Middle school students\u27 participation in extracurricular activities: Relationships to school identification and achievement

This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose of this study was to determine the impact of extracurricular activity participation and school identification upon one another and their combined and individual contributions to the goal of student achievement.;The study was conducted using archival data from the 2009-2010 school year along with data from a survey that target extracurricular activity participation and school identification. Data were analyzed for a sample of 314 students out of a population of over 900 in Grades 6, 7, and 8 from two different middle schools. Students were given a survey at the start of the 2010-2011 school year, after being promoted to Grades 7, 8, and 9. The survey results provided the researcher with a school identification and extracurricular activity participation score for each student. These scores were compared to achievement data comprising the end-of-year grade point average and the mathematics and reading Virginia Standards of Learning scaled scores.;The results of the study indicated that there was a mild relationship between students\u27 participation in extracurricular activities and their identification with their school. The findings revealed no significant relationships between students\u27 participation in extracurricular activities and any of the achievement measures, or between student school identification and academic achievement

Peningkatan Kemampuan Pemecahan Masalah Geometri dan Self-Efficacy Matematis Siswa SMA Melalui Pembelajaran Investigasi

Pencapaian geometri siswa mendapat poin rendah pada hasil survey dan penilaian dari tahun ke tahun berdampak pada peningkatan kemampuan pemecahan masalah geometri (PMG) dan self-efficacy matematis (SEM). Kemampuan PMG adalah kemampuan siswa memecahkan masalah jarak pada bangun ruang yang dirancang menurut level van Hiele. SEM adalah derajat keyakinan siswa terhadap kemampuan dirinya untuk benar memecahkan suatu masalah geometri. Kemampuan PMG dan SEM dapat didorong melalui kegiatan yang melibatkan proses investigasi. Proses investigasi melibatkan tahap entry, attack, review, dan extension. Penelitian ini mengkaji peningkatan kemampuan PMG dan SEM melalui pembelajaran investigasi pada siswa kelas XII-IPS tahun pelajaran 2018/2019 di satu SMA Tanjungpandan, Bangka Belitung. Penelitian ini menerapkan kuasi eksperimen dengan desain pretes-postes kelompok kontrol. Data dianalisis berdasarkan perbedaan pembelajaran, gender, dan tingkat kemampuan dasar geometri (KDG). Hasil analisis menyimpulkan bahwa terdapat perbedaan kemampuan PMG siswa signifikan berdasarkan gender dan tingkat KDG, namun tidak berdasarkan pembelajaran. Sedangkan pencapaian SEM siswa, hanya berbeda signifikan berdasarkan tingkat KDG tetapi tidak berdasarkan pembelajaran maupun gender. Pengaruh interaksi pembelajaran dan gender adalah signifikan terhadap kemampuan PMG, tetapi tidak pada pengaruh interaksi pembelajaran dan tingkat KDG. Sementara terhadap SEM siswa, hanya signifikan pada pengaruh interaksi pembelajaran dan tingkat KDG. Secara bersama-sama bahwa KDG dan kedua model SEM, yaitu mathematics test-taking dan mathematics skill, berpengaruh terhadap kemampuan PMG siswa, baik dimoderasi pembelajaran maupun gender. Students’ achievements in geometry were low on surveys and assessments results from year to year have an impact on enhancing geometry problem solving (GPS) ability and mathematical self-efficacy (MSE). GPS ability is the students’ ability to solve the problem of the distance in solid that was designed based on van Hiele's level. SEM is the degree of students’ confidence in their ability to solve a geometry problem correctly. GPS ability and MSE can be encouraged through activities involving an investigative process. The investigation process involves entry, attack, review, and extension phase. This research is to study an enhancement students’ GPS ability and mathematical self-efficacy (MSE) through investigative learning for 12th social program students in the academic year 2018/2019 at the one high school at Tanjungpandan Bangka Belitung. This research applied quasi-experiment by the pretest-postest control group design. Data were analyzed based on differences in the learning approach, gender, and the geometry ability (BGA) of basic level. The analysis result concluded that there is significant difference of students’ GPS ability based on gender and BGA level category, but not for the learning approach. At the same time, a students’ MSE achievement just significant different based on the BGA level but it is not for both of learning approach and gender. An interaction effect between learning approach and gender is significant toward GPS ability, but not for interaction between learning approach and BGA level. While the students’ MSE, just significantly at the interaction effect between learning approach and BGA level. Parallely that BGA and two MSE models, that is mathematics test-taking and mathematics skill, affected to students’ GPS ability, as well moderated by learning approach and gender

Evaluation of Reasons that May Affect whether Academically Capable Females Choose to Major in STEM

The purpose of this research was to study the reasons why academically capable females choose to pursue majors in STEM (science, technology, engineering, and math) fields. A mixed-methods approach using focus groups and a survey were used. Data were gathered from the focus group sessions and used to develop the survey that was then validated and checked for reliability. After some edits, the survey was administered to female freshmen attending Western Kentucky University. Unfortunately, all female students who completed the survey except one indicated they were pursuing STEM majors. The results from this study suggest that the reasons surrounding the decision to pursue a degree in STEM are complex and multi-faceted. The reasons found to be most important for respondents centered on the need to help others, salary, room for advancement, future salary, and job security. As a result of the research compiled during this study, a survey was designed that could be utilized to gather information concerning the reasons particular female students have chosen to pursue degrees in STEM fields. The collected data from the survey could then be used to provide female students in middle and high school with the necessary supports to increase the numbers of females pursuing STEM degrees in the future

Are Black Girls the New Number Runners? An Analysis of Black Girls and High School Mathematics

According to the National Science Foundation (NSF), one out of every 100 employed scientists and engineers in the United States is a Black female. This statistic prompts the examination of Black females and mathematics. How do individual-level (educational aspirations), familial-level (support), and school-level (school characteristics) variables impact Black female students\u27 proficiency in high school mathematics as well as predict their enrollment in postsecondary math courses? Employing four waves from the National Education Longitudinal Study (1988, 1990, 1992, & 1994), this study seeks to add to the discourse on achievement in mathematics by examining factors which impact outcomes in mathematics for a nationally representative sample of Black females. The theoretical framework for this dissertation will include, but not be limited to, social and cultural capital (Bourdieu and Coleman), intersectionality and standpoint (Crenshaw and Collins) theory. Variables from all three levels affected Black females\u27 achievement in high school mathematics. The score on the twelfth grade math exam was significant in predicting the likelihood that a Black female enrolled in a regular mathematics course in a postsecondary institution. The findings from this study will help inform the development of interventions and strategies aimed at increasing the mathematics proficiency of Black females and their enrollment in postsecondary mathematics courses

An ecological perspective of science and math academic achievement among African American students

Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic African American students. A distinctive study is the inclusion of school computer use in the model. The study results show that several of the variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12 th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12 th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students

Based on the Data of CFPS

학위논문 (석사) -- 서울대학교 대학원 : 사범대학 교육학과(교육학전공), 2020. 8. 유성상.As Chinese society enters a period of transformation, whether the class has solidified has become the focus of public concern. Education is regarded as an important way of social mobility, and Chinese parents who always attach great importance to education have made a lot of effort for their childrens academic achievements. The influence of family background on academic performance has always been an important issue in the field of Sociology of Education. Existing related studies have only analyzed cross-sectional data and focused only on a certain region of China. To further explore the long-term effect of family background, this article uses the longitudinal data of China Family Panel Survey (CFPS) from 2010 to 2018 and applies the latent growth model to analyze the trajectory of mathematical achievements under the influence of family background. The research results show that the family background not only significantly affects the mathematical achievements of students in the early time, but also has a positive and significant impact on the long-term changes in mathematical achievements. This shows that the gap in mathematical achievements between students from advantaged families and students from the disadvantaged continues to expand over time. School education seemed not to reduce the educational inequality brought about by family background as expected. The family background functions through mechanisms such as economic capital and cultural capital. The gap in academic achievement begins in childhood, and it is difficult for students with low grades to make great progress due to the increase in the difficulty and amount of knowledge in the later stages. Under the current social and educational background in China, the predominance of family background accumulates gradually until employment. This study has a more macroscopic and at the same time, a more dynamic view of Chinas education and inequality status. It will provide opportunities and wider space for reflection and exploration of the direction of Chinas education by grasping the rationality of the current Chinese education system and the effects of schooling.교육은 계층 이동에 있어 중요한 방식으로 간주되며, 학업 성취도에 대한 가정 배경의 영향은 교육사회학 분야에서 중요한 논점이 되어 왔다. 전통적으로 교육을 매우 중시하는 중국의 학부모들은 예로부터 자녀의 학업성취도 향상에 많은 노력을 기울였으며, 중국 사회가 변혁의 시기를 맞이하고 계층 고착화에 대한 대중들의 관심이 높아지면서 학업성취도와 가정 배경의 관계에 대한 연구가 활발히 이루어졌다. 그러나 대부분의 기존 연구들은 중국의 특정 지역에 초점을 맞춰 횡단면 데이터만 활용했다는 한계를 가진다. 중국에서 가정 배경이 학생들의 학업성취도에 장기적으로 미치는 영향을 자세히 파악하기 위해 본문은 2010 년부터 2018 년까지 실시된 중국 가정 패널 조사 (China Family Panel Survey: CFPS)라는 종단 데이터를 활용하였다. 구조방정식 모델링으로 잠재성장모형을 이용해서 가정 배경에 따른 수학 성취도의 변화 추세를 실증적으로 탐구하였다. 연구 결과, 가정 배경이 학생들의 초기 수학 성취도에 유의한 영향을 끼칠 뿐만 아니라 장기적인 변화율에도 긍정적인 영향을 미친다는 것을 발견하였다. 이를 통해 사회경제적 배경이 좋은 학생들과 그렇지 않은 학생들 간 수학 성취의 차이가 시간이 지남에 따라 계속 확대되고 있음을 알 수 있다. 중국에서 학교 교육은 가정 배경으로 인한 교육 불평등을 감소시키지 못 하는 것으로 보인다. 가정의 경제자본, 문화자본 등 메커니즘으로 인한 학업성취 격차는 어린 시절부터 시작되기 때문에 초기에 낮은 성적을 가진 학생들은 학년이 올라가도 지식의 난이도와 양의 증가에 따른 발전을 이루기가 어렵다는 것이다. 이렇게 중국의 가정 배경에 따른 교육 격차는 사회에 진출할 때까지 단계적으로 누적된다. 본 연구는 중국의 교육 및 불평등에 대한 더 거시적이고 역동적인 이해를 통해, 현재 중국 교육 시스템의 합리성과 학교교육의 효과를 파악하려고 한다. 이는 향후 중국의 교육이 나아갈 수 있는 방향에 대한 반성과 탐구의 기회를 제공할 것이다.Chapter I. Introduction​ 1 Chapter II. Literature Review​ 8 2.1. Social Stratification and Educational Inequality ​8 2.2. Chinese Society and Education​ 13 2.3. Family Background and Academic Achievement ​17 Chapter III. Methodology​ 27 3.1. Data​ 27 3.2. Variables ​29 3.2.1 Dependent variables ​29 3.2.2 Explanatory variables ​31 3.2.3 Control Variables ​32 3.3. Analysis process and research model ​33 Chapter IV. Findings​ 35 4.1. Descriptive statistics and analysis of correlation ​35 4.2. The Trends of Mathematical Achievement ​37 4.3. Analysis of Mathematics achievement within SEM ​40 4.3.1 The trend of longitudinal changes in math scores ​40 4.3.2 Conditional model of changes in math scores ​44 Chapter V. Conclusion ​49 References ​66 Abstract in Korean ​76 Appendix：Questionnaire Survey ​77Maste

Can Less Be More? Study Load and Its Effect on Science Achievement Among Chinese Eighth-Grade Students

The present study addressed a core research question of “Can less be more?” concerning study load, which has become increasingly worrisome and controversial around the world. This idea reflects the philosophy of pursuing efficiency and effectiveness on learning, namely that a lighter study load may result in more successful academic achievement. The study adopted the IPO (input-process-output) model to address five interrelated research questions: 1) What are the structural characteristics of study load? 2) Is there any individual difference in study load? 3) What are the characteristics of teachers and schools under which students tend to have a heavier study load? 4) What are the effects of study load on science achievement without and with adjustment for student, teacher, and school characteristics? and 5) What characteristics of teachers and schools can moderate the relationship between study load and science achievement? Data were drawn from the 2016 Program for Regional Assessment of Basic Education Quality (PAEQ). The sample included 40,536 students and 946 teachers in science (biology, physics, and geography) from 118 Chinese middle schools. Ascribe to multiple memberships existed at the teacher level for most students, meaning most students were taught by more than one science teacher, the current analyses employed three-level multiple membership multilevel models (MMMM), in which the Marko Chain Monte Carlo (MCMC) method was utilized to estimate parameters. The present study revealed that among Chinese eighth graders, on average a daily study load was nine hours on weekdays (six hours in-school learning, two to three hours doing homework, and half an hour after-school learning) and eight hours on weekends (three hours learning in school, three to four hours doing homework, and one and half an hour learning after school). Overall, students with higher SES, students who came from both-parent families, and native students had a heavier total study load. Under homeroom teachers, male teachers, teachers who had been teaching more than 10 years, and teachers who more often applied inquiry-based approaches to science classes, students tended to have a heavier study load. Meanwhile, in schools with higher mean SES, higher mean academic pressure and parental involvement, higher school autonomy, as well as less principal demographic leadership, students tended to have a heavier study load. Furthermore, the present study displayed that, after we adjusted for student, teacher, and school characteristics, in-school learning time on weekends was the only component of study load maintained a significant and negative effect on science achievement. Teacher gender and several school characteristics, such as mean SES, mean academic pressure and parental involvement, principal leadership, and school autonomy, were salient moderators of the association between study load and achievement. In order to answer the core research question, using the established equations from full MMMMs, three examples were illustrated that reducing individual study load and fostering school climates with lower academic pressure and less parental involvement in academic activities can result in more successful students’ achievement in science. Consequently, we argue that the answer to the question of “Can less be more?” is likely on the “yes” side. Finally, implications for policies and practices in education as well as directions for future research were discussed

An Analysis Of Predictors Of Enrollment And Successful Achievement For Girls In High School Advanced Placement Physics

A problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation examined cognitive and motivational variables thought to play a part in the under-representation of females in AP physics. Cognitive variables consisted of mathematics, reading, and science knowledge, as measured by scores on the 10th and 11th grade Florida Comprehensive Assessment Tests (FCAT). The motivational factors of attitude, stereotypical views toward science, self-efficacy, and epistemological beliefs were measured by a questionnaire developed with question taken from previously proven reliable and valid instruments. A general survey regarding participation in extracurricular activities was also included. The sample included 12th grade students from two high schools located in Seminole County, Florida. Of the 106 participants, 20 girls and 27 boys were enrolled in AP physics, and 39 girls and 20 boys were enrolled in other elective science courses. Differences between males and females enrolled in AP physics were examined, as well as differences between females enrolled in AP physics and females that chose not to participate in AP physics, in order to determine predictors that apply exclusively to female enrollment in high school AP physics and predictors of an anticipated science related college major. Data were first analyzed by Exploratory Factor Analysis, followed by Analysis of Variance (ANOVA), independent t-tests, univariate analysis, and logistic regression analysis. One overall theme that emerged from this research was findings that refute the ideas that females have lower achievement scores, lower attitude, lower self-efficacy, and more stereotypical views regarding science than males. Secondly, the only significant differences found between males and females enrolled in AP physics were for stereotypical views toward science and one factor from the epistemological views questions, both of which favored females. Although the non AP boys significantly outscored non AP girls on science FCAT scores, the only other significant differences found between these groups of students were related to attitude, with the girls scoring higher than the boys on both counts. There were significant differences found for numerous variables between AP and non AP females, however, most of the same differences were found between the two ability groups of male students as well. This leads to the conclusion that these factors certainly play an important role in AP physics enrollment for both genders. But the few significant differences found exclusively between the two female ability groups; reading ability, stereotypical views toward science, and the epistemological beliefs regarding branches of physics being related by common principles and aspects of physics need to be inferred instead of directly measured, may play a more important role in increasing enrollment numbers of females

Change the game, not the girl: Understanding the role of gender-science stereotypes in science competitions

Science competitions do not seem as appealing to girls as they do to boys. Even though participation in a science competition is linked to promoting science interest, self-beliefs, and future science careers, girls seem more reluctant to join, and are less successful than boys. As hundreds of thousands of secondary school students take part in a science competition each year, these out-of-school science activities could be a significant source for gender inequity. This is why in depth research to understand success and failure in science competitions, the mechanisms behind them, and the role of gender are of great importance. Although several studies reported about gender differences in science competitions, no systematic analysis of the gender gap is available to date. The first aim of this dissertation was therefore to determine the status quo on gender differences in science competitions and to identify theoretical frameworks and factors explaining participation and achievement. Since prior publications in the context of both science education and science competitions have indicated gender-science stereotypes as the main negative influence on female self-beliefs, the second aim of this dissertation was understanding the role of gender-science stereotypes in mechanisms explaining participation and achievement. By means of a systematic review, publications on science competitions were analyzed to determine the degree of the gender gap and identify factors and theories explaining participation and success. Participation and achievements in science fairs were comparable, but gender differences were found to be especially large in science Olympiads. Especially in the physics and chemistry Olympiad, gender-science stereotypes were suggested to have a negative influence on female self-concept and interest, thereby affecting participation and achievements. Eccles et al.’s (1983) expectancy-value theory of achievement motivation was recommended as most suitable theoretical framework for explaining gender differences. Subsequently, a moderated mediation analysis was performed to examine gendered participation and success in the German chemistry Olympiad on the basis of expectancy-value theory. The results confirmed the negative impact of gender stereotypes on girls. Although female self-concept and interest positively predicted further participation, gender-science stereotypes were found to negatively predict further participation. Interest was found to mediate this relationship between stereotypes and participation. There was no link between self-concept and stereotypes, but self-concept did predict achievement for male and female participants. Interest positively predicted male participants' willingness to continue with the competition. Finally, a latent profile analysis was executed to characterize profiles distinguished by career motivation, interest, and domain identification. Four profiles were identified and participant membership was predicted by gender-science stereotype endorsement, support from parents and teachers, and gender. Profile membership of the least successful profile harboring the most girls, had the strongest link with gender-science stereotypes and the weakest link with support from parents. In summary, the findings reported in this dissertation stressed the need for change in science competition structures to help diminish the negative effects of gender-science stereotypes on girls. Further research could contribute to understanding the relation between different science competitions, science education, and top performers in science education. Furthermore, future research could provide more insight into the role of parents and teachers and the influence of participation in science competitions on students. Changes and interventions improving gender equity of science competitions could be focused on strengthening female self-concept through role models, actively involving teachers, providing authentic and ungendered career information, and involving parents in the fight against gender stereotypes. In the future, this research could be extended to other minority groups and make a decisive contribution to reducing inequity in science education

Adolescents' motivation to study music as compared to other school subjects: A Singaporean perspective

The purpose of this study was to examine the expectancies and task values held by Singaporean adolescents about learning music and other school subjects (English, Mathematics, Science, Physical Education, and Art) across Primary 6, Secondary 1, and Secondary 2 levels (Grades 6 to 8). The data was analyzed according to gender and music student status (music students, high aspiring non-music students, low aspiring non-music students) in order to provide suggestions that would foster music instruction within the Singaporean school system. A total of n = 1,733 participants from three primary and four secondary schools in Singapore completed a web-based survey questionnaire that was grounded in the Eccles and Wigfield expectancy-value theoretical framework as adapted in a series of studies by McPherson and his colleagues. The study found that music and non-music students held different perceptions of competence and valuing about school music. School music was generally less valued by students, particularly the low aspiring non-music students, when compared to the other school subjects. In addition, it was found that valuing of music among older adolescents was lower than their younger counterparts. Finally, the study found that students’ perceived usefulness of school music predicted their intention to enroll in instrumental music instruction outside of school. Implications arising from the study highlight the need for the music profession to evolve students’ negative attitudes towards school music. Providing students with positive classroom musical experiences and adopting differential teaching approaches to cater to students’ varied motivational profiles towards studying music in school were suggested as ways of raising the status of school music education. The need to assert and substantiate the role music can and should play in the education of all children is a continuing challenge within the Singapore education system, but one that must be addressed if school music is to become a more prominent subject within schools