Occurrence of Bimodal Classroom Achievement in Ontario Authors
Bibliographic Data
| ID | 8158157 |
|---|---|
| Authors | Timothy Sibbald (0000-0003-4116-2578, Nipissing University, corresponding author) |
| Year | 2014 |
| Volume | 60 |
| Issue | 1 |
| Pages | 221-225 |
| Publication date | 2014-12-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v60i1.55939 |
| OpenAlex | W4399658833 |
| Language | EN |
The occurrence of bimodality in classroom distributions of student achievement is assessed for a population sample of 143,925 Ontario grade 9 students in 6,943 classrooms using standardized assessment scores. A pattern recognition approach―which makes no assumptions about the underlying latent variables―was used to identify the number of modes. The resulting finding was that one quarter of classrooms exhibit bimodal characteristics, with approximately 20% having two modes and 5% having three modes
Academic achievement · Educational research · Mathematics education · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Subtitles and Audiovisual Media
| Highly cited | No |
|---|