Comparative Study: Impact of Family, School, and Students Factors on Students Achievements in Reading in Developed (Estonia) and Developing (Azerbaijan) Countries.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The work is based on Pisa 2009 International Assessment Study. Two counties were selected: a developed country, Estonia and a developing country, Azerbaijan. The following Datum was used for statistical analysis: students average scores in reading (162 schools, 4 600 students from Azerbaijan; 17 schools, 4 923 students from Estonia). The work is based on mixed type research. The main goal is to determine the effect of different independent variables related to school, student, and household, on students’ achievements in reading in developed and developing countries. Three research questions were developed: 1) To what extent are student background variables associated with reading scores in each country? 2) To what extent are family-related variables associated with reading scores in each country? 3) To what extent are school-related variables associated with reading scores in each country (variables were analyzed separately: organizational; instructional; and teacher-related)? As with other research studies this research may have some limitations regarding research model, data analyses, and interpretations. For data analyses ttest and General Linear Model – Univariate statistics were applied. General Findings: Estonia: Most of the teachers apply modern teaching methods; students’ attitude towards reading activities, teacher, and school are positive. Parental involvement has a positive effect on students’ achievements in reading. Azerbaijan: The majority of the teachers do not apply modern teaching methods; students’ attitudes towards reading activities are not deemed positive; students have negative attitudes towards school and teachers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it