Expanding on the theoretical concept of "optimization" for effective learning: Establishing empirical evidence from an Eastern sociocultural context

Abstract

Understanding students' motivational beliefs and academic success from a cross-cultural perspective is an important inquiry to undertake. This undertaking rnay provide empirical evidence that could explain differential results in terms of academic performances between cultural groups. For example, in terms of cross-cultural comparison, it is noted from the Trends in International Mathematics and Science Study (TIMSS), and Programme for International Student Assessment (PISA) data that students from Singapore, China, and Japan tend to outperform students from other OECD countries and economies in the area of mathematics. This exceptionality, in particular, has raised concerns for some countries, such as Australia, in which students are underachieving in mathematics in general. Initiatives and strategic plans have been put in place, which include the development of STEM centers with the main intent to promote and encourage mathematics, science, and engineering learning (e.g., the setting up of a STEM laboratory at the University of New England recently). Researchers and educators, likewise, have made concerted efforts to study this cross-cultural disparity in mathematics and other areas of academia.