RQ2. To what degree do students’ experience of (a) school relations and (b) sense of belongingness vary within and between schools in Kazakhstan? 36 5.4 RQ3: How are students’ school relations best measured in Kazakhstan? 37
RQ2. To what degree do students’ experience of (a) school relations and (b) sense of belongingness vary within and between schools in Kazakhstan? As demonstrated by the low ICC estimates, student-level school climate factors have a lot of variety within schools and don't seem to vary much between schools (in terms of differences in school averages). Therefore, it can be stated that, in terms of school belongingness, the majority of schools are unlikely to differ systematically. However, this seems to differ from the overall findings in the official OECD report which states that students’ sense of belonging differs depending on location: rural or urban, and school type: public or private school (OECD, 2019b). The preliminary findings here suggest that such systemic differences between school types do not exist though further research could be undertaken to confirm this.
RQ2. Is There Any Significant Change in Students' Entrepreneurship Skills after Completing This Course? The research focused on the interviewees' venture development experience to learn about any significant changes in students' entrepreneurship competencies. Researchers previously highlighted that entrepreneurship is more about nurture (Xxxxxx et al., 1994; Xxxx, 2001a; 2001b, as cited in Xxxxxxxx, 2011; Xxxxxxxx & Xxxxxxx, 2008). Hence, receiving special education and gaining necessary practical knowledge can develop entrepreneurship skills and mindset (Xxxxxxxxxx et al., 2016; Xxxxxxx, 2008). Moreover, students varied in their motivation (intrinsic or extrinsic) to choose the course of entrepreneurship, and they were divided into two groups depending on their preference. First, students, who consciously selected this course, emphasized the positive changes in their intention to become an entrepreneur and mentioned that the employed self-learning strategies assisted them in learning beyond the course curriculum. They highlighted the habit of additional reading as a beneficial skill for constantly improving their expertise in the chosen field. In contrast, the second group of students, who chose the course due to extrinsic motivation (grades, no option of election, and others), had ambiguous intentions to build a career as an entrepreneur. These students reflected that they possessed more interest in their major program (Information System) and considered their careers in programming. In addition, they emphasized improving only some of the entrepreneurial competencies and demonstrated a greater focus on developing their professional skills. Because most of the students indicated that they had no previous experience building enterprise, this research considered them entry-level entrepreneurs. This category was consistent with Xxxxxxx et al. (2014), who noted that university students usually acquire the basic knowledge and skills that any entrepreneur should possess. Because students were new to enterprise development and involved in teamwork, the study could not categorize them according to Xxxxxxxx'x (1984) classification. Despite the suggestion of Xxxxx (2019) and Xxxxxxxx et al. (2011), this research focused only on the experience of engineering undergraduate students' involvement in entrepreneurship course. Thus, this focus helped to determine how an entrepreneurship course affects the skills inherent in information systems students. Students' self-reflecti...
RQ2. The variation of perception of school climate-related factors within and between schools in Kazakhstan Concerning, the variation between schools, ICC was low for all class climate factors and ranged from 1% to 7%. In this respect, the lowest ICC was for Lack of sense of belonging at school (ST034) and the highest for Anti-bullying attitude (ST207). The Design effect was also low since it correlates with ICC and was calculated directly by the usage of ICC scores. Because the intra-class correlation coefficients and design effects were quite low (e.g., ICCs were less than .10) as depicted in Table 3), multilevel modelling of the data for the measurement and structural models was not necessary. Therefore, single-level modeling was undertaken on the data. It means there is no substantive variation in school climate factors between schools. This, in itself, is an important finding suggesting that there are not systemic climate-related effects dependent on schools themselves and that student perception of school climate largely varies within each school ecology. This is an important result in itself and will be discussed in the discussion chapter of this manuscript. Nevertheless, the dependent variable, ESCS revealed a high ICC of 0.234, which suggests students do not have equal opportunities and differ a lot in terms of social and economic background. Furthermore, all the outcomes of interest also revealed a large proportion of variance due to between-school effects. The resultant ICCs were as follows: PVMMATH= 0.378, PVMSCIE = 0.413, PVMREAD = 0.399. Overall, this finding suggests that the school that student academic outcomes are, in large part, determined by the schools that the students attend, while the experience of school climate is not determined by the school itself but individual student experiences within each school ecology.
RQ2. The chapter investigates how to parallelize irregular and unbalanced tasks in MCTS efficiently on the Xeon Phi.
