Variables influencing the mathematics performance of first-year tertiary students : a case study

The need to understand which factors most strongly affect performance in first-year mathematics programs at Khon Kaen University (KKU), in North Eastern Thailand, provided the main focus of the study which is described. First-year mathematics students in the 1990-1991 academic year, from four KKU faculty groups (Medicine and Nursing, Agriculture, Science and Education, and Engineering) were involved in this study. Research literatures addressing variables which were likely to influence performance in early tertiary mathematical study, and variables associated with difficulties in learning mathematics at the transition from upper secondary school to tertiary studies, were reviewed. The first major aim of the study was to identify the variables which were good predictors of first-year mathematics performance at KKU. Results from stepwise multiple regression analyses indicated that the following predictor variables were statistically significant and entered the regression equations for most Faculty groups: School Mathematics Achievement, Self-Esteem, Study Habits in Mathematics, and Faculty of Study. Other predictor variables that sometimes entered regression equations (depending on the Faculty group) were Socio-Economic-Status, Mathematics Language Competence, Mathematics Confidence, Attitude Towards Mathematics, and Gender. Depending on Faculty group, the statistically significant variables accounted for between 11% and 74% of scores on fist-year KKU mathematics examinations. The predictor variables contributed much more to the variance of scores on first-semester mathematics examinations than to the variance of scores on second-semester mathematics examinations. It was also found that scores on the Direct Entry Examination Mathematics test (administered by KKU) and the School Mathematics Achievement test (developed and administered by the author) had stronger correlations with first-year KKU mathematics performance than did scores on the National Entry Examination Mathematics tests (administered by the Thai Ministry of University Affairs). Scores on the three pre-university mathematics achievement test instruments were better predictors of first-semester mathematics performance than of second-semester mathematics performance. It was found that the mean Mathematics Confidence of male students was statistically significantly higher than that of female students, but there were no statistically significant gender differences in Mathematics Misplaced Confidence. Only about 30% of the main sample ( 30% of the male and 30% of the female sample groups) had appropriate confidence in mathematics, that is, they thought their answers were correct when they were, in fact, correct, and they thought they were wrong when they were, in fact, incorrect. So far as Faculty performance differences were concerned, Engineering students had the highest Mathematics Confidence scores, followed by the Medicine and Nursing group of students and the Science and Education group students. Agriculture students had the lowest mean Mathematics Confidence score. No statistically significant differences occurred in Mathematics Misplaced Confidence between different Faculty groups. The second main aim of the study was to investigate why many first-year students experienced difficulties in coping with their mathematics units. A small group of senior secondary mathematics teachers, university mathematics lecturers, and first-year mathematics students were interviewed during the first semester of the 1990-1991 academic year. Interviews were conducted by the author according to a questionnaire format, and were aimed at identifying factors causing difficulty in the transition from senior secondary to university mathematical study. The analysis of the quantitative data together with the interview data indicated that the major sources of difficulty were associated with: (a) students' mathematical abilities; (b) curriculum content; (c) course organisation; (d) students' study habits; (e) instructional styles; and (f) assessment procedures. The results of the investigation are discussed in the light of the relevant literature and related research. The study concludes with recommendations which are addressed to mathematics teachers and education administrators in senior secondary schools in Thailand, to the Thai Ministry of Education, and to the KKU Department of Mathematics.

Postmodernist-feminism and education : a textual performance

This dissertation is performed as a self-reflexive postmodernist-feminist text that is rather like a work in progress. The relationship between feminismS and postmodernismS is investigated to reveal some of the possibilities that might result from their conjunction, whilst some critical disjunctions which may need to be bridged are recognised. Throughout this dissertation, I have explored how, as well as challenging traditional paradigms of gender, postmodernist-feminism acts to challenge traditional views of meaning, knowledge and text, and, further, how this challenge opens up possibilities for all those entrapped by the paradigms of power, whether outside or Inside. When 'reality' and 'knowledge' are revealed as constructions (not unlike fiction), new possibilities of/for postmodernist-feminist multilinearity emerge. This text practises, then, what I have nominated as three important areas of postmodernist-feminism: jouissance (pleasure and playfulness as in feminist poetics); bricolage (making the text work as a one-off); and deconstruction (an admission that the text is neither seamless nor AUTHORitative). In doing so, it emphasises the practice of what Roland Barthes calls 'writerly-reading', in which the reader is revealed as having power over the text according to the way(s) s/he enters it. In this praxis I suggest that the writer may also abdicate AUTHORity over the text by what I have called 'readerly-writing'. Taking up Gregory Ulmer's challenge to construct a 'mystory', it is my story of my journey as a woman, parent, writer mid teacher who is becoming a certified scholar. My lifelong practical interest in education thus reaches a theoretical self-understanding in this text, which is itself a praxis. Thus I introduce the practice of a non-seamless horizontality in which reflections and stories show themselves to be temporal and cultural constructions. The implications of this for school/educational experiences are central to this praxis.

User participation in the performance assessment of school buildings : a study of six primary schools in the Bellarine Peninsula region

Young children spend a significant portion of their lives at primary school. This research traces the development of school facilities in Victoria and examines the performance of six primary schools from the users' perspective. Performance assessments were carried out using participatory evaluation methods that included Touring Interviews with small groups of students aged from six to twelve years. The study found that participatory evaluation methods with both student and staff users generate significant information to improve school facilities. User comments were analysed with respect to 14 aspects of building quality and serviceability including character, thermal environment, privacy and flexibility. The study concludes that school buildings do not meet a number of key user requirements. Children expressed dissatisfaction with furniture and equipment in their classrooms and the playground, and to a lesser extent with student toilets, security of their school bags and personal privacy. Staff were dissatisfied with the provision of withdrawal areas and specialist spaces. Department of School Education facilities guidelines do not address the concerns of school users or meet user needs.

Corporate social responsibility : corporate reputation, business performance and public liability

Corporate Social Responsibility (CSR) may be viewed as a business strategy rather than a philanthropic concept. The increasing use of CSR as a corporate core strategy, in reaction to consumers‘ growing sentiments, can influence aggregate consumption and consumers‘ quality of life. As such, CSR would be of interest to the policy makers and may become subject to corporate governance and control mechanism. CSR is largely unregulated. Reliance on corporations‘ self-restraint and voluntary initiatives is inadequate to protect the society and avoid the disadvantages that may emerge from the potential deceptive practices in using a CSR strategy. This study investigates the evidence of economic benefits as incentives to corporations for using CSR. CSR is measured in terms of the firm‘s relationships with primary stakeholders. A model is constructed to identify the primary stakeholders and to estimate the association between CSR, corporate reputation and business performance. Policy implications of CSR are discussed.

Course websites, computer proficiency and need for achievement : implications for MBA student performance

Course websites have become a basic requirement for course promotion and delivery in many universities. This study explores the relationship between perceived usefulness of course websites and student performance in an accounting course within a Masters of Business Administration (MBA) programme. Data from 48 students were found to support several hypotheses. Specifically, the findings of the study indicate that there is a significant correlation between the perceived usefulness of course website features such as lecture notes, tutorial questions and solutions and the frequency of use or access by students of such course website features. Further, we found that the perceived usefulness of course websites was positively related to students’ computer proficiency, but not with the frequency with which students missed classes. The findings also indicate that students with high need for achievement achieved better performance scores, but there was no significant relationship between perceived usefulness of course website and performance. These findings have several implications for the design and development of course websites at post-graduate level, and for future research examining the link between information technology and accounting education.

The effects of speech production and vocabulary training on different components of spoken language performance

A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing.

Evaluation of the performance and development culture initiative 2005-2008

An evaluation of the P&D Culture initiative 2005-2008 was contracted to Deakin University in 2009. The findings from the evaluation indicated a belief that the P&D Culture initiative had a significant impact on:

* Establishing effective school policies, processes and structures
* Strengthening school culture related to continuous improvement
* Improved instructional practice
* Improved student learning
* Implementation of other DEECD initiatives.

Genetic and environmental influences on variation in balance performance among female twin pairs aged 21-82 years

Genetic and environmental influences on variation in balance performance were measured in 93 monozygous and 83 dizygous female twin pairs aged 21–82 years (mean age, 50.5 years) in Melbourne, Australia, between 1999 and 2003. The authors administered clinical (Lord's Balance Test and Step Test) and laboratory tests of static and dynamic balance from the Chattecx Balance System with and without distractor tasks. The authors conducted factor analysis and estimated genetic and environmental variance components and heritability (defined as additive genetic variance as a proportion of all variance, after adjustment for age) using a multivariate normal model with the statistical package FISHER. Three factors were identified and adjusted for age. Heritability was 46% (standard error (SE), 9) for the "sensory balance tests" factor and 30% (SE, 9) for the "static and dynamic perturbations" factor. For both factors, the remaining variance was attributed to unique environmental effects. There was no evidence that genetic factors influenced variation in the "dynamic weight shift tests" factor, with environmental effects shared by twins accounting for 38% (SE, 7) of variance. Neither genetic nor environmental proportions of variance differed significantly between twin subgroups by age (≤50/>50 years). An age-related decline in performance measures was found across the whole sample. These results imply that balance impairments may have a heritable element.

Monitoring the performance of a microkernel based operating system and supported applications

The message passing microkernel based operating system is a class of operating system in which the policies are implemented using servers whose co-operation is supported by using a small hardware dependent layer called a microkernel. This thesis addresses the issue of reducing the performance deficiency by documenting the synthesis, development, implementation and assessment of a methodology and mechanisms for monitoring the performance of a message passing microkernel based operating system and supported processes. The methodology has been extensively evaluated to ensure that it can be used successfully to monitor performance.

Pacing strategy and high-intensity cycling performance

This thesis found that a brief maximal acceleration, followed by a steady effort thereafter is the most effective pacing strategy for intense, short-term cycling performance. This strategy leads to an increase in aerobic energy supply early in exercise, which contributes to a faster speed throughout the race.

Active recovery, training status, muscle metabolism and repeated sprint performance

This thesis found that light exercise between repeated sprints improved performance in a subsequent bout. This was attributed to a reduction in potentially fatiguing by-products within the muscle and an increased aerobic metabolism in the second sprint.

Earnings management and the performance of Australian IPOs

This thesis examines earnings management in the Australian initial public offering (IPO) market. In general, the results show that Australian IPO firms do engage in earnings management at the offer date. There is sufficienct evidence to suggest that firms that manage earnings at the offer date suffer poorer long-run performance.