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首页> 外文学位 >An analysis of the academic performance levels of the British Virgin Islands' public primary schools and their class five students during the period 1994--1999.
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An analysis of the academic performance levels of the British Virgin Islands' public primary schools and their class five students during the period 1994--1999.

机译：对1994--1999年期间英属维尔京群岛公立小学及其五年级学生的学术表现水平进行的分析。

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摘要

This study sought to investigate whether the variables teacher turnover and class size predicted the British Virgin Islands' public primary schools' academic performance levels based on their class five students' performance on the Primary Five Examination in English, Mathematics and Social Studies during school years 1994--1999, (except 1996) in school level analysis 1.;It also sought to summarize the collective perception of that system's principals and class five teachers relative to the effectiveness level of their schools in the areas: leadership, teacher behavior, student behavior, school climate and parental involvement, in school year 1998--1999 in school level analysis 2.;Finally, the study sought to investigate whether the variables: attendance, mobility, gender, amount of daily television viewing, hours of video games played weekly, number of adults in the home, age of parents, educational status of parents, parental involvement in their child(ren)'s school, and the family's socioeconomic status, predicted the academic performance of the class five students on the examinations in school year 1998--1999 (student level analysis).;The design called for a census of the entire target populations, given the relatively small size of the education system. Linear multiple regression was used in school analysis 1, and the student analysis to predict academic performance. Descriptive statistics were applied to school analysis 2 to describe the joint perception of the principals and class five teachers relative to the five variables.;With school analysis 1, class size was the only variable that significantly correlated with the schools' performance in all three subjects. The principals' and class five teachers' joint opinion was that their schools are average to slightly above average in their collective level of effectiveness in school analysis 2. The student analysis found that parents' educational status, parental involvement, and socioeconomic status significantly correlated with the students' performances in all subjects.;However, the most significant finding of this study was a dramatic fluctuation of the regression results across the years 1994--1999. Since class size and teacher turnover were fairly constant in their means during the period in question, the likely cause of the fluctuation in the coefficients of determination was the examination, likely suggesting that the instrument's psychometric qualities are poor, and that all other findings of this study may be unreliable since raw data from the examination underpinned the study.
机译：这项研究旨在调查教师流失率和班级规模变量是否根据1994年学年英语，数学和社会学五年级学生在英语，数学和社会研究的五年级考试中的表现来预测英属维尔京群岛公立小学的学习成绩水平--1999年（1996年除外），在学校水平分析1中；该报告还试图总结该系统的校长和五级教师相对于学校在以下方面的有效性水平的集体看法：领导力，教师行为，学生行为，学校气氛和父母参与度，在1998--1999学年的学校水平分析2中；最后，该研究试图调查变量是否：出勤率，出行方式，性别，每日看电视的时间，每周玩游戏的时间，家庭中成年人的数量，父母的年龄，父母的教育状况，父母对子女学校的参与以及家庭的社会经济状况，预测了1998--1999学年五级学生在考试中的学习成绩（学生水平分析）；鉴于教育系统规模较小，该设计要求对整个目标人群进行普查。线性多元回归用于学校分析1，而学生分析则用于预测学习成绩。对学校分析2进行描述性统计，以描述校长和五级教师相对于五个变量的共同认知。在学校分析1中，班级规模是唯一与三门学科成绩均显着相关的变量。校长和五级老师的共同看法是，他们的学校在学校分析2的集体有效性中的平均水平略高于平均水平。学生分析发现，父母的教育状况，父母的参与程度和社会经济状况与父母的教育状况显着相关。但是，这项研究最重要的发现是1994--1999年间回归结果的剧烈波动。由于在此期间班级人数和教师流动量在其平均水平上相当恒定，因此，可能导致测定系数波动的原因是考试，这可能表明该仪器的心理测量质量较差，并且所有其他发现由于来自检查的原始数据是研究的基础，因此该研究可能不可靠。

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  • 作者

    Penn, Bryan Howard.;

  • 作者单位

    University of Miami.;

  • 授予单位 University of Miami.;
  • 学科 Elementary education.
  • 学位 Ed.D.
  • 年度 2000
  • 页码 135 p.
  • 总页数 135
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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