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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Educational Research and Social Sciences (IJERSC)
Carla Queiroz
Academia BAI
Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Indonesian Students’ Mathematical Literacy And Attitude Venny Karolina; Maria Ulfah; Carla Queiroz
International Journal of Educational Research and Social Sciences (IJERSC) Vol. 3 No. 5 (2022): October 2022
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i5.508

Abstract

This study aimed to analyze gender differences in mathematical literacy and attitude among secondary school students in Indonesia. This study also assessed the correlation between mathematical literacy and attitude. Secondary data set of PISA Mathematic 2012 was used in this study. The participants of the survey were 5622 Indonesian secondary school students (2860 females and 2762 males). The findings of this study were as follows. Firstly, the study found evidence that compared to females (m=22.6%), male students (m=23.2%) had significantly higher scores in mathematical literacy (p  0.001, t = -1.630, df = 5542.617). Secondly. there was no difference between male (m=3.07) and female students (m=3.06) in mathematical attitude (p = 0.73, t = 0.431, df = 3716). Lastly, this study found that there were no linear correlations between mathematical literacy and attitude (p = 0.982, r < 0.001).
The effects of mentoring programs on primary students’ enjoyment of reading Aminuyati Aminuyati; Venny Karolina; Carla Queiroz
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.24343

Abstract

Mentoring programs in education are known as the involvement of experienced persons to support students’ learning. Concerning improving literacy, mentoring programs aim to help students understand reading materials and improve their reading enjoyment and behaviors. This research aimed to investigate mentoring programs’ impact on primary students’ reading enjoyment. This study, in particular, intended to probe whether the mentoring programs significantly affected students’ reading enjoyment, whether male and female students differed on their reading enjoyment after getting mentoring intervention and whether the periods of mentoring impacted students’ enjoyment of reading. The study used secondary data of the Time to Read Program, a volunteering program conducted in Northern Ireland held by the Business in the Community in cooperation with Education Authority to promote literacy to local primary school students. The sample students in the secondary data used in this study were 250 eight-to-nine years old students. This study used the independent t-test and the ANOVA test to analyze the data. This study failed to find evidence that mentoring programs increased students’ reading enjoyment and that males and females differed in their reading enjoyment after mentoring intervention. However, this study found evidence that mentoring periods significantly improved primary students’ reading enjoyment.
Co-Authors Aminuyati I Ketut Suada Venny Karolina