Educational Cost Effectiveness through the Contribution of Teacher’s Competency and Learning Media Costs Perspective
Bibliographic record
Abstract
The focus of this study on the effectiveness of education costs is specifically limited to the contribution of education costs to the quality of learning outcomes through improving teacher competencies and providing learning media. The problem is limited to the financing of teacher competencies and Mathematics learning media in high schools in the city of Bandung in the academic year 2011 - 2014. The method used is quantitative analytical descriptive with data collection techniques using, interviews, observations and questionnaires based on ratio / numerical scale. The population of this study were all senior high school principals in the city of Bandung. Sampling by using purposive sampling, the number of research samples determined as respondents as many as 27 schools. Data analysis techniques using simple linear regression and multiple linear regression. Data processing using the SPSS program.21. The results of the study show: (1) the contribution of financing to increase the competence of mathematics teachers towards the quality of learning outcomes is 0.275 in the medium category. (2) the contribution of financing for learning media to the quality of learning outcomes is 0.562 with a weak category. (3) Simultaneously the contribution of teacher competency financing and the cost of learning media is 0.576 with the medium category.
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How this classification was reachedexpand
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 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".