Binary 1

Binary Logistic Regression

Arkeshia Ware

Walden University
Binary 2

Binary Logistic Regression

Sio Jyh Lih, J., & Ismail, R. B. (2019). Binary logistic regression analysis of instructional

leadership factors affecting English language literacy in primary schools. 3L: Southeast

Asian Journal of English Language Studies, 25(2), 22–37. https://doi-

org.ezp.waldenulibrary.org/10.17576/3L-2019-2502-02

Introduction

In this study, researchers Sio Jyh Lih & Ismail (2019) examined the determinants

contributing to student achievement in English language literacy in primary schools within the

Sibu Division, Sarawak, Malaysia. Since basic literacy in the English language is seen as a

necessity to drive Malaysia’s needs for a highly skilled, creative and innovative workforce, Sio

Jyh Lih et al. (2019) conducted a binary logistic regression to predict the instructional

leadership’s impact on student achievement in literacy. The following research question was

explored:

Are the dimensions of instructional leadership predictors for literacy in primary schools?

Sample

Sio Jyh Lih et al. (2019) chose 694 teachers who were educators within 105 lower level

primary schools using stratified sampling. The teachers were a mixture of male and female from

a diversified age group. Each of the participants was given questionnaires by hand to complete

but there was only a 62% return rate. The questions were based on three domains: supporting the

instructional program, explaining the school’s missions, and fostering positive school learning

(Sio Jyh Lih et al., 2019).

Binary 3

Procedure

Binary logistic regression is utilized so that the variables related to the instructional

leadership can be considered simultaneously, instead of being in a particular order (Sio Jyh Lie et

al., 2019). With utilizing the binary logistic regression, this allows all the variables to be entered

at the same time without choosing a hierarchical order based on each variable's value

comparative to each other. (Sio Jyh Lie et al., 2019). In this study, to decide if instructional

leadership practices by in-administration teachers can predict student achievement for literacy,

regression was the go-to tool.

Utilizing the SPSS software, the regression analysis is conducted for each of the PIMRS

dimensions as independent variables to explain the amount of variance in the student

achievement (dependent variable), with demographic factors as control. The dependent variable

for English language literacy is categorized into two: 100% literacy rate or below 100% literacy

rate. This is to investigate the predictive validity of the independent variables and ascertain the

predictive quality of observer-reported instructional leadership practices of school heads. (Sio

Jyh Lie et al., 2019).

Results

The findings showed that only one component of instructional leadership, supervising

and evaluating, leadership were significant indicators of literacy. The model was statistically

significant, χ2(N = 694) = 20.54, p = .025. This showed that schools were in excess of multiple

times compelled to achieve 100% literacy rate when the instruction processes were supervised

and evaluated by the administrators (Sio Jyh Lie et al., 2019). The model recognized subscales

that affected student achievement in English language literacy and the subscales that didn't (Sio
Binary 4

Jyh Lie et al., 2019). Supervision and evaluation of instruction had a positive result on students'

achievement for English language literacy, therefore making this a potential course of action for

administrators (Sio Jyh Lie et al., 2019).

Critique

The vast amount of research into instructional leadership compares with the researcher’s

findings. Only one of the independent variables made a statistically significant addition to

supervising and evaluating instruction. Early intervention and introduction to basic early literacy

assessments have appeared to close the gap in early achievement among students from various

divisions. Sio Jyh Lih et al. (2019) findings recommended that all the students can be formed by

leadership, one being the development and teaching of professional learning communities. Sio

Jyh Lih et al. (2019) presented the results in tables that demonstrated the contributions made by

every independent variable.