Please use this identifier to cite or link to this item:
|Scopus||Web of Science®||Altmetric|
|Title:||Effects of socioeconomic status, class size and ability grouping on science achievement: a sociological approach|
|Citation:||Excellence in scholarship: transcending transdisciplinarity in teacher education, 2013 / Alagumalai, S., Burley, S., Keeves, J. (ed./s), vol.9789462092570, Ch.2, pp.19-42|
|John P. Keeves, Njora Hungi, I Gusti Ngurah Darmawan|
|Abstract:||This study examines the effects of key social group variables (e.g. socioeconomic status, class size, ability grouping and school type) on the science achievement of secondary school students in Canberra, Australia after controlling for student level effects (e.g. prior performance, attitudes toward school, liking of science and educational aspirations). The study employed a multilevel analysis procedure to examine the data at the student, classroom and school levels for both direct effects and cross-level interaction effects. The major finding is that sociological factors in this school system operated at the classroom level, together with cross-level interaction effects operating at the school and classroom levels, with no main effects operating at the school level to explain nearly all the variability between classrooms and schools.|
|Keywords:||ability grouping; class size; streaming; socioeconomic status; science achievement; multilevel analysis; tracking|
|Rights:||© 2013 Sense Publishers. All rights reserved.|
|Appears in Collections:||Aurora harvest 2|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.