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Sitha Chhinh 《Asia Pacific Education Review》2003,4(2):151-160
It is generally observed in the literature of school effectiveness research that there are two broadly categorized factors
influencing pupil achievement. However, the results of the studies based on empirically collected data vary from country to
country and from time to time. Premised on this inconsistency of results and gaps in knowledge of this field in Cambodian
education, this study was conducted in order to examine the effect of pupil factor on their mathematics achievement. The data
were collected from pupils by means of questionnaires and a mathematics test. After controlling such factors as pupils’ poverty
during the research design, the results of the step wise regression analysis showed that pupils’ interest in mathematics was
a significantly positive contributor to their performance. Pupils’ absence frequency, gender, grade repetition and preschool
attendance had significantly negative effects on their mathematics outcome. 相似文献
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D. Brent Edwards Jr. Thomas Zimmermann Chhinh Sitha James H. Williams Yuto Kitamura 《Prospects》2014,44(3):367-380
This article has three purposes. First, it presents findings from a study of student retention and dropout in Cambodia, as pupils transition from primary to lower secondary school. Second, it aims to understand from an in-depth, emic perspective the dynamics of this process and the challenges that individual families and their students face around this transition. Third, it offers policy-relevant suggestions for addressing obstacles to students continuing in school. It meets these goals by combining complexity theory with the use of narrative research methods in interviews with student-parent pairs in urban, rural, and remote communities in Cambodia. 相似文献
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