Page 21 - IO1-Survey

Finally, this survey explores whether s
Compared to math book, slightly higher f
teachers (Table-29). Unlike a book, teache
the lessons by solving additional exercise
learning by doing. However, the ratio of s
as the ratio of students who cannot unders
are very close for RS (Comparison of Table
understand math teacher is again above the
cannot reduce the fraction of student who
students’ understanding. That is, as a res
students who understand math to some exten
Do you understand
math teacher?
Girls Boys
Yes S.w. No Yes S.w. No
Yes %77 %21 %2 %90 %9 %1
Do you understand Somewhat %13 %14
math book? %31 %56 %23 %63
No %42 %53
%29
%29
%20
Table – 30: The relationship between un
Thus, the contribution of ULM project T
in raising the fraction of students
understanding math book may have easil
positive effect on understanding math a
teacher. At this stage, the attempt to
identify the direction of relationship
between understanding math book and Tabl
teacher is not needed. The positive und
dependence between variables is enough to
invest in math books to make them more
easily understandable. result of the str
1 st Question 2 nd Question 3 rd

Girls Boys Girls Boys Girls B
Refugee Student %36 %38 %25 %17
Turkish Student %75 %74 %73 %56

Table – 31: The fraction of students who