudes is moderated by locus of control.Originality/valueThis study contributes to the growing literature on education in emerging countries by addressing the endogeneity problem of schooling variables using the GMM method. Moreover, this study examines the mediating role of personal non-cognitive skills, namely locus of control, in the relationship between education and risk attitudes.

부모의 학습지원과 지지적 학교환경이 초등학생의 학습태도에 미치는 영향

Objectives The purposes of this study were to specify variables related to convergence competency, and to ana-lyze the structural relationships among them. The purposes of this study were to specify variables related to con-vergence competency, and to analyze the structural relationships among them. Methods In this study, 1,145 children who responded to all related variables in the 12th and 13th data of the Korean Children's Panel were used as data. The structural equation model was analyzed to understand the struc-tural relationship between each variable, and the direct and indirect effects were verified through this. In addition, the mediating effect was verified using bootstrapping. Results There was no significant relationship between parents' learning support and elementary school students' learning attitude, and there was a positive relationship between the supportive school environment and learning attitude. Grit showed a complete mediating effect in the effect of parental learning support on learning attitude, and Grit showed a partial mediating effect in the effect of supportive school environment on learning attitude. Conclusions Parents' learning support and supportive environment had a positive effect on Grit, which improved the learning attitude. This study is expected to help parents, who are interested in their children's learning, support direction and school environment by examining the influence and path of parents‘, school variables and grit that can positively affect learning attitudes.

Instructional design for systems of linear equations in two variables in junior high school based on DELC using deep learning

Instructional design for systems of linear equations in two variables in junior high school based on DELC using deep learning

A literature review addressing the relationship between mindfulness and stress-level

This review explores the effectiveness of mindfulness interventions, particularly Mindfulness-Based Stress Reduction (MBSR), in reducing stress. Existing research supports the positive impact of mindfulness-based therapy on stress, anxiety, and depression. Despite promising outcomes, the limited number of high-quality studies underscores the need for more comprehensive research. Highlighted studies include an 8-week mindfulness program for medical students, demonstrating significant reductions in stress and anxiety, and a pilot study investigating the impact of MBSR on individuals in substance abuse treatment. In the educational context, mindfulness interventions can improve students’ well-being and attention. A study in Granada, Spain, reports positive outcomes in health, school, and family variables post-intervention.In conclusion, while literature supports the positive impact of mindfulness on stress reduction, further robust research, especially in educational settings, is essential to establish effectiveness and guide future interventions.

Examining the Attitudes of Students in Secondary Education Towards Physical Education and Sports Class in Terms of Some Variables

The purpose of this study was to compare some variables like gender, class level, engaging in sports outside of the school, sports participation status of parents, having an indoor sports facility of students studying in Edirne province secondary schools by determining their attitudes towards Physical Education and Sports class. The sample of the study consisted of 1789 students from 7th grades (483 male, 480 female) and 8th grades (424 male and 402 female). To determine the attitudes of students towards physical education class ‘Physical Education Class Attitude Scale’ (PECAS) developed by Sherrin and Toulmin and adapted to Turkish by Özer and Aktop (2003) was used. Statistical analysis showed that there was a significant difference between gender, class level, engaging in sportive activities outside of the schools variables in terms of physical education attitude scale total score and there was no statistically significant difference between the scale scores of sports participation status of parents, and having an indoor sports facility variable. Attitude scale scores of male students were found to be higher than female students (p=0,05). Attitude scale scores of 7th grade students were found to be higher than 8th grade-students (p0,05). As a result, the results obtained from the current study indicate that the attitudes of secondary school students owards physical education class were affected by gender, class level and age. It can be concluded that these factors were recommended to be taken into consideration in planning physical education lessons by relevant institutions to increase the attitudes of students towards physical education class.

Model of structural equations on the perception of aspects of school life and substance consumption as predictors of problem behavior in adolescents.

Problematic behavior and drug use are behaviors of social concern, especially in adolescence. There are school factors that can contribute to their development or prevent them. The objective was to establish explanatory models of the relationship between various school variables with the consumption of alcohol, tobacco and cannabis; determining its direct and/or indirect relationship with problematic behaviors. The study was cross-sectional with a sample of 346 students (Main Age=14.81; 54% women) from secondary education. Structural Equation Model (SEM) were carried to analyze the relationship between the dimensions of the Scale of perception of aspects of school life and alcohol, tobacco and cannabis consume with the presence of Problematic Behavior. Problem behavior was predicted by alcohol, tobacco and cannabis consume, and binge drinking. Different aspects of school life differentially predicted problem behavior and drug use. Sense of challenge was observed as having a reciprocal predictive relationship with problem behavior. Perception of oneself at school predicts both alcohol and tobacco use; while the value given to school predicts binge drinking. These findings suggests that, when addressing problem behavior and drug use that affect minors in school and have repercussions on class dynamics and academic outcomes, we should not focus exclusively on these problem areas, but rather take a more integrated approach that includes modifying different school-related aspects that act as risk factors for these types of problems.

Individual and school correlates of body mass index and cardiorespiratory fitness in primary school children from the REACT project: A multivariate multilevel analysis.

This paper examines the relationship between body mass index (BMI) and cardiorespiratory fitness (CRF) using a multivariate multilevel approach and investigates the links between individual and school-related correlates with children's BMI and CRF. This cross-sectional sample included 1014 children (6-10 years) from 25 Portuguese primary schools. BMI was calculated, and CRF was assessed with the PACER test. Fundamental movement skills (FMS) included five object control tasks. Moderate-to-vigorous physical activity (MVPA), sleep, and sedentary time were assessed with the ActiGraph wGT3X-BT accelerometer. Socioeconomic status (SES) and school variables were also obtained. A multivariate multilevel model was used, and alpha was set at 5%. BMI and CRF systematically increased with age. Most of the joint variance (94.4%) was explained at the child level, and BMI and CRF were correlated at this level (ρ = -.37). More active children demonstrated higher CRF levels and had lower BMI levels; sedentary and sleep time were not significantly associated with BMI or CRF. FMS were positively associated with CRF but were not significantly associated with BMI. Children at higher SES were more fit and had lower BMI than their peers of lower SES. Finally, school-level variables were not significantly related to BMI and CRF. BMI and CRF had a low but statistically significant negative correlation in this sample of children. Most of the variation in BMI and CRF was explained by child-level characteristics.