Table 4 - uploaded by Antonio Valle
Content may be subject to copyright.
Source publication
The current investigation analyzed how student variables and context variables predicted high school students' academic achievement. The participants were 988 twelfth graders and their corresponding 57 Biology teachers. Data were analyzed using the multilevel method. Results indicate that 85.6% of the variation observed in Biology achievement was e...
Contexts in source publication
Context 1
... u 1j indicates whether the relationship between the approaches to learn- ing and mean achievement varies across classes. Table 4 shows the most rele- vant results obtained after fitting both random coefficient models. According to Model A, there is no evidence of changes in mean achievement as a function of hours of study time over the week (p = .074). ...
Context 2
... to Model A, there is no evidence of changes in mean achievement as a function of hours of study time over the week (p = .074). It is interesting to note that there is a statistically signifi- cant relationship between the vari- ables study time and achievement when not controlling for the ef- fect of the variable approaches to learning used by the students; nev- ertheless, as observed in Table 4, this relationship is marginally non- significant when controlling for the effect of approaches to learn- ing. Moreover, there were no sta- tistically significant gender differ- ences in the students' achievement (p = .389). ...
Context 3
... the results in Table 4 for Model A also show that the re- lationship between students' ap- proach to learning and mean within-class achievement var- ied significantly across classes (u 1j = .948, p = .015). ...
Context 4
... above results indicate the appropriateness of fitting a sim- pler model, for example, one in which the intercept and slope are allowed to vary across classes, and eliminating the explanatory vari- ables that were nonsignificant in the previous step; in other words, a simpler model, Model B, may pro- vide a reasonable fit to the data. This statement can be easily veri- fied by examining the fit statistics in Table 4; note that we are seek- ing models with the lowest val- ues in the AIC and BIC criteria. As Model A does not explain the data better than Model B, and Model B ...
Similar publications
Citations
... However, there is no previous evidence that leads us to consider that the factorial structure of the SAL varies according to gender or age. On the contrary, data from previous research under the SAL approach suggest structural stability for gender and age (Núñez et al., 2014;Rosário et al., 2013). ...
... Consistent with prior research on the SAL (Núñez et al., 2014;Rosário et al., 2013;Takase & Yoshida, 2021), we hypothesized that: ...
... However, there is no previous evidence that leads us to consider that the factorial structure of the SAL varies according to gender or age. On the contrary, data from previous research under the SAL approach suggest structural stability for gender and age (Núñez et al., 2014;Rosário et al., 2013). ...
... Consistent with prior research on the SAL (Núñez et al., 2014;Rosário et al., 2013;Takase & Yoshida, 2021), we hypothesized that: ...
This investigation assessed the psychometric properties of the Homework Approach Scale (HAS) using 1,072 students in Grades 7 and 8. Having randomly divided the sample (n = 1,072) into two subsamples, we conducted exploratory factor analysis (EFA) on subsample 1 and confirmatory factor analysis (CFA) on subsample 2. Factorial results indicated that the HAS contained two factors: Deep Approach and Surface Approach. Provided with sufficient measurement invariance, the factor means were tested across gender and grade levels. Males scored significantly lower in Deep Approach yet higher in the Surface Approach. There were nonsignificant differences in Deep Approach and Surface Approach across the grade level. Congruent with theoretical predictions, homework completion and mathematics achievement were related positively to Deep Approach and negatively to Surface Approach. This investigation offers robust evidence that the HAS is a valid measure for assessing students’ approaches to homework.
... Over the years, it seems that there has been a change in the focus of these studies and currently the emphasis is on finding causal relationships between academic performance and different variables that may be the subject of research on intervention programs, such as math skills, language skills, spatial orientation, memory, or cognitive and psychomotor maturity to develop reading and writing skills (Risso et al., 2010;Alloway and Passolunghi, 2011;Phillipson and Phillipson, 2012;Cheng and Mix, 2014;Bonti and Tzouriadou, 2015;Geary and VanMarie, 2016;Hill et al., 2016;Park et al., 2016;Pitchford et al., 2016;Serpell and Esposito, 2016;Cornu et al., 2017). Therefore, it is evident that a special effort must be made in identifying and defining the variables that can be manipulated, controlled or modified in order to improve academic performance (Rohde and Thompson, 2007;Gay, 2010;Carlson et al., 2013;Núñez et al., 2014;Toll and Van Luit, 2014;Cerda et al., 2015;Puerta, 2015;Cassidy et al., 2016). At the same time, to our knowledge, in the body of specialized literature the definition of academic performance is understood to be the learning out come in the student and generated by the pedagogical intervention of the teacher, keeping in mind that this performance cannot be the product of a single aptitude, but is the result of the symbiosis of a sum of elements that act upon, and emanate from, the person who learns (Córdoba et al., 2011;Miñano and Castejón, 2011;Moliner et al., 2012;García-Fernández et al., 2013;Grivins, 2013;Meneses-Botina et al., 2013;Duckworth and Yeager, 2015). ...
The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.
... Asimismo, halla que la participación de los padres en la gestión escolar y la toma de decisiones correlaciona positivamente con el rendimiento (Bower y Griffin, 2011). Igualmente, se constata que el apoyo de las familias, y su asistencia a las reuniones escolares obtienen efectos menores en el rendimiento matemático (Núñez, Vallejo, Rosario, Tuero, y Valle, 2014). ...
Resumen
Este estudio explora la relación entre la participación de los padres en las actividades escolares y el rendimiento de los estudiantes de primaria en lectura y matemáticas en América Latina. Se utiliza un análisis multinivel de cuatro niveles con los datos del Segundo Estudio Regional Comparativo y Explicativo (LLECE/UNESCO, 2012). La muestra abarca aproximadamente 180000 estudiantes de 3.o y 6.o curso de 15 países latinoamericanos. El análisis muestra que la participación de los padres en la escuela y el proceso educativo tiene un efecto directo en el rendimiento académico de los estudiantes. Los estudiantes de tercer curso que reciben ayuda de los padres con la tarea logran puntajes académicos más altos en ambas materias; aparece una diferencia aún mayor cuando la madre proporciona esta ayuda. Cuando los padres asisten a reuniones con la dirección y los maestros, y participan en actividades extracurriculares, presenta un efecto notable en el rendimiento de los estudiantes en ambas materias.
... Likewise, found that parental involvement in school management and decision-making was positively correlated with student performance (Bower & Griffin, 2011). Meanwhile, found that parents' volunteer efforts and attendance at school meetings had minor effects on students' math achievement (Núñez, Vallejo, Rosario, Tuero, & Valle, 2014). ...
This study explores the relationship between parental involvement in school activities and primary school students’ performance in reading and math in Latin America. We applied four-level multilevel analysis to data from the Second Regional Comparative and Explanatory Study (LLECE/UNESCO, 2012). The sample encompassed 3000 schools and approximately 180,000 3rd and 6th grade students from 15 Latin American countries. The analysis found that parental involvement in the school and the educational process has a direct effect on students’ academic achievement. Third-grade students who received parental help with homework achieved higher academic scores in both subjects; there was an LLECE/UNESCO, even greater difference when the mother provided this help. When parents attended meetings with the principal and teachers, as well as participated in extracurricular activities, there was a noticeable effect on students’ performance in both subjects.
... In this line, the findings of this study suggest that past successful experiences contribute to generate deeper and less shallow modes or approaches to homework. This finding leads to some educational implications of consideration, taking into account that the deep focus on homework is associated with a high desire to learn and understand the content of the tasks, and to relate the content with students' prior knowledge ( Doménech and Gómez, 2011;Valle et al., 2015b), and, usually, it represents high academic achievement (Bembenutty and White, 2013;Núñez et al., 2014). However, students who use a shallow approach conceive homework as a necessary imposition to achieve other goals. ...
The benefits of homework on student learning and academic achievement, to a large extent, depend on the degree of student engagement. Motivational engagement (my intention or why I do the homework), cognitive engagement (how I get involved in homework), and behavioral engagement (how much homework I do, how much time I devote to it, how I manage that time) are key aspects that condition the quality of the process of doing homework, learning, and academic achievement. Prior academic achievement is one of the variables that seems to be positively related to student engagement (both due its motivational component and to the training to do homework). The main purpose of this work was to study in detail this relationship in students of the last stage of Primary Education (N = 516). The results showed that (i) as achievement levels rise, the use of a shallow focus to doing homework decreases (and the use of a deep approach increases); (ii) there is also a progressive increase in the amount of homework done and in the management of the time dedicated to homework. On another hand, as in previous research, (iii) no relationship was observed between the levels of prior achievement and the amount of time spent doing homework.
... In that case it is capturing the effect of the teachers' homework policies, a measure with a completely different meaning. In addition, the effect of these two variables on performance is different, the individual measure has little effect on school results (Farrow et al., 1999;De Jong et al., 2000;Dettmers et al., 2010;Murillo and Martínez-Garrido, 2013;Fernández-Alonso et al., 2014;Núñez et al., 2014), and when it is statistically significant, the effect is negative (Trautwein, 2007;Lubbers et al., 2010;Chang et al., 2014;Fernández-Alonso et al., 2015, 2017aNúñez et al., 2015). This is consistent with the idea that the time spent on homework by the different types of students is not related to school results ( Flunger et al., 2015). ...
... Nonetheless, the time spent on homework in most countries ranges between 45 and 60 min a day, which is in line with what one would expect for students in the 6th grade according to Cooper's (2001) "10 min rule." Previous evidence from multilevel analyses indicated that the effect of homework time at the individual level is small and when it is statistically significant, this effect is negative (Trautwein, 2007;Dettmers et al., 2010;Núñez et al., 2014. These results seem to be confirmed in Latin America and the Caribbean, as in the model with control variables only Ecuador, Mexico (including New Leon) and Peru gave results contrary to that hypothesis. ...
... In the data, the only variable related to school history was the repetition of a school year, which as one might expect, had a negative effect in every case. However, research has repeatedly shown that measures of previous performance are the best predictors in this type of study (Murillo and Martínez-Garrido, 2013;Núñez et al., 2014;Fernández-Alonso et al., 2015). In addition, the statistical models used in this study are correlational and therefore the conclusions cannot be read in causal terms. ...
The relationship between homework and academic results has been widely researched. Most of that research has used English-speaking, European or Asian samples, and to date there have been no detailed studies into that relationship in Latin America and the Caribbean. The aim of this study is to examine the effect of quantitative homework characteristics on achievement in science. The sample comprised 61,938 students at 2,955 schools in the 15 Latin American countries (plus the Mexican state of New Leon) which participated in the Third Regional Comparative and Explanatory Study (TERCE), carried out by the Latin American Laboratory for Educational Quality (LLECE) in 2013. The mean age was 12.42 years old (±0.94). Within each country, three hierarchical-linear models were applied at two levels: student and school. The individual level considered time spent doing homework and the school level considered the amount and frequency of homework assignment. In addition, ten control variables were included in order to control the net effect of the characteristics of the homework on the result. The results confirmed that homework is widely assigned in the Latin American region. At the individual level, time spent on homework had little effect on academic performance, while in the quantitative homework characteristics it was the frequency of homework assignment which demonstrated a clearer effect rather than the amount of homework assigned.
... The book tells the story of the disappearance of the Yellow color from the Rainbow and the adventures of the other rainbow colors as they search for their missing friend ( Rosário et al., 2012c). This story-tool addresses many practical examples of how children can use SR strategies to resolve their daily difficulties by increasing their autonomy in a responsible manner ( Núñez et al., 2014;Rosário et al., 2017). ...
The Health and Education Ministries of Brazil launched the Health in School Program (Programa Saúde na Escola - PSE) in 2007. The purpose of the PSE is two-fold: articulate the actions of the education and health systems to identify risk factors and prevent them; and promote health education in the public elementary school system. In the health field, the self-regulation (SR) construct can contribute to the understanding of life habits which can affect the improvement of individuals' health. This research aims to present a program that promotes SR in health (SRH). This program (PSRH) includes topics on healthy eating and oral health from the PSE; it is grounded on the social cognitive framework and uses story tools to train 5th grade Brazilian students in SRH. The study consists of two phases. In Phase 1, teachers and health professionals participated in a training program on SRH, and in Phase 2, they will be expected to conduct an intervention in class to promote SRH. The participants were randomly assigned into three groups: the Condition I group followed the PSE program, the Condition II group followed the PSRH (i.e., PSE plus the SRH program), and the control group (CG) did not enroll in either of the health promotion programs. For the baseline of the study, the following measures and instruments were applied: Body Mass Index (BMI), Simplified Oral Hygiene Index (OHI-S), Previous Day Food Questionnaire (PFDQ), and Declarative Knowledge for Health Instrument. Data indicated that the majority are eutrophic children, but preliminary outcomes showed high percentages of children that are overweight, obese and severely obese. Moreover, participants in all groups reported high consumption of ultraprocessed foods (e.g., soft drinks, artificial juices, and candies). Oral health data from the CI and CII groups showed a prevalence of regular oral hygiene, while the CG presented good oral hygiene. The implementation of both PSE and PSRH are expected to help reduce health problems in school, as well as the public expenditures with children's health (e.g., Obesity and oral diseases).
The study investigated teacher-student relationship as correlates of
students’ achievement in English Language. Specifically, it examined the
composite effect of teacher-student relationship on the students’
achievement in English Language, assessed the extent to which teacherstudent
relationship variables jointly contribute to students’
achievement, and determined the relative effects of teacher-student
relationship on students’ achievement. The study adopted ex-post-facto
research design of the correlational type. The population consisted of
students and English Language teachers from all the public secondary
schools in Osun State. A sample of four hundred and eighty respondents
was selected using multistage sampling procedure comprising of 30
English Language teachers and 450 students. Two instruments were
used for data collection: Peer Attachment (for students and teachers),
and Proforma (for students only). Data were analysed using descriptive
and inferential statistics. The results showed a significantly (r (446) =
0.159, p<0.05) positive relationship between teacher-student variables
(trust, communication and alienation) and students’ achievement in
English Language. The teacher-student variables also jointly contributed
significantly (F (3,446) = 14.535, P<0.05) to students’ achievement in
English Language. Furthermore, each of the teacher-student variables (trust: t=3.236, p<0.05; communication: t=3.634, p<0.05; and
alienation: t=3.361, p<0.05) contributed significantly to students’
achievement in English Language. It was recommended that trust,
communication and alienation between teachers and students must be
taken into consideration in improving students’ achievements in English
Language in senior secondary schools in Osun state, Nigeria.
The study investigated the level of student’s exposure to sexual
activities during Covid-19 pandemic lockdown, The study adopted
survey research design. The population of the study consisted of all
basic nine students in Oyo State. Multi-stage sampling technique was
employed for the study. Out of the 625 secondary schools in Oyo state,
forty schools were selected randomly. The sample size consisted of 400
students from the forty schools that were selected randomly. Five Male
and five Female Basic Nine students were randomly selected in each of
the schools to make a total of ten students in a school. An instrument
titled Students Sexual Activities Exposure Questionnaire (SSAEQ) was
validated and administered on the participants for the study. Four
research questions were raised. Data obtained were analysed using
frequency count, percentage, mean and standard deviation. The results
revealed that movies had the highest percentage(70%) as a factor that
influence students’ involvement in sexual activities followed by social
media(64.3%) and friends influence (50.5%). It also revealed that 18.8%
of students has been exposed to sexual activities before the lockdown,
10.8% started practicing it during the lockdown, 18.0% feel sexually
active more than before while 25.0% watch pornography more often
during Covid-19 pandemic lockdown. It further revealed that male
students at (1.68±0.47) and students between ages 12-15years at (1.69±0.46) are more exposed to sexual activities during the lockdown.
It can be concluded that Covid-19 pandemic lockdown has contributed
to sexual activities exposure of students in Oyo State.
