Educational performance of young immigrants in Hong Kong, Macao and Vancouver
Notice bibliographique
Résumé
The influx of school-age Chinese immigrant children to Hong Kong, Macao and Vancouver In recent years has caused a concern to local schools and educators. The change of learning environment and how it relates to school performance is a topic useful for explaining school success or failure among the groups of immigrant children. One way to explore the factors affecting school performance is to adopt a system model with variables under a four-domain design. The individual, family, school, and peer effect are major factors that cause school performance variations. The first aim of this study was to determine if any of the four domains could be related to school performance. The results of simple correlation indicated that there were four variables (future aspiration, school attachment, after-school activity participation, and peer influence) significantly associated with school performance of the three groups of immigrant children. Family variables were all insignificantly associated with school performance. The second aim of this study was to determine if the variables under the four domains could predict school performance. The results of the multiple regression indicated that there were six variables (gender, future aspiration, intention of stay, school attachment, after-school activity participation, school or other trip participation) that predicated school performance. The third aim of this study was to determine if there was a significant difference between different groups of immigrant children. The results of the t-test indicated that there was no significant difference between the mean school performance scores of groups with entrance examination and those that did not have entrance examination. Another t-test also revealed that there was no significant difference between the mean school performance scores of groups that entered to preferred class after migration and those that entered to not-preferred class. A one-way AN OVA test of three groups assigned to different grade upon arrival, moreover, found insignificant mean school performance among the groups in lower, just-right or higher grade. The fourth aim of this study was to examine the difference of school performance in the two surveys of the three cities. The results of t-test indicated no significant difference between the mean school performance scores of the two surveys in the Hong Kong and Vancouver but a significant difference in the Macao sample. The fifth aim of the study investigated the difference of selected variables among the three cities in the two surveys. Vancouver group achieved the highest median value in school performance scores in the first survey. Macao group outperformed Vancouver and obtained the first place in the second survey. Among the three, Vancouver group again obtained the highest median value in the two surveys of school attachment. Additional qualitative data from the Macao group also revealed other effects on school performance that quantitative data did not uncover. The effects were grouped into "feeling happy", "feeling unhappy", and "future educational expectation" domains. A culturally-based explanation of school performance of immigrant children was suggested for future evidence seeking activity.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».