Значај раног учења за постигнуће ученика из математике
The importance of early learning for student achievement in mathematics
Аутори
Радишић, ЈеленаШева, Нада
Остала ауторства
Марушић Јаблановић, МилицаГутвајн, Николета
Јакшић, Ивана
Поглавље у монографији (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
In this paper we present the initial data analyses regarding home environment characteristics that included
information from: 1. students’ questionnaire; and 2. early learning survey (parental questionnaire attained for the
first time for Serbian population in TIMSS 2015). The analyses were based on the composite variables, generated
under IAE international survey of TIMSS 2015: (a) resources for learning in home environment; (b) parental
practices concerning the development of students’ early literacy and mathematical competencies; (c) parental
attitudes towards mathematics and science as well as school quality in general; (d) parental estimates on initial
students’ linguistic and mathematical competencies at the beginning of primary school; (e) the duration of
the student’s preprimary attendance. The purpose of these analyses was to determine: (1) to what extent the
variables listed above predict fourth-grade students’ achievement on the TIMSS 2015 mathematics assessment
and... (2) whether there are diverse groups of students when it comes to their parental early numeracy practices
as well as the richness of home numeracy environment and, consequently, whether there are differences in the
academic achievement of the students from the identified groups. The results of the linear regression (the enter
method) show that according to the mathematics achievement domain, these variables explain between 22-
30% of students’ academic achievement variance. The following variables proved to be the strongest predictors:
the home environment resources, parental assessment of the children’s initial competencies as well as the
preschool program attendance duration. The attitudes of parents did not play a significant role in students’
academic achievements, whereas a single negative relationship was established in terms of practices - the one
between the activity concerning early literacy development and data presentation. The hierarchical clustering
analysis (the Ward Method) which involved the parents’ practices variables, the richness of home resources as
well as parental assessment of children’s skills in early literacy and numeracy showed that the students could be
divided into four groups: group 1– the competent ones (31%) (a high score on resource scale, skills before school
and an average score on the scale of parents’ practices frequency); group 2 – experience and knowledge (17.8 %)
(a high score on resource scale, skills before school (though with a slightly lower score concerning mathematics
competencies) and the highest scores concerning parents’ activities); group 3 – without resources and with lower
skills (the scores of all variables were below average values); group 4 – the average ones (41.4%) (an average score
on resource and activities’ scale and below average score on skills before school scale).
Кључне речи:
early learning / mathematics / parental practices and attitudes / home resources / TIMSS 2015Извор:
TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука, 2017, 95-114Издавач:
- Београд : Институт за педагошка истраживања
Финансирање / пројекти:
- Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву (RS-179034)
- Унапређивање квалитета и доступности образовања у процесима модернизације Србије (RS-47008)
Напомена:
- Назив збирке: Библиотека „Педагошка теорија и пракса“ 44
Институција/група
IPITY - CHAP AU - Радишић, Јелена AU - Шева, Нада PY - 2017 UR - http://ipir.ipisr.org.rs/handle/123456789/617 AB - In this paper we present the initial data analyses regarding home environment characteristics that included information from: 1. students’ questionnaire; and 2. early learning survey (parental questionnaire attained for the first time for Serbian population in TIMSS 2015). The analyses were based on the composite variables, generated under IAE international survey of TIMSS 2015: (a) resources for learning in home environment; (b) parental practices concerning the development of students’ early literacy and mathematical competencies; (c) parental attitudes towards mathematics and science as well as school quality in general; (d) parental estimates on initial students’ linguistic and mathematical competencies at the beginning of primary school; (e) the duration of the student’s preprimary attendance. The purpose of these analyses was to determine: (1) to what extent the variables listed above predict fourth-grade students’ achievement on the TIMSS 2015 mathematics assessment and (2) whether there are diverse groups of students when it comes to their parental early numeracy practices as well as the richness of home numeracy environment and, consequently, whether there are differences in the academic achievement of the students from the identified groups. The results of the linear regression (the enter method) show that according to the mathematics achievement domain, these variables explain between 22- 30% of students’ academic achievement variance. The following variables proved to be the strongest predictors: the home environment resources, parental assessment of the children’s initial competencies as well as the preschool program attendance duration. The attitudes of parents did not play a significant role in students’ academic achievements, whereas a single negative relationship was established in terms of practices - the one between the activity concerning early literacy development and data presentation. The hierarchical clustering analysis (the Ward Method) which involved the parents’ practices variables, the richness of home resources as well as parental assessment of children’s skills in early literacy and numeracy showed that the students could be divided into four groups: group 1– the competent ones (31%) (a high score on resource scale, skills before school and an average score on the scale of parents’ practices frequency); group 2 – experience and knowledge (17.8 %) (a high score on resource scale, skills before school (though with a slightly lower score concerning mathematics competencies) and the highest scores concerning parents’ activities); group 3 – without resources and with lower skills (the scores of all variables were below average values); group 4 – the average ones (41.4%) (an average score on resource and activities’ scale and below average score on skills before school scale). PB - Београд : Институт за педагошка истраживања T2 - TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука T1 - Значај раног учења за постигнуће ученика из математике T1 - The importance of early learning for student achievement in mathematics EP - 114 SP - 95 UR - https://hdl.handle.net/21.15107/rcub_ipir_617 ER -
@inbook{ author = "Радишић, Јелена and Шева, Нада", year = "2017", abstract = "In this paper we present the initial data analyses regarding home environment characteristics that included information from: 1. students’ questionnaire; and 2. early learning survey (parental questionnaire attained for the first time for Serbian population in TIMSS 2015). The analyses were based on the composite variables, generated under IAE international survey of TIMSS 2015: (a) resources for learning in home environment; (b) parental practices concerning the development of students’ early literacy and mathematical competencies; (c) parental attitudes towards mathematics and science as well as school quality in general; (d) parental estimates on initial students’ linguistic and mathematical competencies at the beginning of primary school; (e) the duration of the student’s preprimary attendance. The purpose of these analyses was to determine: (1) to what extent the variables listed above predict fourth-grade students’ achievement on the TIMSS 2015 mathematics assessment and (2) whether there are diverse groups of students when it comes to their parental early numeracy practices as well as the richness of home numeracy environment and, consequently, whether there are differences in the academic achievement of the students from the identified groups. The results of the linear regression (the enter method) show that according to the mathematics achievement domain, these variables explain between 22- 30% of students’ academic achievement variance. The following variables proved to be the strongest predictors: the home environment resources, parental assessment of the children’s initial competencies as well as the preschool program attendance duration. The attitudes of parents did not play a significant role in students’ academic achievements, whereas a single negative relationship was established in terms of practices - the one between the activity concerning early literacy development and data presentation. The hierarchical clustering analysis (the Ward Method) which involved the parents’ practices variables, the richness of home resources as well as parental assessment of children’s skills in early literacy and numeracy showed that the students could be divided into four groups: group 1– the competent ones (31%) (a high score on resource scale, skills before school and an average score on the scale of parents’ practices frequency); group 2 – experience and knowledge (17.8 %) (a high score on resource scale, skills before school (though with a slightly lower score concerning mathematics competencies) and the highest scores concerning parents’ activities); group 3 – without resources and with lower skills (the scores of all variables were below average values); group 4 – the average ones (41.4%) (an average score on resource and activities’ scale and below average score on skills before school scale).", publisher = "Београд : Институт за педагошка истраживања", journal = "TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука", booktitle = "Значај раног учења за постигнуће ученика из математике, The importance of early learning for student achievement in mathematics", pages = "114-95", url = "https://hdl.handle.net/21.15107/rcub_ipir_617" }
Радишић, Ј.,& Шева, Н.. (2017). Значај раног учења за постигнуће ученика из математике. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука Београд : Институт за педагошка истраживања., 95-114. https://hdl.handle.net/21.15107/rcub_ipir_617
Радишић Ј, Шева Н. Значај раног учења за постигнуће ученика из математике. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука. 2017;:95-114. https://hdl.handle.net/21.15107/rcub_ipir_617 .
Радишић, Јелена, Шева, Нада, "Значај раног учења за постигнуће ученика из математике" in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука (2017):95-114, https://hdl.handle.net/21.15107/rcub_ipir_617 .