RQ4 Sample Clauses
RQ4. Searched content is found fast and in an organised manner.
I. Relevant results for searching tests: • Near-complete search options and features perform as expected, but more salient distinction between record types was recommended. • External search is also integrated and operates as expected, but additional features for customising are recommended. • Advanced search included a wide range of metadata options some of which were considered irrelevant. • The evaluation demonstrates that the system performs well with regards to searching and users’ ability to interpret the results. • The repository is capable of handling a large number of simultaneous searches.
II. Relevant results for access tests: • Some issues related to access to the blog records and representation of dissemination copies of the content were identified. • The system captures the layout and overall look of blogs as expected. • The bookmarking, export function and the use of UTF to enable multilingual content operate as expected. However, the translation features perform inconsistently. • Presented content is harmonised in the repository and is consistently displayed across many different browser types. • Extraction of content into MARC XML and DC XML performs as expected, but recommendations for including METS/METS XML for import and export are made. • Extraction as PDF or Image does not perform as expected. • Support for OpenURL does not perform as expected. • Navigation of blogs by topics does not perform as expected. • Improvements are needed for the readability of the statistics graphs.
RQ4. Structural model that best represents the effect of class climate factors on student academic performance In the structural model, all ten class climate factors were modelled as independent variables and the three forms of academic performance were modelled as dependent variables. Analysis suggested that eight class climate factors, namely, Anti-bullying attitude, Experience of bullying, Student competition, Teacher enthusiasm, Disruptive Student Academic Behavior, Lack of sense of belonging at school, Parental involvement in school activities, and Teacher’s support and teaching practices were significant for all three subjects of interests. The other two factors, namely, Teacher behavior and student learning and Student co-operation were found to be insignificant for all three subjects except for Student co-operation on PVMMATH (see Figure 4). According to the results, students’ Anti-bullying attitude had the most positive impact on student achievement in all three subjects with the following effects, (b = 0.221, p < .001), (b=0.313, p < .001), (b=0.324, p < .001) for Maths, Science, and Reading, respectively. The second highest overall effect appeared to be student Experience of bullying but this category, expectedly, had a negative impact at (b=-0.184, p < .001), (b=-0.212, p < .001), and (b=-0.253, p > .001), respectively.
RQ4. The chapter proposes a new algorithm based on a Pipeline Pattern for Parallel MCTS. Chapter 7 answers the first part of RQ5. The chapter shows that balancing between the exploitation-exploration parameter and the tree size can be useful in Ensemble UCT to improve its performance. Chapter 8 answers the second part of RQ5. The chapter evaluates the benefit of us- ing the virtual loss in lock-free (instead of locked-based) Tree Parallelization. Hence, it addresses the trade-off between search overhead and efficiency.
RQ4. The major drivers of student academic outcomes The Structural model identifies the major drivers of student academic outcomes. Specifically, the role of school climate-related factors will be discussed in the general order with which they explain variance in the academic outcomes of interest. This research finds students’ anti- bullying attitude as the school-climate related predictor for student performance. It supports findings of the OECD (2019a). This finding supports the notion that education alone is not sufficient for improving students’ behavior. In this regard, the importance of positive thinking and pro-social behavior appears to buttress student learning. Therefore, it can be concluded that positive thinking and the disapproval of violence may not only support students socially but also enable them to achieve more positive academic results. To conclude, it means all education stakeholders in Kazakhstani high schools should actively participate in building an anti-bullying attitude among students. Overall, the second most important factor for student performance for all subjects pertained to student Experience of Bullying. The results also support findings presented in various other investigations (OECD, 2019a; Eccles, 2008; ▇▇▇▇▇▇▇▇▇▇ et al., 2015; ▇▇▇▇▇▇ et al., 2001). This theory can be applied to ▇▇▇▇▇▇’▇ Hierarchy of Needs, as safety holds a fundamental position in the hierarchy. The findings also support Eccles (2008) who rated safety as an important factor of student development and studiousness. Therefore, we can observe that both the literature review and the findings of this research indicate that the experience of bullying is an important driver of (negative) student academic outcomes. Student competition can be considered as the third most important factor for PISA academic performance. However, the effect only applies to Kazakhstani student math performance, since its influence on reading and science was low and cannot be categorized as a driver factor (b < .10). The same rule applies to the remaining factors, the influence of Teacher enthusiasm, Disruptive academic behavior, Lack of Sense of belonging, Parental involvement, and Teacher support and practices were discovered as statistically significant. However, the results can not be generalized due to the low beta value. As for the other two factors, ‘Teacher Behavior and Student Learning’ and ‘Student Cooperation’, both were insignificant for all student academic subjects except f...
RQ4. What are the expected macroeconomic, social, and environmental impacts of circularity interventions at national and global level?