ABSTRACT
Introduction: This study aimed to investigate student factors affecting performance in mathematics in Abu Dhabi schools in the United Arab Emirates. Method: We used the secondary data from the Trends in International Mathematics and Science Study (TIMSS) 2015, which included 4,838 eighth-grade students from 156 schools in Abu Dhabi. Result: The data from the student questionnaire in TIMSS 2015 were subjected to principal component analysis (PCA). The 39 questions were reduced to five factors generated from the student questionnaire, including Safety and Behavior, Classroom Mathematics, Environment, Student Attitudes toward Mathematics, and Technology and Resources. The effects of these factors on students' achievement were examined using multiple regression analysis. Discussion: All of these factors had a significant impact on student achievement in the 2015 TIMSS. The pedagogical and policy implications of the findings have been discussed.
ABSTRACT
The ravaging effect of COVID-19 has been felt in all spheres of life. While countries are easing their restrictions, the remnants of COVID on education remain, with most universities formally embracing online teaching. Faculty have had to deal with this sudden and enduring transition to online teaching. Although some developments have been made with online education, enormous challenges are simultaneously reported in the literature. This mixed-method study aims to assess the essence of a faculty's bionetwork of lived experience after the sudden shift to online teaching due to the pandemic. Affordance theory was used as a theoretical lens to study the benefits, challenges, and opportunities associated with online education during and post-COVID. The study data comes from faculty members at one institution (n = 170) and follow-up interviews with a smaller subset of participants from the same pool (n = 10). Path analysis and mediation analysis revealed significant differences between the participants based on nationality and gender. While the findings supported two hypotheses, the third hypothesis was not supported. Overall, the findings showed both convergence and divergence between the qualitative and quantitative data. The study incorporates recommendations for online teaching, faculty well-being, and further research based on the results.
ABSTRACT
A number of studies have described subtypes of domestically violent men, and the heterogeneity of domestically violent men is well established. The aim of the current study was to investigate the distribution of subtypes using psychometric measures in convicted domestically violent offenders in England. Four subtypes of offenders were identified: low pathology, borderline, narcissistic, and antisocial. These subtypes were broadly comparable with the family-only, dysphoric/borderline, and generally violent/antisocial types proposed by Holtzworth-Munroe and Stuart. The majority of the sample (60%) best fit the generally violent/antisocial profile. However, the reliance on psychometric measurement and lack of corroborative evidence from partners means that further research is necessary to test these findings.
