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Relevant bibliographies by topics / Factors affecting student achievement

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Academic literature on the topic 'Factors affecting student achievement'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

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Journal articles on the topic "Factors affecting student achievement"

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Muda @ Yusof, Nazuha, Zokree Abdul Karim, Ruzaidah A. Rashid, and Zamzulani Mohamed. "Factors Affecting Students’ Achievement in Mathematics." Jurnal Intelek 14, no. 2 (November 29, 2019): 198–207. http://dx.doi.org/10.24191/ji.v14i2.235.

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Most programs at the university level require completion of mathematics courses. To survive inuniversity, those who are taking mathematics courses should succeed in their examination so that this canbe a path for them to proceed smoothly in their study. This research investigates the factors contributingtowards achievement in mathematics at a public university. The identified factors are students’ attitude,student-centered learning and classroom environments. The data was collected randomly from 86students who took business mathematics course in 2018 through a distribution of questionnaires. Thisstudy focused on the measurement model and structural model of Partial Least Square analysis. Thefindings indicate that students’ attitude most significantly affected the achievement in mathematics,followed by students’ centered learning. Meanwhile, classroom environment is found as an insignificantfactor of the achievement in mathematics. As a conclusion, students’ attitude is the most influential factorin mathematics achievement compared to students’ centered learning and classroom environments.Therefore, the management of higher education should focus on the empowerment of students’ attitudetowards mathematics subject and improve the quality of student-centered learning at the university. Keywords: achievement in mathematics, students’ attitude, student-centered learning, classroom environments, Partial Least Square

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Shin, Jongho, Hyunjoo Lee, and Yongnam Kim. "Student and School Factors Affecting Mathematics Achievement." School Psychology International 30, no. 5 (October 2009): 520–37. http://dx.doi.org/10.1177/0143034309107070.

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Cheon, Minjong, Ook Lee, Changbae Mun, and Hyodong Ha. "Factors Affecting Academic Achievement in SW Education." International Journal of Information and Education Technology 12, no. 4 (2022): 333–38. http://dx.doi.org/10.18178/ijiet.2022.12.4.1623.

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Software industry is becoming the core of technology trend. SW-based changes in education, industry, and social perception are continuously increasing, and thus, computing power is recognized as an essential requirement in higher education. Globally, research on software (SW) education methodology is being actively conducted, and from this point of view, the socio-economic importance of software education is increasing. This study conducted a study on how to identify the educational characteristics and motivations of students. In this study, a method to deal with the motivation for SW education from the perspective of student characteristics was reviewed. For this analysis, the relationship between educational achievement and factors is analyzed, and factors that can affect student achievement are explored. Factors for the methodology are identified and verified with a statistical methodology.

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Lewaru, Trisna Sary. "FACTORS AFFECTING ENTREPRENEURIAL INTENTIONS AMONG COLLEGE STUDENT." Tangible Journal 5, no. 2 (January 29, 2021): 79–86. http://dx.doi.org/10.47221/tangible.v5i2.141.

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ABSTRACT This study aims to analyze the factors that influence entrepreneurial intentions among college student. The five independent variables was used include need for achievement, locus of control, self-efficacy, instrumental readiness, entrepreneurship experience. Sample in this research is students on Pattimura University totaling 160 people. Multiple linear regression analysis was used to measure this study. The results of this study indicate that need for achievement, locus of control, entrepreneurship experience have no effect on the intentions of entrepreneurial among students. Whereas instrumental readiness and self-efficacy variable has positive and significant effect on entrepreneurial intention between students of Pattimura University. Keywords : Entrepreneurship, Intentions

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Suhaily, Lily, and Yasintha Soelasih. "Factors Affecting Student Achievement in Faculty of Economics "X" University." Winners 16, no. 1 (March 31, 2015): 25. http://dx.doi.org/10.21512/tw.v16i1.1540.

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Education is an important point for many countries, including Indonesia. People with high education in a country could make the country wealthier. Parents are usually aware that it is important for their children to be educated. If the children are well educated, they will increase the standard of living of their parents and their selves. Based on this phenomenon, research evaluated factors that influence student achievement and also evaluated the difference of achievement between students who are active in campus activities and are not active. A number of 329 questionnaires were distributed to Faculty of Economics, “X” University students using random sampling. The result shows that the students themselves as factor that could determine their achievement. The evaluation also found that the achievement of student who is active in campus activities is different with the achievement of student who is not active in campus activities.

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Lisiswanti, Rika, Merry Indah sari, and Drisnaf Swastyardi. "FACTORS AFFECTING LOW ACADEMIC ACHIEVEMENT OF UNDERGRADUATE MEDICAL STUDENTS: STUDENT EXPERIENCE." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 11, no. 1 (March 22, 2022): 108. http://dx.doi.org/10.22146/jpki.65566.

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Background: Low achievement is one of the problems in higher education. Many factors that can cause student failure or low student achievement such as motivation, time management, learning strategy, socioeconomic, family, environment, presence, and student’s interest. The purpose of this study was to investigate the factors affecting low academic achievement of undegraduate medical students in the Medical Faculty of Lampung University.Methods: The study method was qualitative study with phenomenological approach and data was collected with a semi-structured interview. This study was conducted in Faculty of Medicine Universitas Lampung, in 2017. The study population was students in the first year, second year, and third year. Sample taken with purposive sampling obtained 17 students. Inclusion criteria: students who achieved Grade Point Average (GPA) < 2 and who participated in this study. Data was analysed by using thematic analysis.Results: The number of respondents was 7 male students and 10 female students. The low achievement was caused by a lack of learning strategy, lack of motivation, psychological problems, family problems, and health problems.Conclusion: The factors affecting low achievement were lack of learning strategy, lack of motivation, psychological problems, family problems, and health.

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Dance, Dominikus Nong. "Analysis Factors Affecting Achievement in Class VIII IPS Study at SMPK Kloangpopot." EDUCTUM: Journal Research 1, no. 1 (November 14, 2022): 54–58. http://dx.doi.org/10.56495/ejr.v1i1.302.

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There are many factors that influence the teaching and learning process, one of which is the achievement of student learning outcomes, both from within students and from their external environment. The purpose of this study was to determine the analysis of the factors that influence the social studies learning achievement of class VIII SMPK Kloangpopot students using qualitative methods. Data collection techniques using observation, interviews, and documentation. Based on the results of this study, it can be concluded that the factors that influence student achievement at SMPK Kloangpopot consist of internal factors, namely student personality and external factors which include teachers and families. Teachers' efforts in overcoming student achievement are motivating students and using various methods or learning strategies so that students can understand social studies lessons, as well as obstacles in improving student achievement which can be said that the complexity of the problems faced for social studies learning, social studies learning has an impact on the process of learning activities which is boring, the lack of enthusiasm of students in participating in social studies lessons

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Singh, Dr Shavinder. "Study of Factors Affecting Academic Achievement in Medical Students." Journal of Medical Science And clinical Research 04, no. 12 (December 28, 2016): 1968–14972. http://dx.doi.org/10.18535/jmscr/v4i12.109.

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Thawabieh, Ahmad. "Factors Affecting University Students' Achievement." British Journal of Education, Society & Behavioural Science 14, no. 4 (January 10, 2016): 1–11. http://dx.doi.org/10.9734/bjesbs/2016/23334.

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Atchia, Shakeel Mohammad Cassam, and Vinayagum Chinapah. "Factors Affecting Academic Achievement of Secondary School Students in Mauritius." Journal of Education and Research 9, no. 1 (March 15, 2019): 70–90. http://dx.doi.org/10.3126/jer.v9i1.28825.

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This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling). The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05). The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).

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Dissertations / Theses on the topic "Factors affecting student achievement"

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Tang, Choi-ping, and 鄧彩萍. "Family factors affecting immigrant student language achievement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960418.

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Tang, Choi-ping. "Family factors affecting immigrant student language achievement : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20379675.

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To, Kwong Wai-yin Ella, and 杜鄺蕙賢. "Some factors affecting student achievement in a government secondary school: implications for schooladministration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955733.

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To, Kwong Wai-yin Ella. "Some factors affecting student achievement in a government secondary school : implications for school administration /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035383.

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Bullock, Naomi J. "Factors Affecting Student Motivation and Achievement in Science in Selected Middle School Eighth Grade Classes." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/63.

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This study examines factors that affect student motivation and achievement in the middle school eighth grade science classroom, including, teacher-student relationships, student-peer relationships, teacher expectations in science, student preference of instructional delivery (labs vs. lecture), teacher demographics (experience at local school, professional experience, qualifications, age range), and student perceptions of teacher expectations in science. One hundred fifty survey participants were used in this quantitative study which included an analysis of the independent variables affecting student motivation and academic achievement. The findings of this study determined that there is a statistically significant relationship between student motivation and student perceptions of teacher expectations, actual teacher expectations, teacher’s age, teacher’s highest level of education, and whether or not a student received free or reduced lunch.

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Klass, Patricia Harrington Brickell John L. Halinski Ronald S. "Factors affecting undergraduates' academic performance and satisfaction a causal model /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8626592.

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Thesis (Ph. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 15, 2005. Dissertation Committee: John L. Brickell, Ronald S. Halinski (co-chairs), John F. Chizmar, Mary Ann Lynn, John R. McCarthy. Includes bibliographical references (leaves 153-164) and abstract. Also available in print.

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Alonazi, Ahmed. "Psychological, Academic and Demographic Variables Affecting Students’ Academic Achievement Among First Year College Students in Saudi Arabia." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3107.

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There are many factors that affect academic achievement among first year college students in Saudi Arabia. The aim of this study was to improve our understanding of academic achievement of first year college students in Saudi Arabia by investigating the relationship between a selection of demographic, academic, and psychological variables and their effects on first-year students’ GPA. All first-year students admitted to the King Saud University in fall 2016 or spring 2017 were invited to complete a self-report survey. 1457 students have completed and submitted the survey. Multiple regression analysis was performed with all independent variables in order to determine whether there were any significant relations between the independent variables and academic achievement. Among the study variables, six variables predicted first-year students’ GPA. Those variables were high school, Saudi aptitude test, Saudi achievement test, gender, stress, and mother’s education level.

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Altun, Aysegul. "Effects Of Student And School Related Factors On The Mathematics Achievement In Turkey At Eight Grade Level." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608199/index.pdf.

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The purpose of the study is to investigate how well the mathematics achievement is explained by the students and school related factors. Also, to what extent students and school related factors components are accounted for students&rsquo
mathematics achievement in answering reasoning level questions and basic mathematical knowledge questions will be investigated. This study will basically combine students&rsquo
questionnaires items with their mathematics achievement scores obtained from mathematics achievement tests items. According to content and cognitive domains three achievement tests were prepared from TIMSS-2003 released mathematic items. Student questionnaire consist of combination of items from TIMSS-2003 and TMSS-1999 student questionnaires. The seventy six items selected from the students questionnaires were analyzed using principle component factor analysis and ten interpretable dimensions were found. Based on the result of the factor analysis, variables were generated by selecting the observed variables with highest loadings. These variables were: socioeconomic status, perception of success, teacher centered activities, students centered activities, out of school activities, out of school activities II, school climate, reason for being successful in mathematics, homework and computer. The data which is used in the study gathered from four socially and economically different schools in Ankara and the final sample of the study consisted of 426 elementary school students. This data was analyzed by using regression analysis. Regression analysis results indicated that socio-economic status was the strongest factor explaining mathematics achievement. Other important variables were the perception of success, use of computers and homework activities. Socioeconomic status and perception of success have positive relationships with mathematics achievement, while homework and computer have negative relationships. These four variables account for the 30.1 % of the variance in mathematics achievement. Other variables did not significantly contribute to mathematics achievement in the regression model. Students&rsquo
achievement in basic mathematical knowledge was explained by the same variables which were socioeconomic status, perception of success, homework and computer in the same way. However, achievement in reasoning level explained by socio- economic status, perception of success and homework. The use of computer factor did not contribute the achievement in reasoning level.

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Santiboon, Toansakul. "Laboratory learning environments and teacher-student interactions in physics classes in Thailand." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/446.

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This study describes students' perceptions of their physics classroom learning environments and their interactions with their teachers in upper secondary school classes in Thailand. Associations between these perceptions and students' attitudes toward physics were also determined. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI) modified from the original Science Laboratory Environment Inventory (Fraser, McRobbie, & Giddings, 1993). Teacher-student interactions were assessed with the 48-item Questionnaires on Teacher Interaction (QTI) (Wubbels & Levy, 1993). Both these questionnaires have an Actual Form (assesses the class as it actually is) and a Preferred Form (asks the students what they would prefer their class to be like - the ideal situation). Students' attitudes were assessed with a short Attitude scale. The questionnaires were translated into the Thai language and administered to a sample of 4,576 students in 245 physics classes at the grade 12 level. Statistically significant differences were found between the students' perceptions of actual and preferred environments and teacher interpersonal behaviour in Thailand. Associations between students' perceptions of their learning environments and teachers' interpersonal behaviour with their attitudes to their physics classes also were found. It was found from interviews with a sub-sample that particular categories of comments could be identified, physics being a difficult subject, evaluation and assessments not being related to the tertiary entrance examination, and teachers' plans. These factors appear to be affecting student achievement in physics. Based on all the findings, suggestions for improving the physics laboratory classroom environment and teacher interpersonal behaviour with students' perceptions are provided.

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Lai, Hing-biu. "A study of the factors affecting the first year performance of students in technical institutes." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1378738X.

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Books on the topic "Factors affecting student achievement"

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Karadag, Engin, ed. The Factors Effecting Student Achievement. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0.

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Gillespie, Maggie. Factors affecting student persistence: A longitudinal study. Iowa City, Iowa: American College Testing Program, 1992.

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Gillespie, Maggie. Factors affecting student persistence: A longitudinal study. Iowa City, Iowa: American College Testing Program, 1992.

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Mengistu, Derese. Factors affecting scholastic achievement of lower primary school pupils. [Addis Ababa]: Insitute of Curriculum Development and Educational Research, 1991.

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Hunter, Denney Nancy, and Miller Michael, eds. The now factors of college success. Marion, Mass: Zing! Leadership Development Systems, 2008.

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Fox, Robert James Arthur. A study of factors affecting recorded levels of achievement in National Curriculum assessment at Key Stage One. Birmingham: University of Birmingham, 1996.

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How do high school students make the transition to university?: Factors contributing to success or failure. Lewiston: Edwin Mellen Press, 2010.

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Looker, E. Dianne. The digital divide in Canadian schools: Factors affecting student access to and use of information technology. Ottawa, ON: Research Data Centres Program, Statistics Canada, 2003.

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Mudhasi, Robert. School intrinsic factors affecting academic performance: A gender focused comparison of secondary schools in Uganda : a final research report. [Addis Ababa?: s.n., 1999.

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Fuller, William P. A study of primary schooling in Thailand: The final report factors affecting scholastic achievement of the primary school pupils. [Bangkok]: Office of the National Education Commission, 1985.

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Book chapters on the topic "Factors affecting student achievement"

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Brown, Daniel J., William G. Browne, and Beverly A. Browne. "Factors Affecting the Academic Achievement of Marketing Students." In Proceedings of the 1986 Academy of Marketing Science (AMS) Annual Conference, 179–83. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11101-8_38.

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Urdan, Tim. "Factors affecting the motivation and achievement of immigrant students." In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors., 293–313. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13274-012.

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Çoğaltay, Nazım, and Engin Karadağ. "Introduction to Meta-analysis." In The Factors Effecting Student Achievement, 1–10. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_1.

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Koza Çiftçi, Ş., and Firdevs Melis Cin. "The Effect of Socioeconomic Status on Students’ Achievement." In The Factors Effecting Student Achievement, 171–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_10.

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Koçyiğit, Mehmet. "The Effect of School Culture on Student Achievement." In The Factors Effecting Student Achievement, 183–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_11.

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Dulay, Sabiha, and Engin Karadağ. "The Effect of School Climate on Student Achievement." In The Factors Effecting Student Achievement, 199–213. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_12.

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Çoğaltay, Nazım, and Engin Karadağ. "The Effect of Collective Teacher Efficacy on Student Achievement." In The Factors Effecting Student Achievement, 215–26. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_13.

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Danişman, Şahin. "The Effect of Expectation on Student Achievement." In The Factors Effecting Student Achievement, 227–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_14.

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Körük, Serdar. "The Effect of Self-Esteem on Student Achievement." In The Factors Effecting Student Achievement, 247–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_15.

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Karadağ, Engin. "The Effect of Social Adjustment on Student Achievement." In The Factors Effecting Student Achievement, 259–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_16.

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Conference papers on the topic "Factors affecting student achievement"

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Barrow, Karla. "Factors Affecting Minority Student Academic Achievement in Math and Science." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682184.

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Naz, Shahida. "Factors of Students’ Behavior Affecting Their Learning Achievement." In 2nd International Conference on New Trends in Social Sciences. Acavent, 2020. http://dx.doi.org/10.33422/2nd.ntssconf.2020.10.50.

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Herniza Bt Md. Tahir, Sharifah Norhuda Bt Syed Wahid, and Zurah bt Abu. "Factors affecting UiTM Pahang students' achievement in learning mathematics." In 2010 International Conference on Science and Social Research (CSSR). IEEE, 2010. http://dx.doi.org/10.1109/cssr.2010.5773850.

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"Perceived Factors Affecting Students’ Academic Achievement in Secondary Schools in Bongao District." In Jan. 29-30, 2019 Cebu (Philippines). Emirates Research Publishing, 2019. http://dx.doi.org/10.17758/erpub3.ea01191014.

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Efendi, Riswan, Novi Yanti, Alex Wenda, Susnaningsih Mu'at, Noor Azah Samsudin, and Mustafa Mat Deris. "Dominant Criteria and Its Factor Affecting Student Achievement Based on Rough-Regression Model." In 2018 2nd International Conference on Informatics and Computational Sciences (ICICoS). IEEE, 2018. http://dx.doi.org/10.1109/icicos.2018.8621760.

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Sudsomboon, Sopana. "Factors Affecting Achievement Motivation for the Students' Graduation in Master of Education Program in Educational Administration." In the 2019 International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3322134.3322136.

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Ngwane, Knowledge Siyabonga Vusamandla, and C. N. Ngwane. "Effective administration of university leadership in a selected institution in Durban." In International Conference of Education, Research and Innovation. IATED Digital Library, 2015. http://dx.doi.org/10.51415/10321/2521.

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University leadership and administration is a critical aspect as it is about the functioning of the entire institution. Effective and efficient administration of the university relies on the principal. Leading proponents encourage transformational leadership, moral stewardship, principal as an instructional leader, and principal as a communicator or community builder. Discovering effective leadership and administration mechanisms can help teach university decision and policy makers to implement leadership development which will lead to improved student achievement. The purpose of this article is to investigate the university senior leadership and its administration in order to improve efficiency and effectiveness holistically. The problem resulting to conducting of this study is the high level of both students and staff demonstrations annually in the selected university, these strikes end up affecting teaching, learning and research within the institution. The underlying question the study intends to address is: “Which factors hinder effective and efficient university administration?” Educational leadership changes from a managerial orientation to promote the significance of concentrating on the learning and teaching process and student success. Educational institution leaders’ competencies are always associated with continuous training and development they receive to make them better leaders. Hence, training and development in university leadership requires a systematic planning which will result to excellent institution education. In order to explain the phenomenon under study better, the Burns transformational theory founded by James MacGregor Burns will be utilised. The positivism paradigm is the philosophy adopted for this study. The survey will be conducted at the Durban University of Technology with the intention to address the question and the objective of the study. The questionnaires will be administered to 30 senior management members within the institution, including the Vice Chancellor and his Deputy, Deans, Directors and HODs.

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Abdiyeva, Raziya, and Kadiyan Boobekova. "Psychological Factors Affecting Students Academic Performance in Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02254.

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The quality of human capital plays decisive role in the social and economic development of the country. Education and its quality are essential issue to government. In the learning process the students’ comprehension is important in achieving the determined goal. However there are various factors that affect the students’ performance as socio-demographic, economic and psychologic factors. This paper is aimed to investigate the effect of psychologic factors on academic achievements of students in higher education in the case of the Kyrgyz Turkish ‘Manas’ University. Psychological factors were analyzed using ordered probit model and data that was obtained in 2014 by conducting a questionnaire to 3133 students. According to the results psychological factors significantly affect academic performance of students.

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Lang, Catherine, Judy McKay, and Sue Lewis. "Seven factors that influence ICT student achievement." In the 12th annual SIGCSE conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1268784.1268849.

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Andreatos, Antonios, Theodoros Karvounidis, and Christos Douligeris. "Factors affecting peer assessment of student presentations." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7942954.

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Reports on the topic "Factors affecting student achievement"

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Lee, Soohyung, and Anna Koh. Lessons for Latin America from a Comparative Education Approach: South Korea’s K-12 Education System. Inter-American Development Bank, April 2020. http://dx.doi.org/10.18235/0002321.

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South Korea is well known for its outstanding performance on international assessments of student achievement and learning. Both public and private investments are often considered key factors in this success. This paper describes the historical factors that gave rise to the current system. The paper also highlights certain features of the education system that might be useful for policymakers in Latin American and the Caribbean.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.

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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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Hodges, Thomas K., and David Gidoni. Regulated Expression of Yeast FLP Recombinase in Plant Cells. United States Department of Agriculture, September 2000. http://dx.doi.org/10.32747/2000.7574341.bard.

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Research activities in both our laboratories were directed toward development of control of the FLP/frt recombination system for plants. As described in the text of the research proposal, the US lab has been engaged in developing regulatory strategies such as tissue-specific promoters and the steroid-inducible activation of the FLP enzyme while the main research activities in Israel have been directed toward the development and testing of a copper-regulated expression of flp recombinase in tobacco (this is an example of a promoter activation by metal ions). The Israeli lab hat additionally completed experiments of previous studies regarding factors affecting the efficiency of recombinase activity using both a gain-of-function assay (excisional-activation of a gusA marker) and loss of function assay (excision of a rolC marker) in tobacco. Site-specific recombinase systems, in particular the FLP/frt and R/RS systems of yeast and the Cre/lox system of bacteriophage P1, have become an essential component of targeted genetic transformation procedures both in animal and plant organisms. To provide more flexibility in transgene excisions by the recombinase systems as well as gene targeting, and to widen possible applications, the development of controlled or regulated recombination systems is highly desirable and was therefore the subject of this research proposal. There are a few possible mechanisms to regulate expression of a recombinase system. They include: 1) control of the recombination system by having the target sites (e.g. frt) in one plant and the flp recombinase gene in another, and bringing the two together by cross fertilization. 2) regulation of promoter activities by external stimuli such as temperature, chemicals, metal ions, etc. 3) regulation of promoter activities by internal signals, i.e. cell- or tissue-specific, or developmental regulation. 4) regulation of enzyme activity by providing cofactors essential for biochemical reactions to take place such as steroid molecules in conjunction with a steroid ligand-binding protein (domains). During the course of this research our major emphasis have been focused toward studying the feasibility of hybrid seed production in Arabidopsis, using FLP/frt. Male-sterility was induced using the antisence of a pollen- and tapetum-specific gene, bcp1, isolated from Arabidopsis. The sterility inducing gene was flanked by frt sites. Upon cross pollination of flowers of male-sterile plants with pollen from FLP-containing plants, viable seeds were produced, and the progeny hybrid plants developed normally. The major achievement from this work is the first demonstration of using a site-specific recombinase to restore fertility in male-sterile plants (see attached paper, Luo et al., Plant J 2000; 23:423-430). The implication from this finding is that site-specific recombination systems can be applied in crop plants as a useful alternative method for hybrid seed production.

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