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Examining factors influencing students to leave science classes in Cambodia: a two-level hierarchical linear modeling

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ASIA PACIFIC EDUCATION REVIEW 2024年第1期25卷 117-130页

作者： Pov, Sokunrith Kawai, Norimune Chey, Ratha Khut, Sokha Nov, Saovorak Hiroshima Univ Grad Sch Humanities & Social Sci 1-5-1 Kagamiyama Higashihiroshima Hiroshima 7398529 Japan Hiroshima Univ Inst Divers & Inclus 1-5-1 Kagamiyama Higashihiroshima Hiroshima 7398529 Japan Minist Educ Youth & Sport Dept Planning Phnom Penh Cambodia

Cambodian upper secondary education is divided into two tracks: science and social science. Students make their track selection in grade 10 and begin their enrollment in grade 11. The enrollment in the science track has witnessed a steep decline from 96% in 2014 to 34% in 2020, while the enrollment in the social science track has seen a remarkable surge from 4% in 2014 to 66% in 2020. This tendency poses a significant challenge to the government's endeavors aimed at promoting workforces in science, technology, engineering, and mathematics (STEM) fields. This survey study aimed to examine factors influencing students to leave science-track classes. The survey was administered to 696 grade-12 students from 20 upper secondary schools. The two-level hierarchical linear modeling (HLM) was used for data analysis. The findings revealed that at the individual level, age, ease of national examination, high passing rates, preference for good grades, expense on private tutoring, STEM major choices at the territory level, attitudes toward science, parental advice, and family income significantly influenced students' decision to opt for social science track over science track. At the school level, school location was a significant predictor of track choices. The findings were discussed with practical implications to improve enrollment in the science track at Cambodian upper secondary schools.

关键词： Science class Social science class hierarchical linear modeling STEM Education policy Cambodia

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Leadership capability, knowledge sharing, new product development technical fuzziness, and project performance: an analysis of hierarchical linear modeling

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CURRENT PSYCHOLOGY 2025年第10期44卷 1-18页

作者： Chen, Chih-Yuan Lin, Shih-kai Chung, Hung-Chang Chien, Tin-Hua Natl Yunlin Univ Sci & Technol Dept Business Adm Touliu Taiwan

This study investigates the complex relationship between front-end technical fuzziness, knowledge sharing, leadership capability, and project performance in high-tech new product development environments. Front-end technical fuzziness (FTF), often arising during the early stages of new product development, introduces significant uncertainty that can negatively impact project outcomes. Previous research has shown conflicting findings regarding how knowledge sharing and leadership capability influence the impact of front-end technical fuzziness on project performance. To address this, the study explores how these factors moderate the relationship between front-end technical fuzziness and project performance, focusing on both individual and project-level dynamics. Using hierarchical linear modeling, data was collected from 941 project members across 196 teams in a science and technology research institute in Taiwan. The results indicate that front-end technical fuzziness negatively impacts project performance, but knowledge sharing and leadership capability serve as significant positive moderators, reducing the detrimental effects of front-end technical fuzziness. Both knowledge-sharing and leadership capability also have direct positive effects on project performance. This research contributes a novel multi-level framework, integrating individual-level front-end technical fuzziness with project-level moderators, offering a more comprehensive understanding of how these dynamics interact. The study underscores the importance of fostering a knowledge-sharing culture and developing leadership capabilities to improve new product development outcomes in high-tech industries. Practical implications include the need for strong leadership and an environment that encourages open communication to mitigate technical uncertainties in new product development projects.

关键词： Knowledge sharing Leadership capability Front-end technical fuzziness New product development Project performance hierarchical linear modeling

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The Curvilinear Role of Trust in Marketing Systems: Analysis of a Moderated-Mediation Model with hierarchical linear modeling

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JOURNAL OF MACROMARKETING 2024年第1期44卷 116-134页

作者： Manis, Kerry T. Cockrell, Seth Friske, Wesley New Mexico State Univ Coll Business Dept Mkt Las Cruces NM 88003 USA Wichita State Univ W Frank Barton Sch Business Dept Mkt Wichita KS USA Missouri State Univ Dept Mkt Springfield MO USA

Trust has long been recognized as an important component of marketing systems. However, while macromarketing researchers argue that a lack of trust in business can impact other components of marketing systems, very few empirical studies in marketing investigate the determinants or outcomes associated with this type of trust. Accordingly, we begin with the premise that trust in major corporations is a critical, micro-level attitude that affects the performance of a marketing system. Then, we investigate the factors that influence trust in major corporations by analyzing how perceptions of government involvement in business, political ideology, and other attitudinal and demographic variables affect trust. Using hierarchical linear modeling, we find that trust has a curvilinear relationship with perceptions of free-market competition, in which too much trust, or too little, leads to negative perceptions - trust plays a critical mediating role in constructing beliefs about free markets. Additionally, we show that macroeconomic variables influence the first stage of attitude formation toward major corporations, with gross domestic product (GDP) per capita and foreign direct investment (FDI) acting as moderators in our analysis. Overall, the multi-level moderated-mediation model used in this research embodies a true systems approach to the analysis of marketing systems by demonstrating how the economic outcomes of marketing systems (e.g., GDP and FDI) can also have feedback effects on participants within a marketing system.

关键词： marketing systems macromarketing macromarketing systems trust political ideology hierarchical linear modeling competition

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Effects of Compounded Nonnormality of Residuals in hierarchical linear modeling

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EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 2022年第2期82卷 330-355页

作者： Man, Kaiwen Schumacker, Randall Morell, Monica Wang, Yurou Univ Alabama Tuscaloosa AL USA US FDA Silver Spring MD USA

While hierarchical linear modeling is often used in social science research, the assumption of normally distributed residuals at the individual and cluster levels can be violated in empirical data. Previous studies have focused on the effects of nonnormality at either lower or higher level(s) separately. However, the violation of the normality assumption simultaneously across all levels could bias parameter estimates in unforeseen ways. This article aims to raise awareness of the drawbacks associated with compounded nonnormality residuals across levels when the number of clusters range from small to large. The effects of the breach of the normality assumption at both individual and cluster levels were explored. A simulation study was conducted to evaluate the relative bias and the root mean square of the model parameter estimates by manipulating the normality of the data. The results indicate that nonnormal residuals have a larger impact on the random effects than fixed effects, especially when the number of clusters and cluster size are small. In addition, for a simple random-effects structure, the use of restricted maximum likelihood estimation is recommended to improve parameter estimates when compounded residuals across levels show moderate nonnormality, with a combination of small number of clusters and a large cluster size.

关键词： hierarchical linear modeling HLM nonnormal residuals random effects simulation study

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A Systematic Methodological Review of hierarchical linear modeling in Mixed Methods Research

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JOURNAL OF MIXED METHODS RESEARCH 2021年第2期15卷 190-211页

作者： Bash, Kirstie L. Howell Smith, Michelle C. Trantham, Pam S. Univ Nebraska Lincoln Lincoln NE USA

The use of advanced quantitative methods within mixed methods research has been investigated in a limited capacity. In particular, hierarchical linear models are a popular approach to account for multilevel data, such as students within schools, but its use and value as the quantitative strand in a mixed methods study remains unknown. This article examines the role of hierarchical linear modeling in mixed methods research with emphasis on design choice, priority, and rationales. The results from this systematic methodological review suggest that hierarchical linear modeling does not overshadow the contributions of the qualitative strand. Our study contributes to the field of mixed methods research by offering recommendations for the use of hierarchical linear modeling as the quantitative strand in mixed methods studies.

关键词： hierarchical linear modeling multilevel modeling mixed methods research nested data

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Impact of within-case variability on Tau-U indices and the hierarchical linear modeling approach for multiple-baseline design data: A Monte Carlo simulation study

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Evidence-Based Communication Assessment and Intervention 2021年第3期15卷 115-141页

作者： Fingerhut, Joelle Xu, Xinyun Moeyaert, Mariola Department of Educational and Counseling Psychology University at Albany-SUNY Albany NY United States

This study focuses on two different measures to quantify intervention effectiveness for multiple-baseline design data. The influence of 216 design conditions on the estimate of the Tau-U index (with three different variants) and the regression-based effect size is empirically investigated through a Monte Carlo simulation study. Results demonstrate that the magnitude of the within-case variance influences the Tau-U indices the most when the true intervention effect is small relative to large within-case variance. The within-case variance does not systematically influence the regression-based effect size measure. The Critical Tau-U is introduced to help determine if Tau-U estimates indicate evidence in support of an intervention effect and address underlying issues with currently used benchmarks. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： hierarchical linear modeling multiple-baseline across participants design single-case experimental design Tau-U

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A Pathway to Success? a Longitudinal Study Using hierarchical linear modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program

A Pathway to Success? a Longitudinal Study Using Hierarchica...

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作者： Chine, Danielle R. Youngstown State University

学位级别：Ed.D., Doctor of Education

This study discusses the effectiveness of a science, technology, engineering, and math (STEM) program spanning grades six through eight in a traditional, urban school district located in Northeastern Ohio. The history and expressed need for STEM education within post-steel producing and economically depressed regions are discussed. Important factors describing STEM programming such as curriculum, standards, content delivery, integration, and aspects of implementation are described. This longitudinal study reports Ohio State Test (OST) scores along with the demographic factors of gender, socioeconomic status, student race, and attendance rate to determine the impact of STEM programming. The use of multilevel, statistical analyses through hierarchical linear modeling (HLM) determined integrated STEM had a significant, positive effect on student achievement in both math and science and an even stronger impact isolating science achievement by itself. The predictive results of HLM analysis determined STEM students scored significantly higher on the OST in science and math combined scoring 31.8 points higher on average and 38.2 points higher in science compared to their general education peers. No interaction effects were determined between STEM participation and gender, socioeconomic status, student race, and attendance rate. This research has powerful implications for educational leaders as they need to be aware of the impact integrated STEM programming and project-based learning (PBL) have on student achievement. The results indicate that integrated STEM programming in middle school has a positive effect on student achievement indicating it is indeed a pathway to success.

关键词： Science, technology, engineering, and math education Student achievement Middle School Science, technology, engineering, and math program Academic achievement hierarchical linear modeling Ohio

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Agricultural literacy in the context of agricultural education in South Korea: using hierarchical linear modeling

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JOURNAL OF AGRICULTURAL EDUCATION & EXTENSION 2020年第4期26卷 401-419页

作者： Jeong, Seong Ji Choi, Su Jung Seoul Natl Univ Coll Agr & Life Sci Dept Agr & Workforce Educ 1 Kwanak Ro Seoul 08826 South Korea Seoul Natl Univ Res Inst Agr & Life Sci Seoul South Korea

Purpose: As the proportion of agricultural content is decreasing in educational curricula, students, especially in urban schools, are exposed to limited learning opportunities concerning agriculture. This study explores the effect of student-level and teacher-level variables on the agricultural literacy of urban elementary school students in the Republic of Korea. Design: hierarchical linear modeling was conducted to empirically test the relationship between determinants of students' and teachers' characteristics and student agricultural literacy. The data from 1255 students nested within 48 classes of 12 schools in urban and sub-urban areas were sampled and collected, of which 929 samples were used for the research analysis. Findings: We found that 13.6% of teacher-level variables affected students' agricultural literacy. Student's experience with vegetation and naturalist intelligence had a significant effect on their agricultural literacy, as did teachers' agricultural experiences. Teachers with more experience in agriculture helped students acquire more knowledge. Practical implication: In terms of lesson planning, an increased focus on participatory approaches are needed to explore children's experiences holistically to improve their agricultural literacy. Providing teachers with further education and workshops can help students gain an understanding of agriculture, and develop a positive learning environment. Theoretical implications: This article contributes to a theoretical framework by estimating influential forces to increase agricultural literacy and by considering the classroom strategies for developing it based on the results. Originality/value: This article demonstrates the value of agricultural literacy and the determinants of its increase using multilevel analysis at the teacher and student level.

关键词： Agricultural education agricultural literacy multilevel analysis hierarchical linear modeling urban elementary school agricultural experience

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Investigating the relation of perceived teacher unfairness to science achievement by hierarchical linear modeling in 52 countries and economies

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EDUCATIONAL PSYCHOLOGY 2020年第3期40卷 273-295页

作者： Chen, Fu Cui, Ying Univ Alberta Dept Educ Psychol Edmonton AB Canada

This study used the data from the 2015 OECD Programme for International Student Assessment (PISA) to examine the relationship between perceived teacher unfairness and science achievement with a three-level hierarchical linear model (HLM) as the analytic approach. Data of 188,104 students from 4895 schools in 52 countries and economies were used for analysis. After accounting for student gender, student-, school-, and country-level economic, social, and cultural status, and students' non-cognitive outcomes, the results of HLM analysis showed that perceived teacher unfairness negatively predicted science achievement with a modest effect size. The possible explanations of the results and the practical implication of the findings were discussed.

关键词： Perceived teacher unfairness science achievement hierarchical linear modeling non-cognitive outcomes

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Examining factors influencing plan integration for community resilience in six US coastal cities using hierarchical linear modeling

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LANDSCAPE AND URBAN PLANNING 2021年 215卷 104224-104224页

作者： Yu, Siyu Malecha, Matthew Berke, Philip Texas A&M Univ Dept Landscape Architecture & Urban Planning Scoates HallSuite 1043117 TAMU College Stn TX 77843 USA Texas A&M Univ Dept Landscape Architecture & Urban Planning College Stn TX USA Univ N Carolina Dept City & Reg Planning Chapel Hill NC 27515 USA

Flooding poses a grave threat to property and the safety of human communities. Urban planning efforts and guidance can have an important influence on the vulnerability of development in hazardous areas. This study is the first to use hierarchical linear modeling (HLM) to investigate the influence of local planning capacity and other contextual factors on the integration of hazard mitigation policies and building of resilience across community 'networks of plans' in six US coastal cities. Findings indicate significant variation across cities regarding plan integration to enhance resilience. Communities with larger proportions of renters and lower socioeconomic status are shown to be less likely to incorporate hazard mitigation policies in local plans, controlling for community planning capacity. We also find evidence that communities with prior hazard experience are more likely to have resilience-focused plans, even in physically vulnerable neighborhoods which, in the absence of recent hazards, are actually less likely to receive positive policy attention. The study concludes by discussing the results and offering recommendations to inform more effective approaches as practitioners reevaluate their plans and work to foster more coordinated mitigation efforts across local networks of plans.

关键词： Community resilience Plan integration Hazard mitigation hierarchical linear modeling

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