Relationships Between Out-of-School-Time Lessons and Academic Performance Among Adolescents in Four High-Performing Education Systems
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
Research into the effects of out-of-school-time mathematics and science lessons on academic performance has thus far proved inconclusive. The relationship between the two requires investigation to elucidate the benefits of these lessons or lack thereof. Using data from the 2009 Program for International Student Assessment (PISA), this study examined the relationship between out-of-school-time mathematics and science lessons and academic performance among 15-year-olds in Hong Kong, China; Korea; Shanghai, China; and Singapore. In light of different cultural contexts, educational standards, and societal norms, and after accounting for gender and family socioeconomic status, which takes into consideration parents' occupational status, years of education, and home possessions, regression analyses revealed inconsistent results across these countries. The study concludes with the implications of the findings and scope for future research, underscoring the need for further investigation that addresses educational disparities in Asia and globally.
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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 | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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