No abstract

The Third International Mathematics and Science Study research of the International Association for the Evaluation of Educational Achievement reported in 2003 that Taiwanese fourth- and eighth-graders' mathematics performance exceeded the international average; both groups ranked fourth from among all the participant countries. However, the Index of Students' Self-Confidence in Learning Mathematics was below the international average for both these groups. This study, coming at the end of the first year of a three-year project, explored Taiwanese students' mathematics learning at the high school level from a social cognitive perspective. Utilising structural equation modelling, it examined the relationships among mathematics self-concept, mathematics self-efficacy and mathematics achievement using a longitudinal design. The subjects included 2198 seventh- and tenth-graders from Taiwan. The results indicate a significant correlation between mathematics self-concept and mathematics self-efficacy as well as significant longitudinal effects. Mathematics achievement at Time 1 significantly predicted the mathematics self-concept, mathematics self-efficacy and mathematics achievement at Time 2, while mathematics self-concept and mathematics self-efficacy at Time 1 significantly predicted mathematics achievement at Time 2. The implications of these findings are discussed from the viewpoint of cultivating the students' interest and confidence in learning mathematics, and suggestions are provided for further research.

This historical study addresses the question of inconsistency in the Educational policies of Ghana focusing on the impact on Senior Secondary School Education. It examines the persistent adjustment of Educational reforms witnessed in Ghana whenever there is a change in government. The study acknowledges the frantic efforts made by successive governments since independence to reform the educational system of Ghana to meet the basic requirements to meet the developmental needs of the country. The study traces the history of colonial education and the tremendous contributions of missionaries in the establishment of formal education in the region. The effort of Dr. Kwame Nkrumah to inculcate African Studies into the British inherited system of Education is discussed in this study. Various adaptations of foreign models of education were also examined. Using qualitative approach and secondary sources, the study highlights the structure of Ghana's Educational System and the major educational reforms introduced by both Military and Civilian Governments. The study further highlights the fundamental reasons behind the implementation of various reforms by Governments when in power

The study explored Taiwanese students' mathematics learning at the junior high school level. Utilizing structural equation modeling, it examined the relationships between math self-concept and mathematics achievement with longitudinal data. Participants included 1,256 Taiwanese seventh graders in the first wave and declined slightly to 1,211 eighth graders in the second wave. Findings indicated the following. First, the longitudinal effects were all significant: (a) prior mathematics achievement significantly predicted subsequent math self-concept (skill development model), (b) prior math selfconcept significantly predicted subsequent mathematics achievement (selfenhancement model), and (c) the reciprocal effects model was supported, and the effects of achievement tended to become stronger and more systematic. Second, results showed significant gender variation with respect to math self-concept and mathematics achievement. Boys had significantly higher math self-concept than girls, whereas girls exhibited higher mathematics achievement than boys. The implications of these findings for cultivating students' interest in mathematics learning were discussed.

The higher academic performance of Chinese students is a subject that raises interest and concern among many educators and psychologists. Parental involvement has been recognized as an important explanation. The present study explored the various types of parental involvement Taiwanese parents have to promote their children's school success and how parental involvement mediated the indirect effect of socioeconomic status on children's achievement. Utilizing structural equation modeling, questionnaires were administered to 363 eighth grade students in central Taiwan. The results indicated that Taiwanese parents had high expectations, stress academic pressure, and were willing to make sacrifices for their children's education. Among the various types of parental involvement, parental encouragement/psychological support was found to be the most significant indicator. Parents' socioeconomic status has an indirect effect on children's academic achievement through the mediating effects of parental involvement, and has direct influence on children's academic achievement. The implications of the findings are explored and suggestions are made for further research regarding related issues.