Scale: Reasons for loss on individual level in additional instruction
Related constructLernklima, Angebotsklima
Theoretical allocation in original studyLearning time and curriculum/additional learning time/
OriginSelf-developed scale
SourceCore 6 Development ,
CitationKuger, S.; Jude, N.; Klieme, E.; Kaplan, D. (2016). Reasons for loss on individual level in additional instruction - Schüler [Fragebogenskala: Version 1.0]. In: Programme for International Student Assessment (2015) - Fragebogenerhebung Chapter 04 - Field Trial (PISA 2015) [Skalenkollektion: Version 1.0]. Datenerhebung 2014. Frankfurt am Main: Forschungsdatenzentrum Bildung am DIPF. http://dx.doi.org/10.7477/150:0:1
Theoretical background--
Subject-specificscience instruction
Target groupStudent
Time Period of Data Collection2014
Release date30.06.2020
Number of items3
IntroductionThink about your last two sessions in your additional science instruction. How often do these things happen in this additional, non-compulsory science instruction?
Please select one response in each row.
Items
| Item text | Mean value | Standard deviation | Accuracy |
|---|---|---|---|
| I concentrate on what’s happening the session (listening to the teacher, reading a textbook, solving problems, etc.) | 2.97 | 0.94 | -- |
| I am distracted, working for another course or session (homework, studying for an exam, etc.) | 1.80 | 0.84 | -- |
| I am distracted, doing things not related to the session (texting, talking to a peer, daydreaming, etc.) | 1.68 | 0.84 | -- |
Response category
| Value | Meaning |
|---|---|
| 1 | Never or almost never |
| 2 | Some sessions |
| 3 | Many sessions |
| 4 | Every session or almost every session |
StudyPISA - Programme for International Student Assessment (2015)
SurveyFragebogenerhebung (Skalenkollektion): Chapter 04 - Field Trial (PISA 2015)