The Impact of Number of Students per Teacher on Student Achievement

Koç, Nizamettin; Çelik, Bekir

doi:10.1016/j.sbspro.2015.02.335

Cited by 68 publications

(57 citation statements)

References 3 publications

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“…The finding on how the increased STR yields higher mathematics achievement is contrary to the finding of Koc and Celik (2015) which pointed out that cities in Turkey with greater number of students per teacher tend to have a lower achievement. This result can be explained by the fact that highly successful schools in Indonesia tend to have higher student-to-teacher ratio as they have more students with relatively similar numbers of teachers compared to other schools.…”

Section: Two-level Multilevel Modelscontrasting

confidence: 86%

Growth Mindset, School Context, and Mathematics Achievement in Indonesia: A Multilevel Model

et al. 2021

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Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students’ gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students’ mathematics achievement. Girls have been reported to have a higher mathematics achievement than boys in Indonesia. As the students’ growth mindset increases, so do their mathematics achievement.

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Section: Two-level Multilevel Modelscontrasting

confidence: 86%

Growth Mindset, School Context, and Mathematics Achievement in Indonesia: A Multilevel Model

et al. 2021

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“…Moreover, research by Arriscado et al (2014) shows that students attending public schools in Spain report significantly lower adherence to healthy behaviours. We also controlled for the number of students per teacher because previous research shows a moderate negative correlation between the student teacher ratio and achievement (Koc and Celik, 2015). In addition, when teaching loads are too high, physical education practices are not optimal and this could reduce students' interest in physical activity (Turner et al, 2017).…”

Section: Measures and Descriptive Statisticsmentioning

confidence: 99%

Physical activity in and out-of-school and academic performance in Spain

Gómez-Fernández

Albert

2020

Health Education Journal

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Background: Academic performance in school stems from an interaction of factors associated with students, families and schools. Among these factors, physical activity could play a very relevant role. Objective: The goal of this study was to determine whether students’ physical activities in and outside school were related to their academic performance. Design, setting and method: We used the Programme for International Student Assessment (PISA) 2015 database for Spain using ordinary least squares (OLS) regression models to answer our research questions. Results: Results suggest a positive association between the number of days per week doing moderate physical activities and academic performance in science, reading and mathematics. However, a higher number of days per week doing vigorous physical activities was associated with lower scores in reading and science. We also find a negative association between exercising or practising sports before going to school and the scores achieved in the three competences evaluated. Conclusions: Our results show that physical activity can play an important role in academic performance and that the effects of physical activity on children and teenagers should be further investigated.

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“…Teaching in the model is primarily concerned with the specialised teaching of academic subjects such as psychology, economics, accountancy, entrepreneurship, English, home science and environmental science, business studies and mathematics. Class sizes are kept small, since a lower number of students per teacher has been linked to efficacy (Koc & Celik, 2015). The student-to-teacher ratio in the model is strictly limited to five students per teacher to maximise the benefits of personal attention for students.…”

Section: The Snehagram Modelmentioning

confidence: 99%

Snehagram Model of an Applied Psychosocial Intervention Approach Among Adolescents Living with HIV/AIDS: A Blueprint

Sudhesh

Sreenath

Gupta

et al. 2020

Institutionalised Children Explorations and Beyond

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We present the Snehagram model, an applied psychosocial intervention for adolescents living with HIV/AIDS (ALWH), delivered through service learning (SL). The model is a synthesised blueprint of the ongoing intervention adopting a multi-component structure, addressing the overall development of ALWH through the integration of educational support, psychological interventions and research. Intervention outcomes include psychosocial skills, mental health and holistic education using research- and evidence-based practice to support ALWH with skills needed for re-integration and functioning in society post intra-community residence. The SL delivery framework parallelly benefits student trainees and the community, resulting in active participation via experiential learning and professional development. This unique approach to resource utilisation also makes it a viable and sustainable model in developing countries where resources are limited.

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The Impact of Number of Students per Teacher on Student Achievement

Cited by 68 publications

References 3 publications

Growth Mindset, School Context, and Mathematics Achievement in Indonesia: A Multilevel Model

Growth Mindset, School Context, and Mathematics Achievement in Indonesia: A Multilevel Model

Physical activity in and out-of-school and academic performance in Spain

Snehagram Model of an Applied Psychosocial Intervention Approach Among Adolescents Living with HIV/AIDS: A Blueprint

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