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Extended calendar model versus traditional calendar model: a descriptive analysis of student performance over time
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| 2 |
Changing the Order of Factors Does Not Change the Product but Does Affect Students’ Answers, Especially Girls’ Answers
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Differential Item Functioning among English Language Learners on a Large-Scale Mathematics Assessment
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In: Educational Policy Studies and Evaluation Faculty Publications (2021)
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Influence Of Gender On Hours Of Supervised Library Use On Students’ Performance In Senior Secondary Schools In Imo State.
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In: Library Philosophy and Practice (e-journal) (2021)
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Abstract:
In this study, the researcher examined the influence of gender on hours of supervised library use on students’ performance in senior secondary schools in Imo State. Four objectives, four research questions were posed and four hypotheses formulated in the study. The study was carried out using quasi-experimental design which involved pre-test, treatment and post-test of non-equivalent group method. The population of the study was 94,963 Senior Secondary School Students (SS1-SS3) from 275 public secondary schools in Imo State. The sample size for the study comprised of 127 senior secondary II students drawn from three senior public secondary schools in Imo State. Purposive and cluster sampling techniques were used. Two instruments were used for collecting data for the study. The instruments were: English Language Achievement Test (ELAT) and Mathematics Achievement Test (MAT). The reliabilities of the instruments were established using Kuder Richardson formula 20 (KR-20) which yielded reliability coefficients of 0.73 and 0.71 for ELAT and MAT respectively. Research questions were answered using mean and standard deviation while two-way Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. It was revealed hours of supervised library use increased the achievement of male students more than the female students in English Language but not significantly different; hours of supervised library use increased the achievement of male students more than the female students in Mathematics significantly and there is no significant interaction effect of gender and hours of supervised library use on the achievement mean scores of the students both in English Language and Mathematics. Based on the findings, it was recommended among others that since hours of supervised library use have been found to enhance the quality of achievement in English Language and Mathematics for male students, teachers should be encouraged to employ it more in the teaching of the subjects. By so doing, the achievement of students in these subjects could be enhanced. Also gender should not be a determining factor in students’ achievement since it does not have a significant interaction effect on the achievement of students in these core subjects.
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Keyword:
Achievement; English Language; Female; Gender; Library and Information Science; Library Use; Male; Mathematics; Supervision
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URL: https://digitalcommons.unl.edu/libphilprac/5829
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=10778&context=libphilprac
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Relating Performance on Written Assessments to Features of Mathematics Discussion
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In: International Journal of Science and Mathematics Education, vol 18, iss 7 (2020)
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Challenging the neurobiological link between number sense and symbolic numerical abilities
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In: Brain and Mind Institute Researchers' Publications (2020)
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Culturally Relevant Science Teaching: A Literature Review
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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Culturally Relevant Science Teaching: A Literature Review
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ...
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| 10 |
Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
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In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
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In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
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In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
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In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld ...
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| 15 |
Do students' language backgrounds explain achievement differences in the Luxembourgish education system? ...
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Kindergarten children's symbolic number comparison skills predict 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
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In: Brain and Mind Institute Researchers' Publications (2019)
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| 17 |
Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor
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| 18 |
Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement
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In: McLean, L; & Connor, CM. (2018). Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement. SCHOOL PSYCHOLOGY QUARTERLY, 33(2), 272 - 282. doi:10.1037/spq0000225. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/3mg6j8z2 (2018)
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| 19 |
Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
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| 20 |
Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ; Influencing factors of mathematical competences before school entry
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In: Empirische Sonderpädagogik 10 (2018) 4, S. 370-387 (2018)
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