Category Archives: Study

World math and science test results

மாஸசூஸட்ஸ் கலக்கிடுச்சுபா!

Trends in International Mathematics and Science Study (TIMSS)ல் இந்தியாவை கணக்கில் சேர்த்துக்கல 😦

So-called third world countries that have a higher literacy rate than the U.S., like Costa Rica, and others that contribute a significant number of U.S. advance degreed immigrants, like India , were not part of this study; therefore, the results in terms of world competition are worse than portrayed in these charts.

அ) நான்காம் வகுப்பு கணிதம்:

  1. Hong Kong, score: 607
  2. Singapore, score: 599
  3. Taiwan, score: 576
  4. Massachusetts, US, score: 572
  5. Japan, score: 568
  6. Minnesota, US, score: 554
  7. Kazakhstan, score: 549
  8. Russia, score: 544
  9. England, score: 541
  10. Lithuania, score: 530
  11. United States, score: 529
  12. Germany, score: 525
  13. Denmark, score: 523
  14. Quebec, Canada, score: 519
  15. Australia, score: 516
  16. Ontario, Canada, score: 512

ஆ) நான்காம் வகுப்பு அறிவியல்:

  1. Singapore, score: 587
  2. Massachusetts, US, score: 571
  3. Taiwan, score: 557
  4. Hong Kong, score: 554
  5. Minnesota, US, score: 551
  6. Japan, score: 548
  7. Russia, score: 546
  8. Alberta, Canada, score: 543
  9. England, score: 542
  10. United States, score: 539
  11. British Columbia, Canada, score: 537
  12. Hungary, score: 536
  13. Ontario, Canada, score: 536
  14. Italy, score: 535
  15. Kazakhstan, score: 533
  16. Germany, score: 528
  17. Australia, score: 527

இ) எட்டாம் வகுப்பு கணிதம்:

  1. Taiwan, score: 598
  2. Korea, Rep. of, score: 597
  3. Singapore, score: 593
  4. Hong Kong, score: 572
  5. Japan, score: 570
  6. Massachusetts, US, score: 547
  7. Minnesota, US, score: 532
  8. Quebec, Canada, score: 528
  9. Ontario, Canada, score: 517
  10. Hungary, score: 517
  11. England, score: 513
  12. Russia, score: 512
  13. British Columbia, Canada, score: 509
  14. United States, score: 508
  15. Lithuania, score: 506
  16. Czech, score: 504
  17. Slovenia, score: 501
  18. Armenia, score: 499
  19. Basque Country, Spain, score: 499
  20. Australia, score: 496
  21. Sweden, score: 491

ஈ) எட்டாம் வகுப்பு அறிவியல்:

  1. Singapore, score: 567
  2. Taiwan, score: 561
  3. Massachusetts, US, score: 556
  4. Japan, score: 554
  5. Korea, Rep. of, score: 553
  6. England, score: 542
  7. Hungary, score: 539
  8. Minnesota, US, score: 539
  9. Czech, score: 539
  10. Slovenia, score: 538
  11. Hong Kong, score: 530
  12. Russia, score: 530
  13. Ontario, Canada, score: 526
  14. British Columbia, Canada, score: 526
  15. United States, score: 520
  16. Lithuania, score: 519
  17. Australia, score: 515
  18. Sweden, score: 511
  19. Quebec, Canada, score: 507

முழு விவரங்கள்:

1. Survey: Highlights From TIMSS 2007 (pdf)

2. Math Gains Reported for U.S. Students –

3. U.S. Students Make Gains in Math Scores –

4. Mass. pupils’ math-science test scores near top internationally – The Boston Globe

5. The progress of school education in India by Geeta Gandhi Kingdon :: March 2007

இந்தியாவும் பள்ளிப்படிப்பும்: குறிப்புகள்

1. None of the South Asian countries nor China participated in the international studies of learning achievement such as the .Trends in International Mathematics and Science. Study (TIMSS 2003) in which 46 countries participated, or in the .Progress in International Reading Literacy Study. (PIRLS 2001) in which 35 countries participated.

Moreover, South Asia does not have the equivalent of the SACMEQ study, which is a regional inter-country comparative study of achievement levels in 14 African countries. However, World Bank (2006) applied the TIMSS questions to secondary school students in the Indian states of Rajasthan and Orissa, with permission of the Indian Ministry of Human Resource Development.

The findings show that international mean achievement in maths test was 52 percent for grade 8 students but the average scores of Rajasthan and Orissa students on the same test were 34 and 37 percent respectively. Similarly, the international mean of achievement was 57 percent for Grade 12 students but the corresponding scores for Indian students were 44 and 38 percent in Rajasthan and Orissa respectively.

However, the high international average percentage mark from the 46 TIMSS countries included both high and low income countries. When India did participate in international studies of learning achievement in early 1970s, the performance of Indian children was poor relative to most participating developing countries, according to the International Association for the Evaluation of Educational Achievement (IEA).

2. International comparison of achievement among school-going 14 year olds across 25 high and low-income countries, using IEA data collected in early 1970s, showed that the mean science test score of Indian students was the second lowest.

Iran was behind India by a small margin. Mean scores of students in Bolivia, Thailand, Colombia, Peru, Mexico, Brazil, Chile and Paraguay were all higher than those of Indian students; the mean score of Japanese students was twice as high as that of Indian students.

The results were similar in (own language) reading comprehension: median reading score was 26 points, Chile’s mean was 14 points, Iran’s 8 points and India’s the lowest at 5 points.

World’s Spotlight Misses the True Cost of Disasters

The number of people affected by weather-related disasters has risen since 1982

People affected by weather related disasters

Weather-related disasters include those caused by heat waves or cold snaps, floods, landslides, avalanches, wildfires, hurricanes, cyclones, typhoons, and winter storms. While these events are often perceived as natural, many human actions, including climate change, can have a hand in their creation.

Natural Disasters & Peacemaking

In 2006, the planet experienced more weather-related disasters than in any of the previous three years, but the economic losses associated with them fell sharply, from $219.6 billion in 2005 to $44.5 billion in 2006, thanks in part to a relatively quiet 2006 Atlantic hurricane season. With only 1 to 3 percent of households and businesses in low-and middle-income countries insured against disasters, compared with 30 percent in high-income countries, the full economic toll from disasters is often difficult to calculate, says Worldwatch Research Associate Zoe Chafe.

When floods recede or storm clouds dissipate, the real suffering begins for survivors. Nearly 5.4 million people became homeless as a result of a disaster last year, and other “secondary” disasters often follow: sexual harassment in camps, domestic violence, child labor and trafficking, poor resettlement plans, and ongoing disabilities.

While economic losses decreased, human deaths from disasters were up 24 percent in 2006. Floods, which affected 87 countries, were responsible for more deaths than any other weather-related disaster. The Horn of Africa was particularly hard hit by flooding, while Typhoon Saomai became the strongest storm to make landfall over China in 50 years, destroying 50,000 homes and forcing more than a million people to evacuate.

Anna University affiliated DOTE II College Rankings (Couple of Years old)

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Anna University affiliated DOTE II College Rankings (Couple of Years old)

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