Top PDF The Impact of PISA on Students' Learning: a Chinese Perspective

The Impact of PISA on Students' Learning: a Chinese Perspective

The Impact of PISA on Students' Learning: a Chinese Perspective

My research was carried out on the basis of dialectical pragmatism (Teddlie and Johnson, 2009; Johnson and Christensen, 2017). Pragmatism allows researchers to focus on and practice “what works” for best seeking answers to research questions in designing and conducting research (Johnson and Onwuegbuzie, 2004; Johnson and Christensen, 2017), rather than being “the prisoner of a particular [research] method or technique’’ (Robson, 1993, p. 291). Pragmatism acknowledges that relationships that follow structural regularities and patterns are moderated by human elements (Yvonne Feilzer, 2010). As a type of pragmatism, dialectical pragmatism also suggests that researchers should consider quantitative as well as qualitative viewpoints (Tashakkori and Teddlie, 2010). It provides “a supportive philosophy for mixed methods research” (Tashakkori and Teddlie, 2010, p.88). The qualifier “dialectical” specifically suggests that in this type of pragmatism, not just ideas from multiple forms of data are embraced, but also perspectives of multiple research disciplines and participant groups are valued (Johnson and Christensen, 2017). This paradigm concurs with the theoretical foundation of my research which combines washback effect in the discipline of language testing with the ecological systems theory in the discipline of psychology. It philosophically underpins the mixed methods design employed in my research which drawn on ideas from both qualitative and quantitative data and different groups of participants for understanding the impact of PISA on studentslearning. In the following, I will present my research design in detail.
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ICT and Learning? Results from PISA 2009

ICT and Learning? Results from PISA 2009

Measuring the impact of information technology on studentslearning is not an easy task. Experimental and quasi-experimental studies aim to compare the performance of students using ICT (at home, at school or both) – the treatment group – with the performance of students who do not have access to (or do not use) ICT – the control group. In these studies “learning” is often reduced to student performance on a test, so that their conclusions are valid only for those aspects of the learning process that are measured by that specific test. While experimental studies are difficult to realize because of ethical issues, quasi- experimental studies – at least in developed countries – deal with the difficulty of defining a control group and an experimental group that are mutually exclusive (i.e. it is difficult to identify groups of students “with” and “without” access to ICT). Other challenges concern the nature of the data that is available: depending on the detail of the data, more or less information can be extracted from the empirical analysis.
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The learning impact of a virtual learning environment: students’ views

The learning impact of a virtual learning environment: students’ views

satisfaction with a course. From the learning perspective, a VLE can provide opportunities for practice and recall and accommodate a wide range of learning materials and formats e.g. multimedia (JISC, 2009b). Analysis of question 7b regarding the variety of course tools, for example, news feeds and quizzes supports Arbaugh’s view with 49.5% of respondents either agreeing or strongly agreeing that the variety of course tools increased their motivation to learn. However, only 35.5% of respondents agreed or strongly agreed that the variety of formats (e.g. audio clips and podcasts) increased their motivation to learn. Nevertheless 46.8% of respondents agreed or strongly agreed that flexibility of time, place and pace increased their motivation to learn. The opportunity to be in control of learning and learn at a time and place of choice was also a key factor in developing independent learning with 66.9% of respondents agreeing or strongly agreeing that such flexibility encourages independent learning.
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The Impact of Indoor Lighting on Students Learning Performance in Learning Environments: A knowledge internalization perspective

The Impact of Indoor Lighting on Students Learning Performance in Learning Environments: A knowledge internalization perspective

Sine increasing the lighting quality will enhance well-being and motivation among people they will have better performance. Therefore, solving existing lighting problem is very important because it will increase job satisfaction in workplaces and encourage students in learning places for better performance and learn better. Unsuitable lighting can be the cause of many problems, such as eyestrain to other graves musculoskeletal injuries. Light arriving in human eyes has an essential non-visual biological effect on the human body, impacts human health, well-being and efficiency (Oneworkpalce, 1999). Poor lighting has common exhibit on students or other people as well as: red or bloodshot eyes after reading, be uncomfortable and fidgeting during reading or close work activities, skipping words or lines while reading or writing (Johnson, 2011). Well designed lighting environment can relieve eyes‟ strain, speed up the recognition of things, and increase visual stability or durability. According to Veitch and Newsham (1998) the description of lighting quality exists when the environment luminous are appropriate for the needs of the people who will use the space. These requirements are classified in six groups:
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A change in perspective : learning in traditional Chinese medicine

A change in perspective : learning in traditional Chinese medicine

Suggested outline of learning experience for students with a prior Traditional Chinese Medicine like metaphysical paradigm. PRIOR TRADITIONAL CHINESE MEDICINE LIKE METAPHYSICAL[r]

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Empirical Analysis on the Learning Status of Chinese College Students

Empirical Analysis on the Learning Status of Chinese College Students

In sharp contrast to major learning, 93.8% of college students averagely spend more than 2 hours a day using digital terminals, and 15.1% of students spend more than 5 hours. The graduation requirement for the target university under- graduates is at least 190 credits, each credit corresponding to 16 class hours, which count to be about over 3000 hours. So on average the undergraduate need spend at least 5 hours per day in class learning. In addition, there are still all kinds of lectures, trainings, community activities and class activities and so on. Their non-discretionary time is averagely about 7 hours per day. If the daily ac- tivity time is 16 hours, that means that students spend most of their free time on the internet, which means information technology deeply penetrates into their lives and has a great impact on their learning status. When asked “Will you join us to conduct a public interest experiment: stay away from cell-phones and the internet for 72 hours?”, almost all the students think it too absurd to participate in the experiment, and the results can be seen in Table 2.
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Perceptions of Online Learning in an Australian University: Malaysian Students Perspective Support for Learning

Perceptions of Online Learning in an Australian University: Malaysian Students Perspective Support for Learning

Previous research [12], [13] reported significant differences between Malaysian and Australian students studying in Australia. The international students are often assumed to be disadvantaged because many do not have English as their first language and their educational backgrounds are different from those of their Australian peers [14]. Teaching online to an international audience can be significantly different, when compared to teaching in a traditional classroom setting with the same audience. In a traditional classroom setting, the learners are usually removed from their own cultural context and required to operate in the educator’s context. However, within online learning environments, factors related to the differing cultures that Asian international students bring to the university online courses have the potential to have a more significant impact on their experiences and their perceptions of online courses.
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Chinese Students’ Engagement with Mathematics Learning

Chinese Students’ Engagement with Mathematics Learning

At the school level, learning mathematics has traditionally focused on replicating what has been discovered historically in an attempt to duplicate the axioms of the discipline of mathematics, and it focuses on the degree to which students can reproduce the learning of prior thinkers. Discovery of new knowledge, and thereby production of new knowledge, is possible only after systematic induction into the discipline and only at the upper levels of the education system, namely, at postgraduate level. This perspective on school knowledge, a social realist perspective, leads logically to particular types of school curriculum and pedagogic modes, favouring pedagogies that focus on the performance of students on particular skills and knowledge, as well as processes of learning. Thus, the old and “traditional” mathematics curriculum and associated pedagogical approaches attempted to transmit disciplinary mathematical content knowledge processes and techniques, including algorithms and proofs. This curriculum and pedagogical approach had clear and distinct notions about what constituted school mathematical knowledge, such as the transmission of rules of arithmetic, geometry and algebra from the knower (teacher) to the learner (student); frequently this was associated with highly regulated classroom discourse with specific language related to the discipline of mathematics (Ernest, 1997; Muller, 2000). The implications of this view of learning are that the curricula tend to be highly structured and hierarchical, and the teacher has well-defined pedagogical roles to ensure the curriculum is enacted in a manner in which the integrity of the esoteric knowledge is maintained. The pedagogy associated with the attainment of esoteric knowledge forms limited the learner’s control over selection, sequence, or pace of learning, since the teacher had positional and authoritative control and regulated the pedagogy via explicit rules. This approach to teaching and learning is in marked contrast to relativist conceptions of knowledge, which view school mathematics, everyday mathematics, and work mathematics as different but equally valid and valued discourses or languages.
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Shaping the quality of second language learning: Students’ perspective

Shaping the quality of second language learning: Students’ perspective

Abstract. The paper dwells on the problem of identifying the most crucial factors affecting the quality of foreign language learning from the studentsperspective. Quality foreign language education is a disputable issue in 21 century due to the increased global workforce competition. Human capital has a great impact on education as an important factor in shaping a new quality of country's economy and well-being of society. Foreign language skill is an integral component of highly qualified professionals as the global economic processes make them participate in cross-border business communication. In these conditions the aim of higher education establishments is to provide quality of language learning and teaching that allows future specialists not to distort the meaning in written and oral communication within their professional framework. The two-phase survey conducted among 67 students of the Institute of Management, Economics and Finance of the Kazan Federal University provided with quantitative data. The respondents ranked differently the factors determining the quality of language learning and teaching responses after two years of completing their foreign language education and were generally satisfied with the quality of service rendered. The obtained results give optimistic forecasts regarding the improvement of foreign language education and help reconsider the way of teaching a foreign language basing on the chosen factors.
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The Impact of the American English Learning upon Chinese College Students’ Ideology

The Impact of the American English Learning upon Chinese College Students’ Ideology

In the very beginning of opening of the United States Decla- ration of Independence, Thomas Jefferson states that: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness. That to secure these rights, Governments are insti- tuted among Men, deriving their just powers from the consent of the governed.” Since the founding of America in 1776, this nation has been the biggest immigration country in the world. Nearly all kinds of people with different nationalities gathered in here: White people, Black people, and Yellow people; Span- ish, Italian, Chinese, Japanese, Mexican, etc. However, differ- ence doesn’t cause much conflict and America is still a very strong country due to the idea equality. This idea is ensured by law and enhanced by man. Margie between people of different skin, from different countries it is now a very common thing. Women in America have won the right to vote since 1920, and now they’re having more and more freedom and power than before. On the whole, America is still a country which demon- strates great equality.
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Chinese Educational Traditions and their Impact on the Process of Learning Russian

Chinese Educational Traditions and their Impact on the Process of Learning Russian

The teachers working with Chinese students usually notice that the students develop a number of qualities, such as diligence and the ability to memorize a large volume of information. They also mention that students have a good perception of structural organization — educational learning materials in the form of tables, dichotomies. However it takes Chinese students a much longer time and much many efforts to acquire Russian than it happens with European students. The Russian and Chinese languages differ significantly at the phonetic level, which does not allow Chinese students to hear and distinguish some Russian sounds. There are also distinctions in a grammatical system. As well as there are certain cultural behavioral models that limit the possibility of fast acquisition of the material.
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A STUDY  ON THE IMPACT OF TEAM  LEARNING  ON STUDENTS

A STUDY ON THE IMPACT OF TEAM LEARNING ON STUDENTS

There are many advantages of teamwork. We’ve all heard the phrase “two heads are better than one.” Of course with more mind set on a specific goal, you have access for more ideas. Looking at things from the perspective of others, it can increase the likelihood of quality innovation. Teams create an environment of support and propel people towards implementation. A team environment can boost the confidence of individuals, allowing them to do their best work. Good teams make the most of individual talents.

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A Study on Chinese Learning Strategies of International School Students in China

A Study on Chinese Learning Strategies of International School Students in China

Abstract: In this study, the empirical quantitative questionnaire method was adopted to study the use of Chinese learning strategies of 76 students from Kunming International School, Yunnan, China. This survey adopts the Strategy Inventory for Language Learning (SILL) designed by Oxford (1990), which is a 5-point Likert Scale from "1 totally disagree" to " 5 totally agree", and the frequency of use of learning strategies was determined based on the 7 factors’ scores. SPSS descriptive analysis shows that the use frequency of overall strategies is ranked from high to low: compensation strategies, social strategies, metacognitive strategies, cognitive strategies, memory strategies and emotion sense of strategies. Correlation analysis suggests that there is a significant and positive correlation between age and Chinese learning strategies. Suggestions are offered for teachers to cultivate and form studentslearning strategies, i.e., adjusting and controlling of the learning process, giving full play to students’ cognitive ability, imparting effective methods of memory, regulating learning emotions, attaching importance to the stage of learning and development, and paying attention to the impact of individual differences. To sum up, teachers should emphasize the development stage of Chinese learning and the full play of the students’ cognitive ability. On this basis, students can be helped to cultivate and improve their ability to use Chinese learning strategies.
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International Chinese students' strategic vocabulary learning : agency and context

International Chinese students' strategic vocabulary learning : agency and context

One way of developing and broadening the scope of the current VLS research would be to consider learners in their contexts and understand VLSs from a more interactional and dynamic perspective. In this regard, Vygotskian sociocultural theory in particular has the potential to make a great contribution towards enriching cognitive accounts of VLSs, although these two paradigms are often treated as ‘incommensurable’ (e.g. Platt and Brooks, 1994; Zuengler and Miller, 2006; Gao and Zhang, 2011). Vygotsky’s original works (1978; 1981) are principally theories of child development. He argues that children do not develop in isolation; rather that learning takes place when the child is interacting with the social environment. Although his theories are developed from children’s learning processes, other sociocultural researchers later note that many of his ideas (e.g. mediation, internalisation and the zone of proximal development (ZPD)) can be applied to L2 adult learning processes and play an important role in the field of second language learning (Lantolf, 2000; Ellis, 2008). Combining a cognitive approach with a sociocultural approach, it is hoped that ‘a fuller picture emerges of the potential of interactive language learning and that our combined analysis illuminates more in the data than either approach would do on its own’ (Foster and Ohta, 2005:423).
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The impact of teacher wages on the performance of students: evidence from PISA

The impact of teacher wages on the performance of students: evidence from PISA

Research showed that learning is affected by multiple factors that can be personal, institutional or social; students’ intelligence, skills, potential, learning styles, level of motivation and behaviour; family resources, family attitudes and support; peer group skills, attitudes and behaviour; social trends, nature and level of social interaction of student with the society, use of media; school structure, organisation, resources and climate; curriculum composition and content; and teacher profile, teacher characteristics, teacher skills, knowledge, attitudes and practices. These all factors and many others have cumulative effects on the student achievements, performance, attitude, aptitude, behaviour, reactions and responses. Due to the complex nature of learning process, researchers have been compelled to use data sets and methodologies that provide “focused or pointed measures” so as to reduce the “NOISE”. Here the term noise means variation in the results caused by other factors that are not understudy. In this way individual affects of any particular factor can be studied and estimated with minimum chance of error.
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Learning Objects Innovation in Higher Education: Students’ Perspective

Learning Objects Innovation in Higher Education: Students’ Perspective

Today we are in the midst of a new media revolution era. A shifting from the previous culture to the form of computer production, distribution, and consumption culture. This new media revolution is considered very deep compared to previous media (Manovich, 2002). The computer media revolution has had a wide impact on all levels of communication including the processes of procurement, manipulation, storage, and distribution. It is also has an impact on all types of media: text, still images, moving images, sound and spatial construction [11]; (Manovich, 2002). New media presents a convergence of two separate historical trajectories namely computation and media technologies. Various new media objects are the result of conversion from various previous media forms or what Bolter and Grusin (2000) call remediation. According to them, remediation is the “mediation of mediation, a medium refashions its predecessors and also other contemporary media” (Bolter and Grusin, 2000:17). The remediation process assumes a process of data merging or in other words, the original data continues.
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The impact of teacher wages on the performance of students: evidence from PISA

The impact of teacher wages on the performance of students: evidence from PISA

Research showed that learning is affected by multiple factors that can be personal, institutional or social; students’ intelligence, skills, potential, learning styles, level of motivation and behaviour; family resources, family attitudes and support; peer group skills, attitudes and behaviour; social trends, nature and level of social interaction of student with the society, use of media; school structure, organisation, resources and climate; curriculum composition and content; and teacher profile, teacher characteristics, teacher skills, knowledge, attitudes and practices. These all factors and many others have cumulative effects on the student achievements, performance, attitude, aptitude, behaviour, reactions and responses. Due to the complex nature of learning process, researchers have been compelled to use data sets and methodologies that provide “focused or pointed measures” so as to reduce the “NOISE”. Here the term noise means variation in the results caused by other factors that are not understudy. In this way individual affects of any particular factor can be studied and estimated with minimum chance of error.
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University Students’ Employability Skills Model Based on Chinese Employer Perspective

University Students’ Employability Skills Model Based on Chinese Employer Perspective

The sample of the manufacture industry employers is shown in Table 2. We got college student’s personal characteristics which perceived by the manufacture in- dustry employers are honesty, self-esteem, independent, self-confident, enterprising spirit, passion, strong sense of responsibility, ethical behavior, adaptability, endure pressure , and trustworthy. Mathematics knowledge, ap- plication natural science knowledge, political knowledge, and economic knowledge hold very large proportion in college student’s employability skills which perceived by the manufacture industry employers. The interpersonal skills, team cooperation ability, professional morality, dealing with problems, strain ability, innovation ability, leadership, lifelong learning and development direction choosing, information technology software applications, and presentation skills are the employer thought very important skills and abilities. The comparison between
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Exploring the impact of assessment on medical students’ learning

Exploring the impact of assessment on medical students’ learning

participants, and the development of assessment tasks, which are authentic, meaningful and engaging (Boud and Falchikov 2006; Biggs and Tang 2007; Rust 2007). The context and purpose of assessment influence the importance of the individual elements identified in the framework. The elements of the framework are also not weighted equally by students and educators for the same assessment task (Norcini et al., 2018). Consequently, the assessment challenge is to use appropriate methods from the perspective of impact on learning (Fry, Ketteridge and Marshall, 2009). In deciding the assessment task, it is necessary to judge the extent to which they embody the target performance of understanding, and how well they lend themselves to evaluating indi- vidual student performances (Biggs and Tang, 2007). It is generally acknowledged that assess- ment drives learning; however, assessment can have both intended and unintended consequences (Schuwirth and Van der Vleuten, 2004). Students study more thoughtfully when they anticipate certain examination formats, and changes in the format can shift their focus to clinical rather than theoretical issues (Epstein, 2007).
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Transfer of Learning in Mathematics, Science, and Reading among Students in Turkey: A Study Using 2009 PISA Data

Transfer of Learning in Mathematics, Science, and Reading among Students in Turkey: A Study Using 2009 PISA Data

As in 2000, reading literacy was the focus of the PISA 2009 survey, but the reading framework has been updated and now also includes the assessment of reading of electronic texts. The framework for assessing mathematics was fully developed for the PISA 2003 assessment and remained unchanged in 2009. Similarly, the framework for assessing science was fully developed for the PISA 2006 assessment and remained unchanged in 2009. PISA is structured to make it possible to find statistical associations between student achievement and influences from family, school, and other educational sources. Interpretation of PISA results for policy purposes must be sensitive to differences across countries and cultural contexts and must address actions taken by families, government bodies, and educational organizations to impact all levels of educational systems. The results from this study and from kindred analyses are intended to frame and facilitate decisions about education policy taken by those who occupy positions of leadership in education such as ministers and secretaries of education, those who make laws, technical staff who make operative and concrete decisions, administrators and teachers who must implement specific educational actions, as well as the implementation of mandates or guidelines that influence the behavior of students and their families.
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