OECD Reviews of Evaluation and Assessment in Education: Albania

Maghnouj, Soumaya; Fordham, Elizabeth; Guthrie, Caitlyn; Henderson, Kirsteen; Trujillo, Daniel

doi:10.1787/d267dc93-en

Cited by 9 publications

(11 citation statements)

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“…The Albanian pre-tertiary education system includes pre-school education, basic education (comprising primary and lower secondary education) and upper secondary education (often referred to as secondary education). Only basic education is compulsory which in 2012 increased from eight to nine years, a duration similar to the length of compulsory schooling found in OECD countries [1].…”

Section: Introductionmentioning

confidence: 67%

“…Albania has a high Net Enrolment Rate of 96 per cent in primary education. With an education expenditure of 3 per cent of the GDP, Albania's education system is struggling to accomplish the goal of preparing students with 21st century skills, and to meet Sustainable Development Goals and national education goals [1]. The Albanian pre-tertiary education system includes pre-school education, basic education (comprising primary and lower secondary education) and upper secondary education (often referred to as secondary education).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation

Uka¹,

Uka²

2020

Preprint

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Transition from primary to secondary school is more successful when students’ learning is consistent. Students are also more likely to enjoy the school, engage with learning, and have a high academic achievement in the secondary school when they feel motivated. This is a critical aspect especially in cases when global pandemics situations allow only the online schooling opportunity. Students that are away from school lack the traditional sources of motivation and self-regulated learning skills, thus research is needed to identify other important factors that can be developed in remote settings. The aim of this study was to find out how students perceive their experience with the transition from primary to secondary school and how such a transition influences students’ self-regulated learning (SRL) and motivation. Self-reported data were collected during the COVID-19 breakout from a total of N=80, 6th and 7th grade students aged 12-14 years old. Results showed that students had a successful transition, especially when they are supported by their parents and teachers. Next, Bivariate Pearson Correlation analysis indicated that students’ perceptions about their experience with the transition from primary to secondary school and their self-regulated learning and motivation are significantly correlated. No gender differences were found among all main study variables.

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Section: Introductionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation

Uka¹,

Uka²

2020

Preprint

View full text Add to dashboard Cite

show abstract

“…The Albanian pre-tertiary education system includes pre-school education, basic education (comprising primary and lower secondary education), and upper secondary education (often referred to as secondary education). Only basic education is compulsory, and increased from eight to nine years in 2012, a duration similar to the length of compulsory schooling found in member countries of the Organisation for Economic Co-operation and Development (OECD) [1].…”

Section: Introductionmentioning

confidence: 84%

“…Albania has a high Net Enrollment Rate of 96% in primary education. With an education expenditure of 3% of the GDP, Albania's education system is struggling to accomplish the goal of preparing students with 21st century skills and to meet the Sustainable Development Goals (SDGs; SDG-4) and national education goals [1]. The Albanian pre-tertiary education system includes pre-school education, basic education (comprising primary and lower secondary education), and upper secondary education (often referred to as secondary education).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation

Uka

2020

Sustainability

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The transition from primary to secondary school is more successful when students’ learning is consistent. Students are also more likely to enjoy school, engage with learning, and have a high academic achievement in secondary school when they feel motivated. This is a critical aspect, especially in cases in which global pandemic situations allow only online schooling opportunities. Students that are away from school lack the traditional sources of motivation and self-regulated learning skills; thus, research is needed to identify other important factors that can be developed in remote settings. The aim of this study was to find out how students perceive their experience with the transition from primary to secondary school and how such a transition influences students’ self-regulated learning (SRL) and motivation. Self-reported data were collected during the COVID-19 breakout from a total of n = 80 sixth and seventh grade students aged 12–14 years old. The results showed that students had a successful transition, especially when they were supported by their parents and teachers. Next, bivariate Pearson correlation analysis indicated that students’ perceptions about their experience with the transition from primary to secondary school, their self-regulated learning, and their motivation were significantly correlated. No gender differences were found among any of the main study variables. Teachers can foster students’ SRL skills by implementing effective teaching methods and by guiding them towards SRL-enhancing techniques.

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“…Reforms led to increased school autonomy, which should enable schools to make effective use of resources and reflect on their policies and practices. As one example, after approval from the local educational institutions, schools are now entitled to draft individual curricula based on the ministry-approved curriculum framework (Maghnouj et al, 2020).…”

Section: Decision-making Authorities and Distribution Of Responsibilitiesmentioning

confidence: 99%

Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region

Koršňáková

Dohr

2021

IEA Research for Education

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OECD Reviews of Evaluation and Assessment in Education: Albania

Cited by 9 publications

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The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation

The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation

The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation

Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region

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