missing values with multiple imputation methods 1 Evaluation studies often lack sophistication in their statistical analyses, particularly where there are small data sets or missing data. Until recently, the methods used for analysing... more
missing values with multiple imputation methods 1 Evaluation studies often lack sophistication in their statistical analyses, particularly where there are small data sets or missing data. Until recently, the methods used for analysing incomplete data focused on removing the missing values, either by deleting records with incomplete information or by substituting the missing values with estimated mean scores. These methods, though simple to implement, are problematic. However, recent advances in theoretical and computational statistics have led to more flexible techniques with sound statistical bases. These procedures involve multiple imputation (MI), a technique in which the missing values are replaced by m> 1 estimated values, where m is typically small (e.g. 3–10). Each of the resultant m data sets is then analysed by standard methods, and the results are combined to produce estimates and confidence intervals that incorporate missing data uncertainty. This paper reviews the key...
Education has long been acknowledged as one of the key factors in enhancing both social and economic wellbeing and is receiving increasing amounts of attention and priority in many countries worldwide, particularly those in the Southeast... more
Education has long been acknowledged as one of the key factors in enhancing both social and economic wellbeing and is receiving increasing amounts of attention and priority in many countries worldwide, particularly those in the Southeast Asian region. Nearly every country in this region has invested extensively in education since the 1990s. However, not all countries have managed to improve the practice and effectiveness of their education systems over the past two decades. Students in Singapore have consistently shown superior academic performance in various international assessment programmes, including the PISA of the OECD. Students in Indonesia, on the other hand, received the lowest average mathematics scores in PISA 2015. This study focused on assessing the quality and equity of mathematics performance with respect to 15-year-old students in PISA 2015 from five participating Southeast Asian countries, namely Indonesia, Malaysia, Singapore, Thailand and Vietnam. In addition, th...
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Aldous C.R, Darmawan I.G.N and Afrassa T.Mhttp://trove.nla.gov.au/work/3707764
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This study examined the effects of the factors on Physic achievement of 8-grade Indonesian students in the Trends in International Mathematics and Science Study (TIMSS) 2011 using Hierarchical Linear Model (HLM). The participants of this... more
This study examined the effects of the factors on Physic achievement of 8-grade Indonesian students in the Trends in International Mathematics and Science Study (TIMSS) 2011 using Hierarchical Linear Model (HLM). The participants of this study were 9,074 eighth-grade students from 153 schools within 31 provinces in Indonesia. This study employed HLM 7 software to analyse the interaction between variables within a multilevel model. The study found that Science Laboratory, Computer Instruction, Like Physics and Confidence Physics influence significantly year-8 students’ physics achievement in Indonesia.
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The purpose of this study was to investigate how effectively ICT was being used to support students' critical thinking skills in the ICT schools pilot project in Thailand. Data were collected from students and teachers who were in... more
The purpose of this study was to investigate how effectively ICT was being used to support students' critical thinking skills in the ICT schools pilot project in Thailand. Data were collected from students and teachers who were in model ICT schools under the Thai ICT schools pilot project by means of interview surveys and computer-based classroom observations. In particular, results from the classroom observations, which were analysed by using the applications of six learning levels of Bloom's Taxonomy involved the ICT-integration into the teaching and learning processes. The current study also discussed the incentives and disincentives using ICT-integration through open-ended interview, which encouraged teachers and students to discuss and to develop students' critical thinking skills among classroom learning environments with ICT. In particular, the effects of teachers' different personalities and teaching styles on the actual experience of using of ICT in the clas...
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I Gusti Ngurah Darmawan and John P. Keeve
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This chapter begins by examining briefly several aspects of the nexus between globalisation and social change, particularly, the formal drive towards globalisation and the monitoring in the future of the changes in human development and... more
This chapter begins by examining briefly several aspects of the nexus between globalisation and social change, particularly, the formal drive towards globalisation and the monitoring in the future of the changes in human development and in the initial learning of the skills of literacy and numeracy by people across the whole world. This chapter argues that only through educating to a higher level all the people who occupy planet Earth can the challenge for sustainable development be met. It is necessary for the ‘globalisation movement’ that was initiated by the United Nations Organization and its agencies, particularly UNESCO, with an emphasis on education, science and culture, to continue to direct activities towards the sustainable development of the human race on planet Earth through the provision of educational services. It is only through the globalisation of education that the many challenges to the human race on planet Earth can be met.
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This chapter begins by examining briefly several aspects of the nexus between globalisation and social change, particularly, the formal drive towards globalisation and the monitoring in the future of the changes in human development and... more
This chapter begins by examining briefly several aspects of the nexus between globalisation and social change, particularly, the formal drive towards globalisation and the monitoring in the future of the changes in human development and in the initial learning of the skills of literacy and numeracy by people across the whole world. This chapter argues that only through educating to a higher level all the people who occupy planet Earth can the challenge for sustainable development be met. It is necessary for the ‘globalisation movement’ that was initiated by the United Nations Organization and its agencies, particularly UNESCO, with an emphasis on education, science and culture, to continue to direct activities towards the sustainable development of the human race on planet Earth through the provision of educational services. It is only through the globalisation of education that the many challenges to the human race on planet Earth can be met.
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ABSTRACT Teachers play an important role in educating the future members of a society through their work in schools. Furthermore, teachers in institutions of higher education, in technical training colleges and in centres of lifelong... more
ABSTRACT Teachers play an important role in educating the future members of a society through their work in schools. Furthermore, teachers in institutions of higher education, in technical training colleges and in centres of lifelong learning and recurrent education play a critical part in advancing economic and technological development as well as sustaining the well-being of the societies they serve. Consequently, the factors influencing the levels of commitment of the teachers in schools and in the wider education systems must necessarily be the focus of an important field of research leading to the introduction of reform and change within classrooms and lecture theatres, schools, institutions and learning centres, and national systems of education. This chapter is not only concerned with the importance of teacher commitment at all levels of education, with conceptualizing teacher commitment and with the dimensions or different types of commitment, but also with the influences of leadership and working conditions on teacher commitment as well as with the development and maintenance of high levels of commitment among teachers. In addition to considering the effects of antecedent personal characteristics of teachers on their levels of commitment, this chapter also considers the effects of social groups, such as the body of teachers within a school or institution on the individual members of the group. Of particular importance are the effects of the operations of the teacher unions within the education systems of Western countries on the commitment of their members who work within schools and institutions.
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ABSTRACT There is perhaps no situation greater than that of teachers in classrooms where sizeable groups of people work together under the direct guidance of a single person for longer periods of a day on a regular basis and for sustained... more
ABSTRACT There is perhaps no situation greater than that of teachers in classrooms where sizeable groups of people work together under the direct guidance of a single person for longer periods of a day on a regular basis and for sustained periods of time than that of teachers in primary school classrooms. In the home, the group is smaller, the guidance is shared between two and more people, the situation is similar but with longer periods of time involved where similar problems of analysis arise. Both situations present specific methodological challenges, involving multilevel and multivariate analysis. However, the size of school and classroom groups and the relative ease with which data can be collected, has led to a break-through occurring in the analysis of data in the field of education. Nevertheless, the sensitivity of teachers to intrusion into their closed operational setting has led to relatively little use being made of the advances that have occurred in these quantitative analytical procedures in the investigation of the problems associated with teachers and teaching. This article raises these issues and suggests that the developments that have occurred during recent decades in this area are opening up a domain for investigation that has the potential to spread to many other fields of societal and human activity, including industry and commerce, medical practice, and the whole of the fields of sociology and social psychological inquiry.
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ABSTRACT The teaching of science in schools in most countries changed markedly during the last four decades of the twentieth century. The first 60 years of that century gave rise to many remarkable advances in science, not only with... more
ABSTRACT The teaching of science in schools in most countries changed markedly during the last four decades of the twentieth century. The first 60 years of that century gave rise to many remarkable advances in science, not only with respect to basic scientific principles, but also in the applications of science to technology for military purposes and the growth and development of living organisms. This led to major changes in an understanding of scientific processes, the rejection of positivism and greater recognition of the contribution of science to economic and technological development. Consequently, in the late 1950s it was widely recognized that the teaching of science in schools must also change. The major changes that occurred were: (a) the teaching of biology in schools with an ecological focus to replace the teaching of botany, zoology and physiology largely to girls, (b) the teaching of science related to the earth, the solar system, the universe and the environment, (c) the teaching of an integrated science during the early years of secondary schooling, rather than the teaching of only physics and chemistry as the basic sciences, (d) the teaching of elementary science during the primary school years, replacing the study of nature, and (e) a greater emphasis on inquiry and investigation in the learning of science. Unfortunately, the applications of science both in everyday life, in technology and in conservation of the environment were often overlooked in the new courses that were introduced. However, after 20 years of intense activity world-wide, the movement for change in the teaching of science lost momentum in many countries of the Western world. This was at a time when the developing countries were searching for leadership and for advances in the teaching of science to support their economic and technological development that involved the uses and applications of scientific knowledge and the processes involved in scientific inquiry. At the beginning of the twenty-first century the teaching of science can be said to be in a state of crisis. This situation has arisen from a growing shortage of science teachers in the physical sciences and mathematics, that has resulted both from the retirement of teachers who were educated during the peak years of reform in science teaching and who were attracted to the teaching profession, as well as from the higher financial rewards that were available in the fields of technology and commerce which had become oriented to science-based development. Furthermore, today the teaching and learning of science is too often seen as a field that involves only what takes place in a classroom and is thus divorced from a world that is changing rapidly as a consequence of continuing growth and development in the fields of science and technology. The authors adopt the view that it is both incomplete and inadequate to consider the learning of science as involving only those practices associated with the teaching of science in classrooms and laboratories. The media, the internet, peer group activities, investigation centres, field displays and museums all have a central role in the teaching and learning of science by children and by adults throughout their lives, because the fields of science are advancing at a rapid rate. The learning of science in schools is critical for all that follows outside the classroom and at later stages of life and that is related to scientific and technological development.
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ABSTRACT This article argues that education is an essential component of the development and the wellbeing of the human and nations globally. It examines the philosophical and pedagogical underpinnings of globalisation and the wholeness... more
ABSTRACT This article argues that education is an essential component of the development and the wellbeing of the human and nations globally. It examines the philosophical and pedagogical underpinnings of globalisation and the wholeness of education, and considers the critical role of the educative process in the past, the present and the future. The problem demands not only analytical thinking, but also systemic and futuristic thinking and pedagogy, in which the situation under consideration is viewed as a whole, as well as its many parts. It is also argued that globalisation involves more than an international and global approach to economic and political issues.
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First-year student's satisfaction has considered an important factor in the quality education offered by the university program. The objective of this study is to investigate the relationship among gender, a reason to participate in... more
First-year student's satisfaction has considered an important factor in the quality education offered by the university program. The objective of this study is to investigate the relationship among gender, a reason to participate in STEM-related subjects, program, and the university support on first-year student's satisfaction of STEM learning. The methods used in this study surveyed student's satisfaction using adapted interest and recruitment in the science questionnaire (IRIS Q) instrument. The questionnaire comprised question items covering school science experiences, sources of inspiration for the choice of education, expectations for future job, first-year experiences as a STEM student, and attitudes to gender equity in STEM. A total of 448 students, first-year students from STEM-related programs, have participated voluntarily in this study. The structural equating model assisted by computer program IBM SPSS Amos 20 was employed to analyze the hypothesized model. T...
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This article considers the current debate in Australia into the learning of literacy and foreign languages. It examines not only the literacy levels attained by Australian students in their national language (English) in comparison to... more
This article considers the current debate in Australia into the learning of literacy and foreign languages. It examines not only the literacy levels attained by Australian students in their national language (English) in comparison to these in other countries, as well as between Australian states, but also theories involved in school learning and the learning of language, with particular reference to the learning of a foreign language. The article raises and discusses 12 issues that arise in language learning. It is noted that in many countries it is necessary for students to learn at least three languages, namely, the mother language, their national language and an appropriate foreign language, that make heavy demands on the time available in the curriculum of the schools if adequate levels of competence in language usage are to be attained.
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The purpose of the study was to assess the construct validity and reliability of pre-service mathematics teachers’ belief towards mathematics. The analysis of this study started by proposing four alternative models. The alternative models... more
The purpose of the study was to assess the construct validity and reliability of pre-service mathematics teachers’ belief towards mathematics. The analysis of this study started by proposing four alternative models. The alternative models were compared to obtain the best fit model and its validity and reliability were evaluated by looking at the factor loadings and the proportion of variance. Based on the factor loadings, the hierarchical model has moderate standardised structure coefficients from 0.272 to 0.658 which indicates that they have the stronger indication that the factors represent the unobserved construct. The best alternative model is the three factors hierarchical model (=1.081; GFI=, AGFI=, TLI=, CFI=; RMSEA=). The reliability for the best-fit model of the factors ranges from 0.143 to 0.411 which belongs to mediocre and low reliability. The variance explained by the TBM factors and TBM construct; TBMF1 (39.4%), TBMF2 (28.7%), TBMF3 (8.5%), TBM (26.7%), were quite low ...
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This paper investigates changes in 15-year-old Australian students’ attitudes towards reading mathematics, and science, as well as their relationships with students’ performance in these respective domains over the period of 2000–2018.... more
This paper investigates changes in 15-year-old Australian students’ attitudes towards reading mathematics, and science, as well as their relationships with students’ performance in these respective domains over the period of 2000–2018. multigroup confirmatory factor analysis was used to examine the measurement invariance of the construct of attitudes over the cycles of the Programme for International Student Achievement. In addition, structural equation modelling was used to explore mediating effects of attitudes on performance in the three domains. The results indicated that there were significant declines in student performance for all three domains. The levels of enjoyment of the subject domains were relatively low for reading and mathematics but relatively high for science. There were upward trends in the levels of enjoyment of mathematics and science over time, while levels of enjoyment of reading did not change significantly. Levels of instrumental motivation were relatively h...
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Evaluation studies often lack sophistication in their statistical analyses, particularly where there are small data sets or missing data. Until recently, the methods used for analysing incomplete data focused on removing the missing... more
Evaluation studies often lack sophistication in their statistical analyses, particularly where there are small data sets or missing data. Until recently, the methods used for analysing incomplete data focused on removing the missing values, either by deleting records with incomplete information or by substituting the missing values with estimated mean scores. These methods, though simple to implement, are problematic. However, recent advances in theoretical and computational statistics have led to more flexible techniques with sound statistical bases. These procedures involve multiple imputation (MI), a technique in which the missing values are replaced by m > 1 estimated values, where m is typically small (e.g. 3-10). Each of the resultant m data sets is then analysed by standard methods, and the results are combined to produce estimates and confidence intervals that incorporate missing data uncertainty. This paper reviews the key ideas of multiple imputation, discusses the curr...
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This article aims to examine multigroup invariance of Mathematics Self-efficacy and Attitude Scales (MSAS) and examine gender differences of MSAS across gender. 1135 (630 female and 505 male) Year 9 students in Aceh, Indonesia were... more
This article aims to examine multigroup invariance of Mathematics Self-efficacy and Attitude Scales (MSAS) and examine gender differences of MSAS across gender. 1135 (630 female and 505 male) Year 9 students in Aceh, Indonesia were involved in the study. The analysis of invariance is conducted to examine whether the items in the MSAS are operating equivalently between Year 9 female and male students in the province of Aceh, Indonesia. The analysis discovered the evidence of multigroup equivalence of the MSAS across gender (p value is not statistically significant or ∆CFI ≤ 0.01). An independent t-test found that attitude toward mathematics is significantly different between female and male students. Females have a more positive attitude toward mathematics. This study may be used as one of the evidences as for the needs to enhance male students attitude toward mathematics
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There is a growing nursing literature that views missed care as an inevitable consequence of work intensification associated with the rationing of nursing and material resources available to deliver care. Global studies recognize that... more
There is a growing nursing literature that views missed care as an inevitable consequence of work intensification associated with the rationing of nursing and material resources available to deliver care. Global studies recognize that missed care is now ubiquitous, although studies tend to be conducted in one region, rather than nationwide. This study seeks to understand the Australian context of missed care. To explore self-reported reasons for missed care and to identify the main factors for predicting missed care within a sample of Australian nurses and midwives working in public and private hospitals in New South Wales, Victoria, Tasmania, and South Australia. A nonexperimental, descriptive method using Kalisch's (2006) MISSCARE survey was used. Responses from 1,195 nursing and midwifery staff with differing qualifications, English language skills, and Australian employment settings were analyzed using Rasch analysis and then modeled using the Structural Equation Modeling. T...
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The previous chapter draws attention to the relationships between education and human development and considers Amartya Sen’s ‘Capability Approach’ and the ideas that are advanced in his book Development as Freedom. The first ten chapters... more
The previous chapter draws attention to the relationships between education and human development and considers Amartya Sen’s ‘Capability Approach’ and the ideas that are advanced in his book Development as Freedom. The first ten chapters in this present volume do not directly link to Sen’s ideas except in so far as they discuss the processes associated with the ‘capabilities’ assessed in the PISA Studies concerned with Mathematics Literacy, Science Literacy, and Reading Literacy, as well as Problem Solving through the use of Computer-Based Assessment.
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It can be argued that education is a major existing global force that has the ability to prevent future destruction of life on planet Earth. While both national economic development and life expectancy are components of the Human... more
It can be argued that education is a major existing global force that has the ability to prevent future destruction of life on planet Earth. While both national economic development and life expectancy are components of the Human Development Index, education is a key component of the index.
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This paper presents the quantitative findings from a mixed methods study of students and faculty at a private medical university in Malaysia. In particular, the relationships among students’ individual characteristics, general... more
This paper presents the quantitative findings from a mixed methods study of students and faculty at a private medical university in Malaysia. In particular, the relationships among students’ individual characteristics, general self-efficacy, family context, university and classroom learning environments, curriculum, approaches to learning, and measures of students’ academic achievement, self-directed learning readiness and mental health at the student level. Data were collected from 392 students attending a private medical university in Malaysia. The findings from the partial least square path (PLSPATH) suggest that: (a) parental involvement continues to impact and influence student learning process, and related student outcomes, at the university level, and (b) a surface approach to learning is related to poor quality processes and outcomes and a deep approach to learning is related to high quality processes and outcomes.
... Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/34121. Type: Book chapter. Title: Monitoring the impact of globalisation on education and human development. ...