000			01954nam a22002057a 4500
005			20250204160948.0
008			250204b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aNawas, Abu
245			_aSekolah versus madrasah: navigating the varied effects of multilevel factors on student English reading performance.
260			_aRoutledge Taylor & Francis Group, 2024
300			_bp. 413-456
490			_aJournal Of School Effectiveness And School Improvement _vVol. 35(4)
500			_aThis study examines multilevel factors shaping Indonesian student performances attending non-madrasah/sekolah and madrasah schools. Using multistratified sample design and grouped based on their school system, data from 30 schools, 64 teachers, and 1,319 students were analysed. Focusing on student, teacher, and school-level variables, hierarchical linear modelling revealed that reading difficulties and anxiety, along with school climates emphasizing achievement pressure and discipline, significantly influenced reading outcomes in both groups. Students grappling with heightened learning complexities and anxiety faced the greatest challenges. Interestingly, madrasah students thrived within competitive environments emphasizing high achievement pressure and minimal disciplinary constraints, while sekolah students who excelled in settings that valued discipline over relentless achievement pressure performed better. Unique influences emerged: peer relationships and anxiety directly affected reading scores in sekolah, while gender was the sole predictor in madrasah. Interaction effects among these multilevel factors in shaping student reading achievement across diverse educational settings were revealed.
650			_aIndonesia
650			_aIslamic
700			_aDarmawan, I Gusti Ngurah
856			_yclick here to access online _uhttps://www.tandfonline.com/doi/full/10.1080/09243453.2024.2380673
942			_2ddc _cARTICLES
999			_c194586 _d194586