Повезаност културног капитала и опремљености школе са постигнућем ученика
Relation between cultural capital, school equipment and student achievement
Authors
Радуловић, МладенМалинић, Душица
Гундоган, Драгана
Contributors
Марушић Јаблановић, МилицаГутвајн, Николета
Јакшић, Ивана
Book part (Published version)
Metadata
Show full item recordAbstract
The starting point of this paper is the conception that academic achievement, education aspirations, and life
chances of students are determinated by cultural capital of a family, but also the attitude that school equipment
represents a significant achievement factor, especially in the modern environment where technological
achievement is applied in educational practice. Relying on the existing knowledge, we tried to examine the
relationship between the cultural capital of a student and their achievement in mathematics and science on
the TIMSS 2015 test, as well as the equipment of a school a student attends and the TIMSS 2015 testing score.
Besides that, we wanted to clarify whether good school equipment can diminish the importance of cultural
capital, taking into consideration their achievement on the above-mentioned testing. In order to answer all
those questions, the collected data based on the questionnaire done by 160 principals, and 4036 parents of
the tested students, ...covered by TIMSS 2015, was used. Two composite indexes were formed: a cultural capital
index (education of both parents/tutors, cultural practices of parents and children, home equipment – cultural
consumption) and school equipment index (the principal’s estimates about the lack of teaching equipment
and “objective” indicators of how a school is equipped). The results showed that there was a significant positive
correlation between the cultural capital of a family and student achievement in mathematics and science. A very
weak connection between school equipment and student achievement in mathematics and science tests was
found. The research showed that the influence of cultural capital on student achievement was not diminished
by school equipment, which means that low cultural capital cannot be compensated by school equipment.
Decision-makers in education should invest more in resources and in developing teacher competencies for the
use of those resources. Teachers should review their own teaching practices to find out to what extent they
are suitable for students from different cultural milieus, or in other words - how they affect students’ ability to
make progress.
Keywords:
cultural capital / school equipment / TIMSS 2015 / student achievement / маthematics / scienceSource:
TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука, 2017, 129-147Publisher:
- Београд : Институт за педагошка истраживања
Funding / projects:
- From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-MESTD-Basic Research (BR or ON)-179034)
- Improving the quality and accessibility of education in modernization processes in Serbia (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
Note:
- Назив збирке: Библиотека „Педагошка теорија и пракса“ 44
Institution/Community
IPITY - CHAP AU - Радуловић, Младен AU - Малинић, Душица AU - Гундоган, Драгана PY - 2017 UR - http://ipir.ipisr.org.rs/handle/123456789/619 AB - The starting point of this paper is the conception that academic achievement, education aspirations, and life chances of students are determinated by cultural capital of a family, but also the attitude that school equipment represents a significant achievement factor, especially in the modern environment where technological achievement is applied in educational practice. Relying on the existing knowledge, we tried to examine the relationship between the cultural capital of a student and their achievement in mathematics and science on the TIMSS 2015 test, as well as the equipment of a school a student attends and the TIMSS 2015 testing score. Besides that, we wanted to clarify whether good school equipment can diminish the importance of cultural capital, taking into consideration their achievement on the above-mentioned testing. In order to answer all those questions, the collected data based on the questionnaire done by 160 principals, and 4036 parents of the tested students, covered by TIMSS 2015, was used. Two composite indexes were formed: a cultural capital index (education of both parents/tutors, cultural practices of parents and children, home equipment – cultural consumption) and school equipment index (the principal’s estimates about the lack of teaching equipment and “objective” indicators of how a school is equipped). The results showed that there was a significant positive correlation between the cultural capital of a family and student achievement in mathematics and science. A very weak connection between school equipment and student achievement in mathematics and science tests was found. The research showed that the influence of cultural capital on student achievement was not diminished by school equipment, which means that low cultural capital cannot be compensated by school equipment. Decision-makers in education should invest more in resources and in developing teacher competencies for the use of those resources. Teachers should review their own teaching practices to find out to what extent they are suitable for students from different cultural milieus, or in other words - how they affect students’ ability to make progress. 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 - Повезаност културног капитала и опремљености школе са постигнућем ученика T1 - Relation between cultural capital, school equipment and student achievement EP - 147 SP - 129 UR - https://hdl.handle.net/21.15107/rcub_ipir_619 ER -
@inbook{ author = "Радуловић, Младен and Малинић, Душица and Гундоган, Драгана", year = "2017", abstract = "The starting point of this paper is the conception that academic achievement, education aspirations, and life chances of students are determinated by cultural capital of a family, but also the attitude that school equipment represents a significant achievement factor, especially in the modern environment where technological achievement is applied in educational practice. Relying on the existing knowledge, we tried to examine the relationship between the cultural capital of a student and their achievement in mathematics and science on the TIMSS 2015 test, as well as the equipment of a school a student attends and the TIMSS 2015 testing score. Besides that, we wanted to clarify whether good school equipment can diminish the importance of cultural capital, taking into consideration their achievement on the above-mentioned testing. In order to answer all those questions, the collected data based on the questionnaire done by 160 principals, and 4036 parents of the tested students, covered by TIMSS 2015, was used. Two composite indexes were formed: a cultural capital index (education of both parents/tutors, cultural practices of parents and children, home equipment – cultural consumption) and school equipment index (the principal’s estimates about the lack of teaching equipment and “objective” indicators of how a school is equipped). The results showed that there was a significant positive correlation between the cultural capital of a family and student achievement in mathematics and science. A very weak connection between school equipment and student achievement in mathematics and science tests was found. The research showed that the influence of cultural capital on student achievement was not diminished by school equipment, which means that low cultural capital cannot be compensated by school equipment. Decision-makers in education should invest more in resources and in developing teacher competencies for the use of those resources. Teachers should review their own teaching practices to find out to what extent they are suitable for students from different cultural milieus, or in other words - how they affect students’ ability to make progress.", 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 = "Повезаност културног капитала и опремљености школе са постигнућем ученика, Relation between cultural capital, school equipment and student achievement", pages = "147-129", url = "https://hdl.handle.net/21.15107/rcub_ipir_619" }
Радуловић, М., Малинић, Д.,& Гундоган, Д.. (2017). Повезаност културног капитала и опремљености школе са постигнућем ученика. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука Београд : Институт за педагошка истраживања., 129-147. https://hdl.handle.net/21.15107/rcub_ipir_619
Радуловић М, Малинић Д, Гундоган Д. Повезаност културног капитала и опремљености школе са постигнућем ученика. in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука. 2017;:129-147. https://hdl.handle.net/21.15107/rcub_ipir_619 .
Радуловић, Младен, Малинић, Душица, Гундоган, Драгана, "Повезаност културног капитала и опремљености школе са постигнућем ученика" in TIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наука (2017):129-147, https://hdl.handle.net/21.15107/rcub_ipir_619 .