Current research suggests that a high level of confidence and a low level of anxiety are predictive of higher math achievement. Compared to students from other provinces, previous research has found that Saskatchewan students have a higher level of confidence and a lower level of anxiety for learning math, but still tend to achieve lower math scores compared to students in other provinces. The data suggest that there may be unique factors effecting math learning for students in Saskatchewan. The purpose of the study is to determine the factors that may affect Saskatchewan students math achievement. Exploratory factor analyses and regression methods were employed to investigate possible traits that aid students in achieving higher math scores. Results from a 2007 math assessment administered to grade 5 students in Saskatchewan were used for the current study. The goal of the study was to provide a better understanding of the factors and trends unique to students for mathematic achievements in Saskatchewan.<p> Using results from a province-wide math assessment and an accompanying questionnaire administered to students in grade five across public school in Saskatchewan (n=11,279), the present study found statistical significance in three factors that have been supported by previous studies to influence math achievement differences, specifically in (1) confidence in math, (2) parental involvement in math and (3) extracurricular participation in math. The three aforementioned factors were found to be related to math achievement as predicted by the Assessment for Learning (AFL) program in Saskatchewan, although there were reservations to the findings due to a weak amount of variances accounted for in the regression model (r2 =.084). Furthermore, a multivariate analysis of variance indicated gender and locations of schools to have effects on students math achievement scores. Although a high amount of measurement errors in the questionnaire (and subsequently a low variance accounted for by the regression model) limited the scope and implications of the model, future implications and improvements are discussed

Current research suggests that a high level of confidence and a low level of anxiety are predictive of higher math achievement. Compared to students from other provinces, previous research has found that Saskatchewan students have a higher level of confidence and a lower level of anxiety for learning math, but still tend to achieve lower math scores compared to students in other provinces. The data suggest that there may be unique factors effecting math learning for students in Saskatchewan. The purpose of the study is to determine the factors that may affect Saskatchewan students math achievement. Exploratory factor analyses and regression methods were employed to investigate possible traits that aid students in achieving higher math scores. Results from a 2007 math assessment administered to grade 5 students in Saskatchewan were used for the current study. The goal of the study was to provide a better understanding of the factors and trends unique to students for mathematic achievements in Saskatchewan.<p> Using results from a province-wide math assessment and an accompanying questionnaire administered to students in grade five across public school in Saskatchewan (n=11,279), the present study found statistical significance in three factors that have been supported by previous studies to influence math achievement differences, specifically in (1) confidence in math, (2) parental involvement in math and (3) extracurricular participation in math. The three aforementioned factors were found to be related to math achievement as predicted by the Assessment for Learning (AFL) program in Saskatchewan, although there were reservations to the findings due to a weak amount of variances accounted for in the regression model (r2 =.084). Furthermore, a multivariate analysis of variance indicated gender and locations of schools to have effects on students math achievement scores. Although a high amount of measurement errors in the questionnaire (and subsequently a low variance accounted for by the regression model) limited the scope and implications of the model, future implications and improvements are discussed

The purpose of this study was to describe the experience of using sports supplements, from a risk theory perspective. Thematic analysis was used to conduct a secondary data analysis on 18 interviews done with young men who were interested in supplements. Participants were recruited from Guelph area commercial gyms and campus athletic centres. Participants used supplements because they worked out and wanted to gain muscle. Supplements, and especially protein, were part of a common knowledge among people who worked out. Participants evaluated whether supplements were ‘worth it’ by evaluating the cost, efficacy, and safety of supplements. Participants altered their behaviour in response to their perception of the riskiness of supplements, in order to feel safe. Many participants valued information from health professionals but found it lacking. Most information was available from sources that participants did not feel were credible.

The purpose of the study was to determine how South African mathematics teachers were integrating computers into their classrooms. The study was a response to the low achievement scores in mathematics as attained by grade nine learners in the 2011 Trends in International Mathematics and Science Study (TIMSS). TIMSS 2011 assessed Grade four and eight learners. However, South Africa as well as Botswana and Honduras opted to administer the Grade eight assessment to their Grade nine learners instead. South Africa’s Grade nine learners achieved an average score of 352 (35.2%) out of a possible 1 000 points. This quantitative secondary data analysis study utilised data collected from mathematics teachers from 298 schools in South Africa. The dataset was analysed using descriptive analysis that included percentages as well as the Pearson two-way Chi-square tabulations. The major finding of the study is that 73. 9% of South African mathematics teachers are still not integrating computers into mathematics education. Results showed that teachers are mostly using computers for preparation (35.5%) and administration (65.3%) purposes. Even though 45.5% of the teachers reported that they feel comfortable using computers, others feel that they are still in need of technical support. Moreover, the findings showed that 64.8% of the teachers do not attend professional development programmes that focus on the integration of Information Technology (IT) into mathematics. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

The postsecondary enrollment of student veterans has increased with the troop draw down in Iraq and Afghanistan as well as the generous amendments made to the Post 9/11 GI Bill. Acquired disabilities remain a reality for this population as they transition into the civilian world; consequently, previous literature cites the role of disabilities amongst student veterans. Also, prior research often aggregates these two groups without a thorough understanding of the ways in which they differ. This study compared student veterans with disabilities to student veterans without disabilities in order to understand the enrollment and demographic factors on which they differed, if any. Using a secondary data analysis of the 2007-2008 National Postsecondary Student Aid Survey, univariate tests of significance, a logistic regression, and a discriminant function analysis examined the relationship between disability status and seven predictor variables: age, gender, GPA, major, risk index, degree program type, and whether or not a student was exclusively a distance learner. These seven variables as a whole were not significant predictors of disability status; however, the models provided valuable insight into the similarities and characteristics shared within this population. Univariate tests of significance revealed that students with disabilities had a significantly lower mean GPA, were more often male, tended to favor certain academic majors over others, more often enrolled in bachelor’s degree versus associate and certificate programs, and had a lower risk of attrition based on their index of risk. Major, degree program type, and risk index proved to be the most significant predictors of disability status in LR and DFA. A student veteran’s age and whether they were a distance learner had no significant bearing on disability status indicating that student veterans enroll in distance learning or campus-based programs without influence from an orthopedic or mobility impairment, the most common type of disability amongst student veterans. This study offers a full description of student veterans with disabilities including the specific types of disabilities with which this population enters higher education.

This study utilized a mixed methods design. The study was carried out in two phases. In the first phase of the study, a secondary data analysis of data were collected from a sample (n = 390) of middle and high school students who participated in a truancy pilot program launched during the 2012-2013 school year with follow-up services provided through June 2014. The sample was divided into two groups (treatment and control). The treatment group was diverted from court referral and participated in an intervention consisting of in-home counseling and case management services. The control group was referred to court and went through the traditional court process and received no treatment services. The effectiveness of the intervention was measured through the collection of pre and post intervention data consisting of the number of unexcused absences, disciplinary referrals, beginning and final grades in English, math, science, and social studies. As a final variable, retention and promotion rates were examined. The effectiveness of the truancy reduction intervention was measured by the amount of reduction in these variables following the implementation of the treatment. Data in the first phase of the study were collected by the Family Assessment and Planning Team (FAPT) in partnership with the school district and other agencies. Further analysis was performed in Phase II of the study utilizing a single school case study design. Qualitative case study is an approach to research that allows the researcher to explore a phenomenon within its context using a variety of data sources. For this phase of the study, data were collected through a survey and a focus group using a sample of students from the treatment and control group of the truancy pilot program. The focus group was designed to gain insight from the voices of the students regarding their perceptions of the factors that influence truancy and the effectiveness of truancy intervention. The statistical procedures used to examine the quantitative data included Analysis of Covariance (ANCOVA) and Chi Square. Analysis of data collected in Phase I of the study revealed that there was no difference in the effect of treatment for students who were diverted from court to treatment services and those who went through the traditional court process and received no treatment. This finding was supported by results of the analysis of data from the survey and focus group. Results indicated that students did not perceive either invention as being more effective than the other in reducing their truancy. Further, results of the survey and focus group indicated that school factors, not family factors, had the greatest impact on the students’ nonattendance. School factors such as safety, teacher and student relationships, and teacher expectations were identified as primary themes. The findings suggest that the truancy pilot intervention’s focus on family factors as a means of reducing chronic truancy may have been focused in the wrong direction. .

The sharing of needles among injection drug users (IDUs) is a common route of Human Immunodeficiency Virus and Hepatitis C Virus transmission. Through the increased utilization of social network analysis, researchers have been able to examine how the interpersonal relationships of IDUs affect injection risk behaviour. This study involves a secondary analysis of data from a cross-sectional study of 156 IDUs from Winnipeg, Manitoba titled “Social Network Analysis of Injection Drug Users”. Multiple logistic regression analysis was used to assess the individual and the social network characteristics associated with needle sharing among the IDUs. Generalized Estimating Equations analysis was used to determine the injecting dyad characteristics which influence needle sharing behaviour between the IDUs and their injection drug using network members. The results revealed five key thematic findings that were significantly associated with needle sharing: (1) types of drug use, (2) socio-demographic status, (3) injecting in semi-public locations, (4) intimacy, and (5) social influence. The findings from this study suggest that comprehensive prevention approaches that target individuals and their network relationships may be necessary for sustainable reductions in needle sharing among IDUs. / February 2006

Youth require opportunities to master and demonstrate new skills, make independent choices, and form positive social relationships to encourage positive youth development. Camps provide a unique setting that fosters the development of new sources of social capital and social support. Current literature examining positive youth development in camps has been able to identify some demographic differences in camper experiences at camp, but has not yielded statistically significant relationships and no consensus as to the explanations for those relationships. Using a longitudinal dataset gathered in a camp setting, this study examined the relationships between gender and age and personal development. Social capital and social support were found to have significant roles as mediating variables in the development of personal development at camp. This study enhances the understanding of the benefits to children from attending camp, and why females and older children may benefit the most from these experiences.

The sharing of needles among injection drug users (IDUs) is a common route of Human Immunodeficiency Virus and Hepatitis C Virus transmission. Through the increased utilization of social network analysis, researchers have been able to examine how the interpersonal relationships of IDUs affect injection risk behaviour. This study involves a secondary analysis of data from a cross-sectional study of 156 IDUs from Winnipeg, Manitoba titled “Social Network Analysis of Injection Drug Users”. Multiple logistic regression analysis was used to assess the individual and the social network characteristics associated with needle sharing among the IDUs. Generalized Estimating Equations analysis was used to determine the injecting dyad characteristics which influence needle sharing behaviour between the IDUs and their injection drug using network members. The results revealed five key thematic findings that were significantly associated with needle sharing: (1) types of drug use, (2) socio-demographic status, (3) injecting in semi-public locations, (4) intimacy, and (5) social influence. The findings from this study suggest that comprehensive prevention approaches that target individuals and their network relationships may be necessary for sustainable reductions in needle sharing among IDUs.

The sharing of needles among injection drug users (IDUs) is a common route of Human Immunodeficiency Virus and Hepatitis C Virus transmission. Through the increased utilization of social network analysis, researchers have been able to examine how the interpersonal relationships of IDUs affect injection risk behaviour. This study involves a secondary analysis of data from a cross-sectional study of 156 IDUs from Winnipeg, Manitoba titled “Social Network Analysis of Injection Drug Users”. Multiple logistic regression analysis was used to assess the individual and the social network characteristics associated with needle sharing among the IDUs. Generalized Estimating Equations analysis was used to determine the injecting dyad characteristics which influence needle sharing behaviour between the IDUs and their injection drug using network members. The results revealed five key thematic findings that were significantly associated with needle sharing: (1) types of drug use, (2) socio-demographic status, (3) injecting in semi-public locations, (4) intimacy, and (5) social influence. The findings from this study suggest that comprehensive prevention approaches that target individuals and their network relationships may be necessary for sustainable reductions in needle sharing among IDUs.