Summary of the Findings Sample Clauses

Summary of the Findings. This chapter explained important findings about Sense of Belongingness factors in Kazakhstani schools. The results were provided according to four research questions. The data was obtained from PISA 2018 surveys for 15-years-old students. Results suggested that a moderate level of Sense of Belongingness exists in Kazakhstani schools. In addition, the findings also revealed that school relations do not differ in any systematic way between schools. For the main research question, RQ4, results suggest that there are several negative and positive factors affecting the Sense of Belongingness of Kazakhstani students. For instance, Student’s Experience of Being Bullied has strong negative effect and Perception of Cooperation at school has strong positive effect. Therefore, findings reveal a new view on the factors affecting Sense of Belongingness for Kazakhstani students. The following chapter discusses the research findings in relation to the literature reviewed in this manuscript.
Sample 1
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Summary of the Findings. According to the results of data analysis, ABC currently faces with the problems of unreliable documents incorrect invoices, delay on credit notes, shortage of raw materials and demurrage penalty. ABC proposed the set up regulations to solve these problems which are as follows. 1. Set up regulations of service level agreement for unreliable documents: This is set up to solve the problem of incorrect invoice. Service suppliers are requested to provide the quantity received and report about every shipment after completing unloading. This is for cross reference checking for both sides. If the service supplier provides the incorrect invoice by overcharging, it would be subject to penalty charges on the interest of money which is the same as overcharge amount. 2. Set up regulations of service level agreement for delay on credit notes: There is a set of the regulations to reflect 3% discount on invoices after. achieving 95,000 tons instead of providing credit note. ABC would periodic review of the cumulative quantity for every shipment. 3. Set up regulations of service level agreement for material shortages: The service suppliers would response on the full amount of raw material shortages. The shortage must be settled within 5 working days after verifying all facts from both sides that is the service suppliers and ABC. After that ABC would submit the debit notes to service suppliers. 4. Set up regulations of service level agreement for demurrage penalty charges: The service suppliers would response on the demurrage penalty. The service suppliers would be fully responsible for managing port available for vessel berthing within 12 hours after receiving the confirmation schedules from ABC. The set up regulations were discussed internally. After that, ABC provides all the set up regulation of service level agreement to the service supplier and negotiates. The result from negotiation with the service suppliers shows that the service suppliers was agreed for all proposal regulations set up, except the regulation for demurrage penalty. There is negotiate to reduce the time of arrival of the vessel from 12 hours to be 6 hours. Finally, ABC reviews the negotiation result and also agreed for all the regulations set up, including demurrage penalty as the service supplier requested. All of the regulations set up are reasonable, measurable, attainable and enforceable. The set up regulations and implementation of service level agreement provides an opportunity for gain in the...
Sample 1
Summary of the Findings. In the first section of presenting findings, the matrix contains questions asked during the interviews and findings, possible explanations and quotations with orders. These questions are related to the next chapter and shows difference aspects of the education cooperation. There are in total about 10 main questions for interviews being prepared before the interviews and many sub-questions asked during the talks. These sub-questions are of great importance because these questions gave me more detailed answers and important information I wanted. The result were satisfying and encouraging, the data collected were able to show the different dimensions of the case. The second section is mainly about the internationalization (strategy). Due to the cultural similarity and geographical location, UiN naturally put their emphasis on Europe especially western Europe. Then, the different aspects of educational cooperation were explored, the questions were mainly around why and how the two join hand together, What content the educational cooperation of UiN and CUST contains, etc. The student exchange is the most common way of cooperation between the in this case, and the cooperation of professors or researches are yet to come even though the agreement had mentioned these things in 2007. Cooperation in education add influences, changing the arrangement and the curriculum, so as to set the acceptable educational standards for both parties. However, the research found that this type of cooperation is a time-consuming program. This cooperation may take decades to cultivate, but the most difficult part is to build a solid basis for mutual trust. Then, because of the imbalance of educational power, the educational cooperation between UiN and CUST are found to be more like a kind of educational assistance. UiN acts as an educational philanthropist and gives free education to Chinese students. This kind of imbalance cannot persist for very long time and grow healthily. Both parties should think about improving the relationship and reflect what role they should play in the cooperation and how to keep this program growing. The third problem I studied is who are the main stakeholders of this educational cooperation? The reason why I am curious about this question is that knowing stakeholders of cooperation would help me find out the obstacles and the determining elements. Stakeholders here are classified into three categories, namely internal stakeholder, external stakeholder and...
Sample 1
Summary of the Findings. ‌ This chapter introduced the major findings of the study on school climate. The results were outlined regarding the four research questions. The data was described in accordance with survey questions on secondary data. Results suggested that a reasonable level of school climate exists for students in Kazakhstan, which is not much different from the OECD average. The biggest differences occurred with Disruptive Student Academic Behavior and Student truancy. In this regard, Kazakhstani students seemed to have a much more pleasant undistracted classroom environment than the other OECD countries, whereas Student truancy was the major issue for Kazakhstani students in comparison with others (OECD, 2019a). However, results also suggested that school climate does not vary between schools in any systemic way. The OECD scales appear to function in a valid way to measure student perception of school climate in Kazakhstan. In terms of the main research question, RQ4, it was found that only a few factors were found the drivers of student performance, which somehow contradicts the literature review which identified that all of the factors were of importance, the findings themselves generally support the OECD (2019) average among all countries. Therefore, it can be argued that the findings of this study were surprising and expected at the same time. The next chapter provides a discussion of the results of the research with respect to the reported literature review.
Sample 1
Summary of the Findings. Academic burnout of NIS high-school students. The general academic burnout level of Taraz NIS high-school students is average. Emotional exhaustion is related to academic burnout in school more than any other dimension. Student gender and academic burnout, personality factors and academic motivation. Female students have higher academic burnout level than males (especially for emotional exhaustion). Girls experience higher exhaustion and inadequacy than boys. Student grade and personality factors and academic motivation. Eleventh-grade students have higher level of academic burnout than tenth-grade students. Tenth and eleventh grades scores for personality factors are similar. Tenth-grade students have higher intrinsic, external motivation and amotivation than eleventh-grade students. External motivation scores are similar for both grades. Student profile subject and personality factors and academic motivation. Students majoring in natural sciences have slightly higher level of burnout than students without any profile subject. Students without any profile subject are more extraverted, agreeable, conscientious and open, than students of other groups. They are more externally motivated than others. Technical science students are less neurotic and less open to communication and experience. They are more intrinsically motivated, and at the same time more amotivated to study, than other groups. School-related factors contributing to the development of academic burnout in school. Personality factors and academic burnout. Of all personality factors, neuroticism was a significant predictor of academic burnout in school. Conscientiousness was also negatively related to academic burnout in school. Academic motivation and academic burnout. Intrinsic motivation and external motivation were negatively related to academic burnout in school. Amotivation, however, was positively related to academic burnout. Moreover, of all academic motivation scale elements, intrinsic motivation oriented on accomplishment had a modest negative effect on academic burnout in school. Academic achievement and academic burnout. GPA of NIS students was not related to academic burnout.
Sample 1

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