A new perspective on memorization practices among East Asian students based on PISA 2012

Abstract

This study examined learning strategy use in mathematics among East Asian students in East Asian educational systems. By employing latent class analysis on the Programme for International Student Assessment (PISA) 2012 data, we found four classes of learning strategy types, namely memorization with metacognitive strategies (17.49%), metacognitive strategies with memorization (50.70%), elaboration only (10.33%), and metacognitive strategies with elaboration (16.47%). The results showed that the majority of the students in all seven East Asian educational systems belonged to the ‘metacognitive strategies with memorization’ class, and most students adopted more than one type of learning strategy when learning mathematics. Additionally, students who reported the use of metacognitive strategies along with either memorization or elaboration showed higher mathematics achievement. We conclude that the cognitive processes employed by students of East Asian backgrounds are more complex and nuanced than the previous perception that they relied heavily on memorization.     

The association between school exclusion,delinquency and subtypes of cyber- and F2F-victimizations: Identifying and predicting risk profiles and subtypes using latent class analysis

This purpose of this paper is to identify risk profiles of youth who are victimized by on- and offline harassment and to explore the consequences of victimization on school outcomes. Latent class analysis is used to explore the overlap and co-occurrence of different clusters of victims and to examine the relationship between class membership and school exclusion and delinquency. Participants were a random sample of youth between the ages of 12 and 18 selected for inclusion to participate in the 2011 National Crime Victimization Survey: School Supplement. The latent class analysis resulted in four categories of victims: approximately 3.1% of students were highly victimized by both bullying and cyberbullying behaviors; 11.6% of youth were classified as being victims of relational bullying, verbal bullying and cyberbullying; a third class of students were victims of relational bullying, verbal bullying and physical bullying but were not cyberbullied (8%); the fourth and final class, characteristic of the majority of students (77.3%), was comprised of non-victims. The inclusion of covariates to the latent class model indicated that gender, grade and race were significant predictors of at least one of the four victim classes. School delinquency measures were included as distal outcomes to test for both overall and pairwise associations between classes. With one exception, the results were indicative of a significant relationship between school delinquency and the victim subtypes. Implications for these findings are discussed.     

Modeling Predictors of Latent Classes in Regression Mixture Models

The purpose of this study is to provide guidance on a process for including latent class predictors in regression mixture models. We first examine the performance of current practice for using the 1-step and 3-step approaches where the direct covariate effect on the outcome is omitted. None of the approaches show adequate estimates of model parameters. Given that Step 1 of the 3-step approach shows adequate results in class enumeration, we suggest using an alternative approach: (a) decide the number of latent classes without predictors of latent classes, and (b) bring the latent class predictors into the model with the inclusion of hypothesized direct covariate effects. Our simulations show that this approach leads to good estimates for all model parameters. The proposed approach is demonstrated by using empirical data to examine the differential effects of family resources on students’ academic achievement outcome. Implications of the study are discussed.     

How class size reduction mediates secondary students’ learning: hearing the pupil voice

This paper discusses the question of why and how class size can make a difference to teaching and learning from the students?? perspective. Secondary school contexts and, in particular, the students?? own voice on the issue of class size represent an under-researched area for class size studies. This paper draws on data from three case studies that examined secondary school English classes in Hong Kong (one large and one reduced-size class in each case). Both classes were of the same grade and taught by the same teacher. This paper positions the case studies within a broader context that focuses on class size and the processes that appear to be mediated by class size reduction. It also draws on interview data and findings from classroom observations. Notably, these data all suggest that students perceive smaller classes as being able to foster a greater sense of belonging and cohesion in their classroom, closer relations with teachers and enhanced participation levels in classroom activities. Crucially, findings also suggest that smaller classes can help to overcome some key cultural obstacles to learning such as language learning anxiety and the issue of ??face??. Some implications for teachers, trainers and researchers are also presented.     

Development of low-stakes mathematics and literacy test scores during lower secondary school – A multilevel pattern-centered analysis of student and classroom differences

The development of students’ learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students’ academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N = 5071) from different classrooms (N = 435) develop distinct patterns regarding their mathematics and literacy achievement during lower secondary school. We analysed longitudinal large-scale educational assessment data using a multilevel latent profile analysis (MLPA) to investigate the impact of classroom effect on students’ achievement patterns, that is, on the development of students’ low-stakes mathematics and literacy test scores from 7th to 9th grade. The results demonstrated the added value of modelling the multilevel structure inherent in educational assessment data: we identified four student achievement patterns that displayed different distributions across the school classes. More precisely, besides individual characteristics, the development of students’ low-stakes mathematics and literacy test scores was associated with class-level factors and some of the classrooms seemed to have a stronger effect on students’ test scores. These results suggest that classroom context is associated with students’ achievement patterns, especially regarding the worst achieving students. The findings may reflect a combination of class placement practices as well as classroom and peer effect. Although the differences between Finnish schools have been one of the lowest in the OECD countries, the findings of the present study suggest that the classroom membership may create class level quality differences in both the preconditions and the development of learning.     

工读型初职班政治学科教学整合的探索

为了在政治学科的有限课时内,对工读型初级职业班学生进行世界观、人生观、价值观(简称“三观”)、职业道德、经济与政治基础知识教育,有必要根据学校培养目标和学生发展需要,对政治学科的教学内容、教学过程和学习方式、教学课程和课时设置等进行整合。     

大学生实习支教工作的问题、反思及建议

实习支教工作是推动教育改革,强化师范生实践教学,提高教师培养质量的有效措施。当前对大学生实习支教工作中存在的问题,必须给予高度关注并尽快研究解决。为此,要重新审视目前大学生实习支教生分配中高校与对口地区的支援方式,加强对实习支教生教育教学管理和指导,提高实习支教生口语交际能力,重新审视师范类人才培养方案,分层次制定师范生培养方案。     

A Pilot study to assess the impacts of game-based construction learning,using scratch,on students’ multi-step equation-solving performance

This study examined the effects of students’ construction of computer-based educational games, using Scratch, on their mathematical equation-solving performance and their attitudes towards learning mathematics with the assistance of technology. A one-group, pretest-posttest quasi-experimental study design, was adopted. A total of 89 seventh grade students from three classes at a public school in Beijing, China, offering 9 years of compulsory education, participated in Scratch-based mathematical game-making activities. Data were collected via an equations-solving test, surveys, interviews and member checking, and pairwise t-tests were performed for data analysis. The results indicated significant improvements in students’ equation-solving performance and in their attitudes towards learning mathematics with the assistance of technology.     

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students’ epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students’ epistemological beliefs and attitudes toward chemistry.     

初中起始年级学生课前预习情况的调查

文章对上海市实验学校初中起始年级学生课前预习情况进行了调查分析。调查结果显示该校中一年级所有学生都进行课前预习,大多数学生有课前预习的习惯。本调查建议学生每天预习花费的时间应适度,预习科目可按学习科目难度、重要程度等来确定,结果显示优秀学生一般较早开始对学习科目进行预习,这对学生的学业指导有借鉴作用。     

Students' Reports of Their Cognitive Processes and Level of Understanding During Regular Classroom Instruction

The study was designed in an attempt to gain greater understanding of the kinds of learning processes engaged in by students during regular classroom instruction, and at investigating the students' level of understanding and problems in understanding parts or all of the lessons. Six school levels of male and female students from 44 secondary and pre-university classes (N=2719) were the subjects of this study. During the lessons, students and teachers were observed and video-taped. Following the lessons, students' reports of their learning processes were obtained using a questionnaire. The questionnaire also served as the basis for a follow-up interview of four randomly selected students from each of the sampled classes. The whole procedure was repeated for each class within a one-month period and for a different curricular area.

Analyses of student responses showed that more of the average ability students as compared to the high or low ability students reported understanding all of the lessons. However, the higher ability students were more likely to report using specific cognitive strategies to monitor their understanding of the lessons and in processing intellectual tasks and lesson content. They were able to provide more elaborate and more specific reasons for not understanding parts of the lessons. The results were interpreted in terms of physical and organizational characteristics of educational classrooms in Singapore. Instructional implications are discussed in relationship to both the findings and previous literature.     

高中生学习自控力的培养研究

对漳州市一所封闭式私立中学的高中生进行情绪智力和学习自控力测验,选取情绪智力和学习自控力不存在显著差异的高二两个班级分别指定为实验班和控制班。采用情绪智力自我教育的方法对实验班的学生进行11周的实验干预。结果发现：实验干预对学生情绪智力和学习自控力的提高有一定的作用。实验干预对女生学习自控力的提高有显著作用,对男生没有达到显著的效果。分析实验班学习自控力高、中和低分组学生的变化发现,实验干预对高自控力学生学习自控力的提高有显著作用。     

迪庆州与玉溪市教育扶贫对口帮扶的意义与措施探究

为全面推进迪庆藏区教育精准扶贫工作,提高普通高中教育教学质量,夯实教育基础,迪庆高中班在昆明、玉溪、曲靖三市相继开办,开启了迪庆教育历史上的人才培养新模式。文章基于教育扶贫对口帮扶的背景,分析在玉溪市民族中学成立迪庆高中班的重要意义,并对迪庆高中班存在的问题及采取的措施进行了探讨。     

Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies

This study investigated the relationship between multiple predictors of academic achievement, including course experience, students’ approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school grade point average—HSGPA) among 442 first semester undergraduate psychology students. Correlation analysis showed that all of these factors were related to first semester examination grade in psychology. Profile analyses showed significant mean level differences between subgroups of students. A structural equation model showed that surface and strategic approaches to learning were mediators between course experience and exam performance. This model also showed that SAL, effort and HSGPA were independent predictors of exam performance, also when controlling for the effect of the other predictors. Hence, academic performance is both indirectly affected by the learning context as experienced by the students and directly affected by the students’ effort, prior performance and approaches to learning.     

Do single-gender classrooms in coeducational settings address boys' underachievement? An Australian study

This paper reports a research project developed in partnership with the Principal and Leadership Team of an Australian secondary school. It monitored a school-based initiative designed to address the underachievement of male students. Students in Year 9 selected single-gender or coeducational classes in mathematics and English during the second half of a school year. Student scores in standardized tests and school-based assessment in these subjects were obtained before and after the establishment of the initiative. Results indicate no significant difference in mathematics achievement that can be attributed to gender or class composition. However, scores in school-based English improved for students in single-gender classes. Improvement for girls in single-gender classes was greater than that for boys in single-gender classes.     

师范教育中跨年级同伴互助学习:价值与推进探析

同伴互助是人类活动社会性的体现,也是人类学习的重要方式.跨年级同伴互助学习是一种通过不同年级学生之间互相积极帮助来获得知识和技能的学习活动,具有情境性与探究性、开放性与持续性、互补性与全面性的特点.在师范教育中,基于学习经验层级差异的同伴互助能促进师范生完善专业知识与技能、提高专业情意、优化专业生活,使师范生从教育的"...     

College Academic Assistance Programs and Practices

Most public institutions offer some form of academic assistance to help their students adjust to the demands of college level learning tasks. Because these academic assistance efforts vary considerably, ranging from an emphasis on functional reading to an emphasis on strategic learning, it is important to describe these programs and their instructional methodologies and to review the pertinent research supporting them. After examining four critical issues confronting all academic assistance programs, the authors examined the goals, assessment procedures, salient features, and program evaluation methods of four prevalent program models: learning to learn courses, supplemental instruction, required programs for underprepared students, and integrated reading/writing courses. They concluded by outlining suggestions for future research and by listing specific questions that college students need to ask about the programs at their institutions.     

High-Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self-Concept

Effects of full-time ability grouping on students’ academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students’ average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students’ ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes.     

探讨影响高中生学习投入的情境因素

目的：探讨影响高中生学习投入的情境因素。方法：采用整群随机抽样的方法,抽取芜湖市及滁州市两所中学375名学生为被试,用学习投入量表、我的班级问卷和家庭心理气氛问卷进行调查。结果：高中生对班级和家庭心理气氛的知觉与其学习投入总体上成正相关（r=0.322,0.335）,高中生知觉的班级和家庭心理气氛是预测他们学习投入程度的重要变量。结论：高中生知觉的班级和家庭心理气氛是影响其学习投入的重要情境因素。     

School climate: the controllable and the uncontrollable

A positive school climate impacts students by promoting positive relations among students, staff and faculty of the school. The current study used latent class analysis and multinomial regression with R3STEP to analyse patterns of negative behaviours in schools and test the association of these patterns with structural variables like school size, demographics, and location using data from the 2008 School Survey on Crime and Safety, (n = 2560). The results indicated five classes of frequencies of negative behaviours. By using the lowest frequency of behaviour class as a reference, the classes with the highest frequencies of bullying, teacher disrespect, and sexual assault were more likely to be found in high crime areas and have larger campuses serving over 1000 students. Implications include the need to serve subgroups of schools based on measurable variables and the need to educate future teachers, administrators, and school psychologists about school climate and positive behaviour support systems.