<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Halimah Awang</style></author><author><style face="normal" font="default" size="100%">Noor Ismail</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNDERGRADUATE EDUCATION: A GAP ANALYSIS OF STUDENTS’ EXPECTATIONS AND SATISFACTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">economics program</style></keyword><keyword><style  face="normal" font="default" size="100%">gap analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">undergraduate study</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400135515.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Students’ experience and satisfaction influence student retention rate and contribute directly to the building of good reputation of a university. The student retention rate is likely to be high if their expectations are met. Thus it is not surprising that universities continue to conduct regular surveys concerning students’ expectations and perceptions as part of their quality improvement exercise. This study looked at the various aspects of undergraduate students’ experience pursuing an economics program in a public university in Malaysia. Gap analysis was employed to examine the difference between students’ expectations and satisfaction level for a given statement related to academic as well as non-academic life. The two most important aspects ranked by the students concern lecturers’ knowledge in their respective field and the students’ sense of pride about the faculty are also the aspects in which they are most satisfied. Generally the students’ expectation of the faculty is very high and the gap scores indicate statistical significance for all items related to teaching and learning, faculty life as well as facilities and support services.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">21-28</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Noor Ismail</style></author><author><style face="normal" font="default" size="100%">Halimah Awang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSING THE EFFECTS OF STUDENTS’ CHARACTERISTICS AND ATTITUDES ON MATHEMATICS PERFORMANCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes towards mathematics learning</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298052.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper analyzes mathematics performance of grade eight students using Malaysian data drawn from Trends in International Mathematics and Science Study 2003. In particular it examines the effects of students’ characteristics and attitudes towards mathematics learning on their achievement. Background information including gender of students, parents’ education level and whether students speak the language of test at home are assessed in terms of their influence on mathematics score. The number of books in home, availability of study desks and computers in home are categorized as educational resources while students’ attitude takes into account students’ educational aspirations, their perception of being safe in school, time spent on mathematics homework, self-confidence in learning mathematics and the value students place on mathematics. Chi-squared tests and odds ratios are used to examine the associations and strength of the relationships of these factors with mathematics achievement. The results show that except for gender, language spoken at home and time spent on mathematics homework, all of the other variables have significant positive influence in classifying students to low, medium and high achievers. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">34-41</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Noor Ismail</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTS OF TEACHERS AND SCHOOLS ON MATHEMATICS ACHIEVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic performance</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics achievement</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392233590.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study is to investigate the effect of factors related to schools and teachers on mathematics achievement of Malaysian students in the Trend International Mathematics and Science Study conducted in 2003. A total of 150 schools were involved in the study and these schools were selected at random using simple random sampling from all secondary schools in Malaysia. This study employed a uni-variate analysis such as t-test or ANOVA to investigate the differences in mathematics achievement among groups. It was found that students taught by female teachers, participating in developing mathematics contents and mathematics curriculum, having few or no limitation on instruction, spent less time in reviewing homework and more on working problem on their own, students coming from economically less disadvantaged homes, good perception on the school climate and good class attendance had significantly higher mathematics achievement.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">103-112</style></section></record></records></xml>