An Estimation of Variances and Factors in Mathematics Attainment in Upper-Primary Schools

Abstract

Abstract. This study aimed at identifying variances related to school and pupil levels, and the performance indicators measuring the learning progress in mathematics. A longitudinal design was carried out and the stratified random sampling was used to obtain a sample of 5118 pupils from 60 primary schools. In each school three upper grades were selected, including their 180 class teachers and 60 headteachers. The data collection was carried out through questionnaires and school archives. Using multilevel analysis, the results showed that the proportion of total variance in pupil attainment for mathematics at the school level ranged from 20 to 29 per cent. When intake characteristics were taken into account as the baseline, the variance proportions were less than the prior attainments. Occupation and education of parents, besides reading facilities at home were significant explanatory variables for children progress in mathematics achievement. The outcomes have important consequences for school effectiveness research in determining the baseline and performance indicators.

Dampak Kedisiplinan Belajar dan Peran Guru terhadap Prestasi Belajar Matematika Siswa SMP

“…Meningkatnya kedisiplinan belajar juga akan meningkatkan pencapaian prestasi belajar matematika siswa. Karakateristiks siswa berpengaruh empat kali lebih tinggi daripada variabel lainnya di level kelas (misalnya guru) maupun sekolah (kepala sekolah) (Chik & Abdullah, 2018;Dent & Koenka, 2016;Kaluge, 2018). Oleh karena itu disiplin belajar sebagai bagian dari karakteristik siswa, walau terdisrupsi wabah covid, masih tetap signifikan.…”