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Researchers at University of Pretoria veterinary faculty reported that mathematics was the best predictor of student performance in veterinary training.
I am a Science teacher and now a high shool principal. I am taking my doctoral degree major in Educational Management.
I am interested to produce learners who excel in Science- and math-related disciplines.
I hope to integrate robotics in our special program in science.
thanks in advance for your help.
I need to show a dissenting view contrasting those like Swanson and Geary who believe that there is an interaction between EF and math performance.
The major concern is how sensitive the AR model to data non homogeneity.
Kindly, I need some references.
thanks in advance
I would like to measure how math anxiety and family structure influence academic performance in math, testing each variable (math anxiety and family structure) separately and I am in dire need for some suggested instruments with strong reliability and validity qualities.
Calibration is used to measure the gap between perceived and performed knowledge. High school mathematics students need help overcoming this discrepancy in order to perform successfully. How can we help them?
Here the question does not pertain to the quiz/test performance per se (that validated the scale), but the use of effective strategies or techniques to tackle difficult math and physics questions.
I am studying the relationship between psychological capital and academic performance in adolescents. I asked the maths and language notes from some high school directors. One of them, instead of giving me math and language notes of 85 subjects, he has given me the notes of only 84 and randomly due to the confidentiality of the data. When I ask him why, he answered me that I don't need it. This is what he told me: "I tell you anyway. At the agreed date there were 84 subjects. Therefore the last subject does not count and I will not look for his notes. I put the notes of each subject in the corresponding box, numbered the subjects and put them in a random order but keeping the whole line of variables. So you don't need the names and so anonymity is preserved. Jaumen." Now, my database don't match with the database that the director has given me.
The present research paper aims to discuss one of the problematic issues in general and mental measurement particularly. By reviewing the psychological and educational literature, it is observed that researchers who investigated multiple intelligences depended upon on the instruments of self-report, whether in the preparation of measurements of multiple intelligences or in measuring them as well as in the preparation of multiple intelligences batteries.
Thus, the question is that: can self-report instruments be replaced as an alternative to maximum performance tests in the measurement of multiple intelligences? Due to the importance of mental measurement and measuring tools, and the continuous efforts in this area, the researcher discussed this problem in three axes; the first concerns the mental measurement in terms of its definition, objectives, importance, tools of measurement and the basis of classification, the second tackles self-report in terms of its definition, problems related to self-report instruments, and the extent to which self-report instruments can be used as an alternative to maximum performance tests in measuring intelligence and mental abilities.
The present research aimed to examine the validity of self-report instruments in measuring multiple iintelligences. Mckenzie's inventory was used as a model for those instruments., through exploring the factorial structure of the multiple intelligences inventory, identifying their concurrent validity through identifying the significance of the correlation between the students' self-reported scores on Mckenzie's Multiple Iintelligences Iinventory and their performance on Maximum Performance Tests, identifying the possibility of predicting their academic achievement through Multiple intelligences and finally identifying the possibility of discriminating validity of multiple intelligences inventory through exploring the multiple intelligences discrimination between high and low achievers in Math and Arabic. The researcher translated Mckenzie's Multiple intelligences inventory into Arabic and depended on the National Battery of Cognitive and Social Emotional Intelligence.
Findings revealed that the factorial structure of the multiple intelligence scale Fit the current research data. There was no statistically significant correlation between students' scores on Mckenzie's Multiple intelligences inventory and their language ability test. There was no statistically significant correlation between self-reported social intelligence and social emotional situational intelligence tests; while there was a weak statistically significant correlation between students' scores on mathematical intelligence and numerical ability tests, and also spatial intelligence and spatial ability tests. In addition, the findings also showed that the achievement in Arabic can be predicted only through natural and musical intelligences. Only natural intelligence predicts mathematics, and multiple intelligences do not discriminate between high and low achievers in mathematics, nor do they discriminate between high and low achievers in Arabic except natural and bodily- kinesthetic intelligences.
multiple intelligence, self- report, typical performance, maximum performance. academic achievement.