The relationships between educational indicators and family capital on student academic achievement
| Autor: | 林倍伊 |
|---|---|
| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 99 The issue of student achievement has been concerned. In this research, will focus on the relationships between educational indicators and family capital on student academic achievement, the participants include students in Taiwan, Japan, South Korea, the United States and Italy. The published educational indicators and TIMSS 2007 survey results of 24,383 samples for the analysis of variance, Pearson correlation, stepwise multiple regression, structural equation modeling found that: 1. The relationship between educational indicators, student academic achievement in mathematics and science as a positive. Secondary education teacher/ student ratio, literacy, education expenditure/ GDP ratio of and academic achievement in mathematics and science as a negative. 2. The educational indicators of academic achievement in mathematics accounts for 25% variance, in science accounts for 9.7% variance. 3. In analysis of variance, the collection of books and learning resources on academic achievement in mathematics and science indicate that a group has more is higher than the group has fewer. 4. In analysis of variance, parental education on academic achievement in mathematics and science find that in United States is not significant in this analysis. In Taiwan, Japan, South Korea and Italy, groups of higher education is the highest. 5. In analysis of variance, self expectation on academic achievement in mathematics and science indicate that a group with high self expectation is highest, but U.S. students in math and science academic achievement and Korea students in mathematics can find out that the students who "do not know" is the highest group. 6. In analysis of variance, parental support in student academic achievement in mathematics and science that groups with high parental support is higher than those with low parental support, but parental support on student academic achievement in mathematics and science in Italy, and parental support on academic achievement in science in Taiwan indicate that the highest group is less than the lowest one. 7. In analysis of variance, parental involvement in student academic achievement in mathematics and science that groups with high parental involvement is higher than those with low parental involvement, but in Taiwan, parental involvement on academic achievement in science indicate that the highest group is less than the lowest one. 8. The correlations between family capital and student academic achievement indicate that mother’s education is in no relation with academic achievement in mathematics and science, self-expectation is in no relation with mathematics academic achievement, the relationship between father’s education and academic achievement is negative, other variables and academic achievements is positive. 9. The variance of family capital in academic achievement in Taiwan is the highest: 27.5% in mathematics and 28.8% in science. 10. SEM results show that parental support and parental involvement is in no relationship with academic achievement in math and science. Educational indicators and family capital on academic achievement can be explained. Based on the results of the study, conclusions and recommendations will be presented for reference. Key words: Educational indicator, Family capital, Student academic achievement, TIMSS 2007. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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