Homogeneity and Heterogeneity in Education. Interaction between Personal Resources and the Learning Environment in the Effect on Scholastic Achievement (original) (raw)
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Abstract Organizational manipulations of student compositions are conceptualized as an enrichment or impoverishment of socoio-learning environments which are conceived as a set of educational and psycho-social processes which link student composition to learning and achievement. Among the processes discussed are differential formation by classroom ability level of allocation of school resources, quality of learning interaction, and commitment to learning. This discussion is followed by an exposition of the concept of intensity of separation, an outline of the various definitions of the independent variable in research on the effect of student composition, and a brief review of recent research on the scholastic outcomes of ability grouping, curriculum tracking and clustering, and ethnic and racial segregation. Lastly, several implications for educational policy are considered.
The Influence of Educational Segregation on Educational Achievement
The chapter investigates the impact of homogeneous vs. heterogeneous grouping of students with respect to their social origin on the differences in educational achievement. There are two competing hypotheses in this respect: heterogeneous grouping increases students’ educational outcomes, or homogeneous grouping is the proper solution for improving students’ achievement. Further hypotheses refer to the conventional beliefs that (a) students with
Socioeconomic determinants of academic achievement
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This study aims to investigate the relationship between academic achievement and the socioeconomic characteristics of elementary school 7th grade students in Burdur. The population of the study are 7th grade students who had education at elementary schools in Burdur in the 2007-2008 academic year. Two staged sampling was chosen as suitable for the aim of research. In the first stage, settlements were chosen with the random settlement group sampling method. In the second stage, schools in chosen settlements were picked up with the random method considering the number of students who have taken SBS examination. Socioeconomic variables of students generally explain 39.2 % of SBS points of student. When standard beta values are observed, variables which have the most effect on the SBS points of students are: attending a course or having private lessons, father's education, the average monthly income per capita, attending a course or having private lessons and mother's education.
THE INFLUENCE OF SOCIO-ECONOMIC STATUS ON SCHOOL PERFORMANCE
The following pages will present the influence that socioeconomic status has on school performance. Depending on culture, region and country, the socioeconomic status has an significant impact on school performance and it is seen as a good indicator of it. Method: Participants: a group of 100 young students age between 18 and 24 years old (M.=20.19; S.D.=1.54), all of them aged over 18, being in their fourth year of high school; Instruments: in order to validate the hypothesis we used a socioeconomic questionnaire of our own, since the concept covers several financial factors such as family, parents' academic level, lifestyle, family influence, the number of people in the house. For the academic performance measurement we used the average grades of the students. This group was given a questionnaire measuring the socioeconomic status. School performance was assessed by consulting the students' class books School performance correlates directly proportional to the duration of hours spent learning per day (r =0.221, p <0.05). Another statistically significant correlation is the one between school performance and extracurricular activities (r =-0.30, p <0.01) After the results were analyzed, we were able to determine that school performance is, indeed, influenced by the hours spent learning, free time, the presence of siblings in the family and the family home place, (in the rural or urban area), all of which are metrics for the socioeconomic status.
ACADEMIC ACHIEVEMENT AND SOME DEMOGRAPHIC FACTORS
Introduction In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual's well-being and opportunities for better living (Battle & Lewis, 2002). It ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life. Hence school education plays a major part of every child's life. Academic Achievement is the focal point of school education system. Parents want their children to perform well leading to increased focus on academic achievement. Moreover, the quality of students' performance remains at top priority for government and educators. Researchers have long been interested in exploring variables contributing effectively for quality of performance of learners. These variables are inside and outside school that affect students' quality of academic achievement. Some factors may be termed as student factors, family factors, school factors and peer factors (Crosnoe, Johnson & Elder, 2004). This paper highlights some of the demographic factors viz. gender, family size, family income, parents' education, socioeconomic status (SES), and type of institution. Unfortunately, defining and measuring the quality of education is not a simple issue and the complexity of this process increases due to the changing values of quality attributes associated with the different stakeholders' view point (Blevins, 2009; Parri, 2006).
THE IMPACT OF SOCIOECONOMIC STATUS ON STUDENTS' ACADEMIC ACHIEVEMENT
International Journal of Novel Research in Education and Learning, 2023
The objective of this research was to investigate how a student's socioeconomic status impacts their academic performance. A descriptive survey method was used to conduct the study on all elementary level public sector students in district Mansehra. A two-stage random sampling technique was applied to select the sample. To determine the socioeconomic status of the students, a questionnaire was designed, while a test consisting of 40 multiple-choice questions on Math and English was used to measure their academic achievement. Reliability of the instrument was measured using Cronbach's alpha, resulting in a value of 0.85 for the questionnaire and 0.83 for the test. Mean, percentage, and frequency were used for data analysis. The study concluded that students from families with average financial status performed better academically than those from below-average financial status families. Additionally, students whose parents had higher levels of education scored higher on average compared to those whose parents had lower levels of education. These findings demonstrate the importance of socioeconomic status and parental education in predicting academic success and the need for targeted interventions to address disparities in educational outcomes among students from diverse socioeconomic backgrounds.
The relationship between school resources such as learning materials, computers, and student-teacher ratio and student performance has been shown to be important (e.g., Hanushek, 1986important (e.g., Hanushek, , 2003). In this article, school resources and their relationship with student achievement are compared for Israeli and Palestinian Authority (PA) schools using data from the International Association for the Evaluation of Educational Achievement's (IEA) 2007 Trends in International Mathematics and Science Study (TIMSS) in the context of eff orts aimed at reducing the diff erences in resources in schools in Israel. Results of bivariate analyses show some diff erences regarding the availability of school resources between the three groups of schools under review, namely PA schools, Israeli Arab schools and Israeli Hebrew schools. Moreover, results of the multivariate hierarchical linear model analyses reveal that only shortages regarding computer hardware, software and support have a signifi cant relationship with mathematics achievement of Grade 8 students once the socio-economic level of their schools and home backgrounds are taken into account. Finally, these eff ects are found for the Israeli Arab schools and the PA schools but not for the Israeli Hebrew schools.
Journal For Educational Research Online Journal Fur Bildungsforschung Online, 2013
The relationship between school resources such as learning materials, computers, and student-teacher ratio and student performance has been shown to be important (e.g., Hanushek, 1986important (e.g., Hanushek, , 2003). In this article, school resources and their relationship with student achievement are compared for Israeli and Palestinian Authority (PA) schools using data from the International Association for the Evaluation of Educational Achievement's (IEA) 2007 Trends in International Mathematics and Science Study (TIMSS) in the context of eff orts aimed at reducing the diff erences in resources in schools in Israel. Results of bivariate analyses show some diff erences regarding the availability of school resources between the three groups of schools under review, namely PA schools, Israeli Arab schools and Israeli Hebrew schools. Moreover, results of the multivariate hierarchical linear model analyses reveal that only shortages regarding computer hardware, software and support have a signifi cant relationship with mathematics achievement of Grade 8 students once the socio-economic level of their schools and home backgrounds are taken into account. Finally, these eff ects are found for the Israeli Arab schools and the PA schools but not for the Israeli Hebrew schools.