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Journal Cover Themes in Science and Technology Education
  [2 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1792-8788 - ISSN (Online) 1792-8788
   Published by U of Ioannina Homepage  [1 journal]
  • Mathematics low achievement in Greece: A multilevel analysis of the
           Programme for International Student Assessment (PISA) 2012 data

    • Authors: Anastasios Karakolidis, Vasiliki Pitsia, Anastassios Emvalotis
      Pages: 3 - 24
      Abstract: The main aim of the present study was to carry out an in-depth examination of mathematics underperformance in Greece. By applying a binary multilevel model to the PISA 2012 data, this study investigated the factors which were linked to low achievement in mathematics. The multilevel analysis revealed that students’ gender, immigration status, self-constructs about mathematics, pre-primary education attendance as well as individual and school mean socioeconomic status (SES) were statistically significant predictors of student low achievement.It was also found that school accounted for a large proportion of the differences between low achievers and non-low achievers, with the final model explaining a great part of these differences. By successfully addressing the research questions, this study has demonstrated evidence that could help educators and policy makers to tackle the massive problem of mathematics underperformance not only in Greece, but also in other countries with similar educational systems.
      PubDate: 2016-07-11
      Issue No: Vol. 9, No. 1 (2016)
       
  • Information and Communication Technologies and the impact of gender on the
           writing performance of students with ADHD

    • Authors: Georgia Andreou, Asimina Riga, Nikolaos Papayiannis
      Pages: 25 - 41
      Abstract: The present study investigates whether the use of ICTs improves the writing performance of students with ADHD (Attention Deficit Hyperactivity Disorder). It also examines whether gender affects performance. A number of ADHD students were selected and were assessed for their use of a combination of distinct educational tools. Divided into two separate groups, these students were simultaneously taught the same educational material. One group learned the material by using various computer-based tools, while the other group learned by using paper and pencil. Both groups were asked to write descriptive essays. The findings indicate that the group of students who used ICTs performed better in the task of essay writing than the group who did not. The statistical analysis done to assess the impact of gender on student performance revealed that the boys who used ICTs outperformed the boys who did not. There was no qualitative difference in the girl’s performance, regardless whether they used or did not use ICTs. It seems that gender makes a difference in three areas: students’ attitude toward computers, students’ ability to use computers and students’ actual use of computers.
      PubDate: 2016-07-11
      Issue No: Vol. 9, No. 1 (2016)
       
 
 
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