Affix Meaning Knowledge in First Through Third Grade Students.

Science.gov (United States)

Apel, Kenn; Henbest, Victoria Suzanne

2016-04-01

We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Forty students at each grade level completed an assessment battery that included measures of phonological awareness, receptive vocabulary, word-level reading, reading comprehension, and affix meaning knowledge. On the AMT, 1st-grade students were significantly less accurate than 2nd- and 3rd-grade students; there was no significant difference in performance between the 2nd- and 3rd-grade students. Regression analyses revealed that the AMT accounted for 8% unique variance of students' performance on word-level reading measures and 6% unique variance of students' performance on the reading comprehension measure, after age, phonological awareness, and receptive vocabulary were explained. These results provide initial information on the development of affix meaning knowledge via an explicit measure in 1st- through 3rd-grade students and demonstrate that affix meaning knowledge uniquely contributes to the development of reading abilities above other known literacy predictors. These findings provide empirical support for how students might use morphological problem solving to read unknown multimorphemic words successfully.

The Effect of Text Materials with Relevant Language, Illustrations and Content Upon the Reading Achievement and Reading Preference (Attitude) of Black Primary and Intermediate Inner-City Students.

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Grant, Gloria W.

The purpose of this study was to examine the effect of text materials with relevant language, illustrations, and content upon the reading achievement and reading preference (attitude) of black primary and intermediate grade inner-city students. The subjects for the study were 330 black students enrolled in three schools in a large urban area. A…

Stimulating Creative Writing Through Literature: A Guide for Teachers of the Intermediate Grades.

Science.gov (United States)

Pilon, Alice Barbara Cummings

A structured writing program for the intermediate grades was designed, utilizing such children's literature as poems, legends, fairy tales, tall tales, and books to stimulate elementary school children to write creatively. Chapters in the teacher's guide for the program present many specific suggestions and activities to help children (1) use…

Fifth Grade Elementary Students' Conceptions of Earthquakes

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Savasci, Funda; Uluduz, Hatice

2013-01-01

This study intends to investigate the fifth grade students' conceptions of earthquakes. Twenty two grade 5 students (11-12 years old) from five different elementary schools in Istanbul voluntarily participated in the study. Data were collected from semi-structured interviews with each participant. Six interview questions were designed by…

Attendance Policies and Student Grades

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Risen, D. Michael

2007-01-01

The details described in this case study examine the issues related to attendance policies and how such policies might be legally used to affect student grades. Concepts discussed should cause graduate students in educational administration to reflect on the issues presented from various points of view when the students complete an analysis of the…

Achievement of Serbian eighth grade students in science

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Antonijević Radovan

2006-01-01

Full Text Available The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .

Association of Grade Configuration with School Climate for 7th and 8th Grade Students

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Malone, Marisa; Cornell, Dewey; Shukla, Kathan

2017-01-01

Educational authorities have questioned whether middle schools provide the best school climate for 7th and 8th grade students, and proposed that other grade configurations such as K-8th grade schools may provide a better learning environment. The purpose of this study was to compare 7th and 8th grade students' perceptions of 4 key features of…

How Do Transfer Students Perform in Economics? Evidence from Intermediate Macroeconomics

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Asarta, Carlos J.; Fuess, Scott M., Jr.; Perumal, Andrew

2013-01-01

For students taking intermediate-level economics, does it matter where they studied principles of economics? Does transferring college credit influence subsequent academic performance in economics? With a sample covering 1999-2008, the authors analyze in this article a group of nearly 1,000 students taking intermediate macroeconomics at a…

Writing Process Products in Intermediate-Grade Children with and without Language-Based Learning Disabilities

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Koutsoftas, Anthony D.

2016-01-01

Purpose: Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Method: Sixty-four…

Grade Inflation Rates among Different Ability Students, Controlling for Other Factors.

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Mc Spirit, Stephanie; Jones, Kirk E.

1999-01-01

Compared grade inflation rates among students of different abilities at an open-admissions public university by examining trends in graduating grade point average from 1983 to 1996. The higher grade inflation rates among low aptitude students suggest that faculty might be using grades to encourage learning among marginal students. (SLD)

Recurrence Patterns and Survival for Patients With Intermediate- and High-Grade Myxofibrosarcoma

International Nuclear Information System (INIS)

Haglund, Karl E.; Raut, Chandrajit P.; Nascimento, Alessandra F.; Wang, Qian; George, Suzanne; Baldini, Elizabeth H.

2012-01-01

Purpose: Myxofibrosarcoma (MFS) is a rare sarcoma with a predilection for multiple local recurrences (LR), for which optimal treatment has not been defined. We reviewed our experience to determine the impact of surgery and radiation therapy (RT) on pattern of recurrence, limb salvage, and overall survival (OS). Methods and Materials: Between 1995 and 2005, 36 patients with localized intermediate- or high-grade MFS were treated at our institution. Data on clinicopathologic features, treatments, and patient outcomes were reviewed and analyzed. Results: Median age was 72.5 years (range, 42–96 years). Median tumor size was 7.5 cm, and 34 tumors (94%) were high grade. All patients underwent surgery at our institution, including re-resections in 20 patients (56%) after initial surgery elsewhere. Margins were microscopically positive in 9 patients (25%). RT was given to 28 patients (78%) pre - and/or postoperatively. After a median follow-up of 3.5 years (range, 0.4–12.4 years), 11 patients (31%) developed LR. There were no significant predictors for LR on univariate analysis, including margin status or use of RT. Limb salvage was ultimately achieved in only 5 of 11 LRs (45%) because of multiple subsequent LRs. Distant recurrence (DR) occurred in 6 patients (17%). Median and 4-year OS were 96 months and 65%, respectively. Seven patients (19%) died of tumor-related causes, 6 of whom had DRs. On univariate analysis, tumor size was associated with OS. Conclusions: Despite aggressive surgery and RT, intermediate- and high-grade MFS are associated with a high rate of LR that adversely affects limb preservation. More aggressive local treatment strategies are necessary.

Preventing halo bias in grading the work of university students

OpenAIRE

John M. Malouff; Sarah J. Stein; Lodewicka N. Bothma; Kimberley Coulter; Ashley J. Emmerton

2014-01-01

Experts have advocated anonymous marking as a means of minimizing bias in subjective student assessment. In the present study, 159 faculty members or teaching assistants across disciplines were randomly assigned (1) to grade a poor oral presentation of a university student, (2) to grade a good oral presentation of the same student, or (3) not to grade any oral presentation of the student. All graders then assessed the same written work by the student. A linear-contrasts analysis showed that, ...

Assessment of Student Achievement: Evaluation of Student Achievement at the Intermediate Level. Final Report.

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Wahlstrom, M.; And Others

Evaluation and assessment procedures of Ontario, Canada principals and teachers at the Intermediate level (grades 7 and 8) were examined. Extensive questionnaires were returned by 134 principals and 225 teachers divided across the subject areas of English, Mathematics, Science, Languages, History, Home Economics or Shop, Arts, and Physical…

DIFFERENT LEVEL OF LEARNED-HELPLESSNESS AMONG HIGH SCHOOL STUDENTS WITH LOWER GRADE AND HIGHER GRADE IN SALATIGA INDONESIA

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Berta Esti Ari Prasetya

2013-06-01

consisted of 190 of higher grade students and 127 of lower grade students. Mann-Whitney U was used to analyse the data, considering that the data were not normally distributed. This test result showed that there was a significant difference between high school students with higher grade and lower grade (the Mann-Whitney U coefficient of 10,644, with z value of -1795, p <0.05 (p = 0036, 1-tailed, with students of lower grade tend to be more prone to experience learned-helplessness. Additional results from their subjective perception on their achievement were also discussed and so were the implications of the study.

Cognitive Dissonance or Revenge? Student Grades and Course Evaluations

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Maurer, Trent W.

2006-01-01

I tested 2 competing theories to explain the connection between students' expected grades and ratings of instructors: cognitive dissonance and revenge. Cognitive dissonance theory holds that students who expect poor grades rate instructors poorly to minimize ego threat whereas the revenge theory holds that students rate instructors poorly in an…

A Preliminary Study of Grade Forecasting by Students

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Armstrong, Michael J.

2013-01-01

This experiment enabled undergraduate business students to better assess their progress in a course by quantitatively forecasting their own end-of-course grades. This innovation provided them with predictive feedback in addition to the outcome feedback they were already receiving. A total of 144 students forecast their grades using an…

International express student's book : pre-intermediate

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Taylor, Liz

1996-01-01

The New Edition of International Express Pre-Intermediate retains all the keys features of this popular and successel four-level course. It combines engaging, up-to-date topics with a time-efficient and student-centred approach to language work, and clearly focused activities that reflect learner's real communicative needs - the ideal course for professional adults who use English for work, travel, and socializing.

The relation between student motivation and student grades in physical education: A 3-year investigation.

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Barkoukis, V; Taylor, I; Chanal, J; Ntoumanis, N

2014-10-01

Enhancing students' academic engagement is the key element of the educational process; hence, research in this area has focused on understanding the mechanisms that can lead to increased academic engagement. The present study investigated the relation between motivation and grades in physical education (PE) employing a 3-year longitudinal design. Three hundred fifty-four Greek high school students participated in the study. Students completed measures of motivation to participate in PE on six occasions; namely, at the start and the end of the school year in the first, second, and third year of junior high school. Students' PE grades were also recorded at these time points. The results of the multilevel growth models indicated that students' PE grades increased over the 3 years and students had better PE grades at the end of each year than at the beginning of the subsequent year. In general, students and classes with higher levels of controlling motivation achieved lower PE grades, whereas higher levels of autonomous motivation were associated with higher PE grades. These findings provide new insight on the associations between class- and individual-level motivation with objectively assessed achievement in PE. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

French Speaking Skills of Grade 8 English Program Students. Research Report 82-08.

Science.gov (United States)

Wightman, Margaret

The speaking skills of grade 8 students in a core French program in Ottawa were compared with the skills of grade 6 students enrolled in the core program. A total of 337 grade 8 students were given a French speaking test. Two-hundred and nine students had taken the test in grade 6. In general, the grade 8 students seemed prepared to express basic…

Grade differences in reading motivation among Hong Kong primary and secondary students.

Science.gov (United States)

Lau, Kit-Ling

2009-12-01

Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. This study aimed to examine the grade differences in students' reading motivation, including self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation, in a Chinese educational context. Grade by gender and grade by school-average achievement interactions were also checked to explore the role of individual differences in students' motivational changes. A total of 1,794 students (860 boys and 934 girls) volunteered to take part in this study, of whom 648 were Grade 4-6 students from 11 primary schools, 627 were Grade 7-9 students from 12 junior secondary schools, and 519 Grade 10-11 students from 6 senior secondary schools. A Chinese version of the Motivation for Reading Questionnaire (CRMQ) was administered to all participants during regular class periods by their teachers. Reliability analyses and confirmatory factor analysis (CFA) were first undertaken to assess the psychometric quality of the CRMQ. Then, multisample CFA was conducted to examine whether the factor structure of the CRMQ was equivalent across students at different grade levels. Grade differences in various reading motivation constructs as well as grade x gender and grade x school-average achievement interactions were examined using multiple-indicator-multiple-causes modelling. The findings of this study supported the reliability and the factor structure of the CRMQ in measuring the reading motivation of Chinese students at different grade levels. The factor pattern of the CRMQ was invariant across primary, junior secondary, and senior secondary students in multisample CFA. As far as the scores on the four reading motivation constructs were concerned, students scored

WHAT INFLUENCES STUDENTS' EXPECTATIONS IN WHAT REGARDS GRADES?

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Mare Codruta

2013-07-01

Full Text Available After a period of studying a certain subject, students form an opinion about it and begin having certain expectations. These expectations and the degree in which, in the end, they fulfil, contribute to the reputation of the university. Consequently, a continuous evaluation of the quality of the educational process is needed. The present research presents a part of a more complex study made on a sample of master students in Audit and Financial Management in Romania. The goal was to evidence the main factors that affect students' expectations in what regards the grades they will obtain at the end of the semester. For this, a questionnaire of 20 questions was applied to 250 such students. After factor reduction procedures were applied, six most significant variables were kept in the analysis: the proportion of knowledge acquired, the perceived level of utility of the discipline in the professional career of the student, the proportion in which the subject could contribute to getting employed in the field it belongs to, the evaluation method and two variables evaluating through grades the didactic performance during the course and the overall performance of the tenure professor. The influence of these variables upon the grade expected by the student was assessed with the help of the OLS regression, both in the simple and multiple forms. Out of the six hypotheses formulated, only one proved to be false based on the simple regression analysis. When individually assessed, the evaluation method announced by the teacher at the beginning of the semester turned out to have no statistically significant influence upon students' expectations. For the rest of the variables, results were according to the assumptions made, i.e. all determine in a significant positive manner the students' opinion about the grade they will get. We have also constructed the multiple regression models. When putting all variables together, the significance changes. The level of

The Relationship between Attendance Policies and Student Grades

Science.gov (United States)

Aaron, Michael D.

2012-01-01

The relationship between attendance policies and student grades in college courses was investigated. Specifically, a calculated grade point average was determined for all academic classes taught at Shelton State Community College between 2000 and 2008. These grade point averages were compared descriptively and statistically in an effort to…

An Empirical Look at Developmental Interventions and Student Performance in the First Intermediate Accounting Course

Science.gov (United States)

Ward, Terry J.; Foote, Rebecca A.; Phillips, Mary E.

2014-01-01

Due to concerns about student performance in Intermediate Accounting I, our Department of Accounting established an Intermediate Readiness Committee in the spring of 2006 to create a developmental program for students entering Intermediate I, with the goal of improving performance in that course. Over the next two years, the Committee established…

Physical Activity in Intermediate Schools: The Interplay of School Culture, Adolescent Challenges, and Athletic Elitism

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MacQuarrie, Colleen; Murnaghan, Donna; MacLellan, Debbie

2008-01-01

The intervention potential of physical activity programs for intermediate schools (grades 7-9), could be enhanced by an understanding of how students engage with and disengage from physical activity. This study provides an interpretation of how adolescents, parents, teachers, and principals perceive students' involvement in physical activity…

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics

Science.gov (United States)

Simzar, Rahila M.; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics.

Science.gov (United States)

Simzar, Rahila M; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.

The costs and calorie content of à la carte food items purchased by students during school lunch

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Betsey Ramirez

2018-06-01

Full Text Available School environments influence student food choices. À la carte foods and beverages are often low nutrient and energy dense. This study assessed how much money students spent for these foods, and the total kilocalories purchased per student during the 2012–2013 school year. Six elementary and four intermediate schools in the Houston area provided daily food purchase transaction data, and the cost and the calories for each item. Chi-square analysis assessed differences in the number of students purchasing à la carte items by grade level and school free/reduced-price meal (FRP eligibility. Analysis of covariance assessed grade level differences in cost and calories of weekly purchases, controlling for FRP eligibility. Intermediate grade students spent significantly more on à la carte food purchases and purchased more calories (both p < 0.001 than elementary school students. Lower socioeconomic status (SES elementary and intermediate school students purchased fewer à la carte foods compared to those in higher SES schools (p < 0.001. Intermediate school students purchased more à la carte foods and calories from à la carte foods than elementary students. Whether the new competitive food rules in schools improve student food selection and purchase, and dietary intake habits across all grade levels remains unknown. Keywords: National School Lunch Program, Elementary schools, Intermediate schools, À la carte foods, Competitive foods, Costs, Calories

Ninth Grade Students' Understanding of The Nature of Scientific Knowledge

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Kilic, Kerem; Sungur, Semra; Cakiroglu, Jale; Tekkaya, Ceren

2005-01-01

The purpose of this study was to investigate the 9th-grade students' understandings of the nature of scientific knowledge. The study also aimed to investigate the differences in students' understanding of the nature of scientific knowledge by gender, and school types. A total of 575 ninth grade students from four different school types (General…

Developing Middle Grades Students' MP3

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Tassell, Janet; Stobaugh, Rebecca; Sheffield, Linda

2011-01-01

Middle grades are a critical time for capturing the interest and imagination and developing the potential of mathematically promising students. This is a time for students to make sense of mathematics, build a solid foundation and enthusiasm, and set the course for the highest levels of mathematics in the future. This is a time to explore their…

Science Teaching Methods Preferred by Grade 9 Students in Finland

Science.gov (United States)

Juuti, Kalle; Lavonen, Jari; Uitto, Anna; Byman, Reijo; Meisalo, Veijo

2010-01-01

Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish grade 9 students' actual experiences with science teaching methods and their preferences for how they would like to study science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys)…

Automated grading of homework assignments and tests in introductory and intermediate statistics courses using active server pages.

Science.gov (United States)

Stockburger, D W

1999-05-01

Active server pages permit a software developer to customize the Web experience for users by inserting server-side script and database access into Web pages. This paper describes applications of these techniques and provides a primer on the use of these methods. Applications include a system that generates and grades individualized homework assignments and tests for statistics students. The student accesses the system as a Web page, prints out the assignment, does the assignment, and enters the answers on the Web page. The server, running on NT Server 4.0, grades the assignment, updates the grade book (on a database), and returns the answer key to the student.

Probing the Natural World, Level III, Teacher's Edition: Investigating Variation. Intermediate Science Curriculum Study.

Science.gov (United States)

Bonar, John R., Ed.; Hathway, James A., Ed.

This is the teacher's edition of one of the eight units of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). This unit focuses on diversity in human populations, measurement, and data collection. Optional excursions are described for students who wish to study a topic in greater depth. An introduction describes…

Kids in Germany: Comparing Students from Different Cultures.

Science.gov (United States)

Fitzhugh, William P.

This unit of study, intended for intermediate grade students, focuses on comparing students from different cultures: Germany and the United States. The unit addresses National Social Studies Standards (NCSS) standards; presents an introduction, such as purpose/rationale; cites a recommended grade level; states objectives; provides a time…

Newspapers in Science Education: A Study Involving Sixth Grade Students

Science.gov (United States)

Lai, Ching-San; Wang, Yun-Fei

2016-01-01

The purpose of this study was to explore the learning performance of sixth grade elementary school students using newspapers in science teaching. A quasi-experimental design with a single group was used in this study. Thirty-three sixth grade elementary school students participated in this study. The research instruments consisted of three…

iPad Use in Seventh Grade Math: Parent and Student Perceptions

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Corbett, Robin

2015-01-01

The purpose of this qualitative research study was to compare student and parental perceptions of mobile technology use, specifically iPads, in seventh grade math classrooms and at home. How students and parents perceive the use of iPads within the seventh grade math classroom and how students and parents perceive the influence of iPad use at home…

Seventh Grade Students' Conceptions of Global Warming and Climate Change

Science.gov (United States)

Shepardson, Daniel P.; Niyogi, Dev; Choi, Soyoung; Charusombat, Umarporn

2009-01-01

The purpose of this study was to investigate seventh grade students' conceptions of global warming and climate change. The study was descriptive in nature and involved the collection of qualitative data from 91 seventh grade students from three different schools in the Midwest, USA. An open response and draw and explain assessment instrument was…

Just as smart but not as successful: obese students obtain lower school grades but equivalent test scores to nonobese students.

Science.gov (United States)

MacCann, C; Roberts, R D

2013-01-01

The obesity epidemic in industrialized nations has important implications for education, as research demonstrates lower academic achievement among obese students. The current paper compares the test scores and school grades of obese, overweight and normal-weight students in secondary and further education, controlling for demographic variables, personality, ability and well-being confounds. This study included 383 eighth-grade students (49% female; study 1) and 1036 students from 24 community colleges and universities (64% female, study 2), both drawn from five regions across the United States. In study 1, body mass index (BMI) was calculated using self-reports and parent reports of weight and height. In study 2, BMI was calculated from self-reported weight and height only. Both samples completed age-appropriate assessments of mathematics, vocabulary and the personality trait conscientiousness. Eighth-grade students additionally completed a measure of life satisfaction, with both self-reports and parent reports of their grades from the previous semester also obtained. Higher education students additionally completed measures of positive and negative affect, and self-reported their grades and college entrance scores. Obese students receive significantly lower grades in middle school (d=0.83), community college (d=0.34) and university (d=0.36), but show no statistically significant differences in intelligence or achievement test scores. Even after controlling for demographic variables, intelligence, personality and well-being, obese students obtain significantly lower grades than normal-weight students in the eighth grade (d=0.39), community college (d=0.42) and university (d=0.31). Lower grades may reflect peer and teacher prejudice against overweight and obese students rather than lack of ability among these students.

Dextranomer/hyaluronic acid endoscopic injection is effective in the treatment of intermediate and high grade vesicoureteral reflux in patients with complete duplex systems.

Science.gov (United States)

Hunziker, Manuela; Mohanan, Nochiparambil; Puri, Prem

2013-05-01

Endoscopic subureteral injection of dextranomer/hyaluronic acid has become an established alternative to long-term antibiotic prophylaxis or surgical treatment for vesicoureteral reflux. We evaluated the effectiveness of endoscopic injection of dextranomer/hyaluronic acid in intermediate and high grade vesicoureteral reflux in patients with complete duplex collecting systems. A total of 123 children underwent endoscopic correction of intermediate or high grade vesicoureteral reflux using injection of dextranomer/hyaluronic acid into complete duplex systems between 2001 and 2010. Vesicoureteral reflux was diagnosed by voiding cystourethrogram, and dimercapto-succinic acid scan was performed to evaluate the presence of renal scarring. Followup ultrasound and voiding cystourethrogram were performed 3 months after the outpatient procedure and renal ultrasound thereafter every 2 years. Mean followup was 6.7 years. Complete duplex systems were unilateral in 110 patients and bilateral in 13. Reflux severity in the 136 refluxing units was grade II in 1 (0.7%), III in 52 (38.2%), IV in 61 (44.9%) and V in 22 (16.2%). Dimercapto-succinic acid scan revealed renal functional abnormalities in 63 children (51.2%). Vesicoureteral reflux resolved after the first endoscopic injection of dextranomer/hyaluronic acid in 93 ureters (68.4%), after a second injection in 35 (25.7%) and after a third injection in 8 (5.9%). Febrile urinary tract infection developed in 5 patients (4.1%) during followup. No patient required ureteral reimplantation or experienced significant complications. Our results confirm the safety and efficacy of endoscopic injection of dextranomer/hyaluronic acid in eradicating intermediate and high grade vesicoureteral reflux in patients with complete duplex systems. We recommend this minimally invasive, 15-minute outpatient procedure as a viable option for treating intermediate and high grade vesicoureteral reflux in patients with complete duplex collecting systems

Determinants of Grades in Maths for Students in Economics

OpenAIRE

Cappellari, Lorenzo; Lucifora, Claudio; Pozzoli, Dario

2009-01-01

This paper investigates the determinants of grades achieved in mathematics by rst-year students in Economics. We use individual administrative data from 1993 to 2005 to t an educational production function. Our main ndings suggest that good secondary school achievements and the type of school attended are signi cantly associated with maths grades. Ceteris paribus, females typically do better than males. Since students can postpone the exam or repeat it when they fail, we also analyze the dete...

Extracurricular Activities and Their Effect on the Student's Grade Point Average: Statistical Study

Science.gov (United States)

Bakoban, R. A.; Aljarallah, S. A.

2015-01-01

Extracurricular activities (ECA) are part of students' everyday life; they play important roles in students' lives. Few studies have addressed the question of how student engagements to ECA affect student's grade point average (GPA). This research was conducted to know whether the students' grade point average in King Abdulaziz University,…

International express student's book : intermediate : with pocket book

CERN Document Server

Harding, Keith

2005-01-01

The New Edition of International Express Intermediate retains all the key features of this popular and successful four-level course. It combines engaging, up-to-date topics with a time-efficient and student-centred approach to language work, and clearly focused activities that reflect learners' real communicative needs - the ideal course for professional adults who use English for work, travel, and socializing.

Does Relative Grading help Male Students?

DEFF Research Database (Denmark)

Czibor, Eszter; Onderstal, Sander; Sloof, Randolph

The provision of non-pecuniary incentives in education is a topic that has received much scholarly attention lately. Our paper contributes to this discussion by investigating the effectiveness of grade incentives in increasing student performance. We perform a direct comparison of the two most co...

Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

Science.gov (United States)

Colorado State Dept. of Education, Denver.

This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

Do Student Evaluations of Teaching Depend on the Distribution of Expected Grade?

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Matos-Diaz, Horacio; Ragan, James F., Jr.

2010-01-01

Prior research suggests that student evaluations of teaching may depend on the average grade expected in a class. We hypothesize that, because of risk aversion, student ratings also depend on the distribution of expected grades. As predicted, student ratings at the University of Puerto Rico at Bayamon are significantly and negatively related to…

Evaluation of Risk Factors Affecting Substance Use among Tenth-Grade Students

Directory of Open Access Journals (Sweden)

Dilek Öztaş

2018-01-01

Full Text Available Aim. The aim of this study is to detect the prevalence of substance use among tenth-grade students; their thoughts, attitudes, behaviors, and tendencies towards substance use; and risk factors of substance use in tenth-grade students in general. Methods. This study is descriptive and cross-sectional conducted between April and May 2016. Research population consists of tenth-grade students in 2015-2016 school year in the city of Ordu. Since the study involved all tenth-grade students, no sampling was done. Questions on substance use were prepared by Ordu Public Health Directorate and the authors by making use of European School Survey Project on Alcohol and Other Drugs (ESPAD study questions, AMATEM’s “Drugs and Addiction Youth Survey” study conducted on May 1996, and scientific studies conducted previously on similar subjects. Results. 9825 tenth-grade students in 88 schools from 19 counties in the city of Ordu were included in the study. 8714 of the students participated in the survey. Being male, being over the age of 15, mother and father being separated, living with relatives, being in low income, negative feelings about school, perception of being unsuccessful in school, failing a year, absenteeism, and not being content with life are the risk factors for substance use. Conclusions. The tendency of illegal substance use becoming more and more prevalent especially among youth requires the development of new treatment strategies.

Effectiveness of a co-taught handwriting program for first grade students.

Science.gov (United States)

Case-Smith, Jane; Holland, Terri; White, Susan

2014-02-01

Our study examined the effects of Write Start, a classroom-embedded handwriting/writing program on handwriting and writing fluency for first grade students, co-taught by occupational therapists and teachers. Two first grade classrooms received the Write Start and two received standard handwriting instruction. This co-taught program included specific feedback during handwriting practice, small group activities, student self-evaluation, and peer supports. The students were evaluated on handwriting legibility, fluency, and written expression at baseline, immediately after the program, and 6 months later. When performance was compared between the two groups, the students in the Write Start program improved significantly more in legibility (d = .57) and fluency (d = .75) than students who received standard instruction. Gains in handwriting speed (d = .18), average legibility (d = .26), and written expression (d = .25) did not differ significantly between the two groups. A co-taught, inclusive handwriting/writing program can promote first grade students' achievement of lower case legibility and writing fluency.

Energy Concept Understanding of High School Students: A Cross-Grade Study

Science.gov (United States)

Takaoglu, Zeynep Baskan

2018-01-01

Energy is a difficult concept to be understood by students of all levels. Thus, the aim of the study is to determine how high school students at different levels perceive the energy and related concepts. In line with this purpose, 173 students in total of which 57 ones of the 9th grade, 94 ones of the 10th grade and 22 ones of the 11th grade…

Factors Affecting Students' Grades in Principles of Economics

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Kara, Orhan; Bagheri, Fathollah; Tolin, Thomas

2009-01-01

Factors affecting students' grades in principles of microeconomics and macroeconomics students are analyzed from the data collected in two public universities. Results indicate that gender, number of hours worked, SAT scores, number of missed classes, recommending the course to a friend, instructors, being a junior, number of economics courses…

How Faculty can Affect Student Texting, Distraction, Grades, and Attitudes

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Duncan, Douglas K.; Hoekstra, A.; Wilcox, B.

2014-01-01

There is considerable pressure on faculty members to use technology in teaching. Students also bring technology into class in the form of laptop computers, smart phones, and iPads. Does this technology increase or decrease learning? We report two years of data studying 14 different classes with a total of approximately 1200 students. We find that, on the average, approximately 70% of students use their own digital devices during class and 30% do not. The grades earned by the former group average nearly half a grade point average lower than the non-use group. Faculty policies are found to dramatically influence student behavior. Extensive student interview data will be reported that shows that students expect faculty members to set technology policies and summarizes their attitudes about technology use.

The Effects of Framing Grades on Student Learning and Preferences

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Bies-Hernandez, Nicole J.

2012-01-01

Two experiments examined whether framing effects, in terms of losses and gains, can be extended to student learning and grading preferences. In Experiment 1, participants rated psychology course syllabi to investigate preferences for differently framed grading systems: a loss versus gain grading system. The results showed a clear framing effect…

A Quantitative Study on the Correlation between Grade Span Configuration of Sixth Grade Students in Private Florida Schools and Academic Achievement on Standardized Achievement Scores

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Rantin, Deborah

2017-01-01

The applied dissertation was designed to investigate the three models of grade span configurations of sixth grade and the effects grade span configuration has on results of the standardized achievement scores of sixth grade students in private, Florida schools. Studies that have been conducted on sixth grade students and grade span configuration…

National Uranium Resource Evaluation: intermediate-grade uranium resource assessment project for part of the Maybell District, Sand Wash Basin, Colorado

International Nuclear Information System (INIS)

Goodknight, C.S.

1983-04-01

Intermediate-grade uranium resources in the Miocene Browns Park Formation were assessed for part of the Maybell district in the Sand Wash Basin, Colorado, as part of the National Uranium Resource Evaluation program conducted by Bendix Field Engineering Corporation for the US Department of Energy. Two sites, each 2 mi 2 (5 km 2 ) in size, in the district were selected to be assessed. Site selection was based on evaluation of geologic, geophysical, and geochemical data that were collected from a larger project area known to contain uranium enrichment. The assessment of the sites was accomplished primarily by drilling 19 holes through the Browns Park Formation and by using the geophysical and geochemical data from those holes and from a larger number of industry-drilled holes. Analytical results of samples from uranium prospects, mainly along faults in the sites, were also used for the assessment. Data from surface samples and from drill-hole samples and logs of the site south of Lay Creek indicate that no intermediate-grade uranium resources are present. However, similar data from the site north of Lay Creek verify that approximately 25 million lb (11.2 million kg) of intermediate-grade uranium resources may be present. This assessment assumes that an average uranium-enriched thickness of 10 ft (3 m) at a grade of 0.017% U 3 O 8 is present in at least two thirds of the northern site. Uranium enrichment in this site occurs mainly in the lower 150 ft (45 m) of the Browns Park Formation in fine- to medium-grained sandstone that contains abundant clay in its matrix. Facies variations within the Browns Park preclude correlation of individual beds or zones of uranium enrichment between closely spaced drill holes

Investigation into How 8th Grade Students Define Fractals

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Karakus, Fatih

2015-01-01

The analysis of 8th grade students' concept definitions and concept images can provide information about their mental schema of fractals. There is limited research on students' understanding and definitions of fractals. Therefore, this study aimed to investigate the elementary students' definitions of fractals based on concept image and concept…

Grade 1 to 6 Thai students' existing ideas about light: Across-age study

Science.gov (United States)

Horasirt, Yupaporn; Yuenyong, Chokchai

2018-01-01

This paper aimed to investigate Grade 1 to 6 Thai (6 - 12 years old) students' existing ideas about light, sight, vision, source of light. The participants included 36 Grade 1 to 6 students (6 students in each Grade) who studying at a primary school in Khon Kaen. The method of this study is a descriptive qualitative research design. The tools included the two-tiered test about light and open-ended question. Students' responses were categorized the students' existing ideas about light. Findings indicated that young students held various existing ideas about light that could be categorized into 6 different groups relating to sight, vision, and source of light. The paper discussed these students' existing ideas for developing constructivist learning about light in Thailand context.

Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics

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Wiley, Caroline Rose Hummel

2011-01-01

The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking…

GRADING: Involving Students in a Time-saving Solution to the Homework Problem.

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Mafi, Mohammad

1989-01-01

A procedure where homework assignments are collected, graded, and returned each week is suggested. Students were used to grade each other's homework against copies of the solutions according to criteria established at the beginning of the course. Student response has been positive. (MVL)

Grades and Graduation: A Longitudinal Risk Perspective to Identify Student Dropouts

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Bowers, Alex J.

2010-01-01

Studies of student risk of school dropout have shown that present predictors of at-risk status do not accurately identify a large percentage of students who eventually drop out. Through the analysis of the entire Grade 1-12 longitudinal cohort-based grading histories of the class of 2006 for two school districts in the United States, the author…

Seventh Grade Students' Mental Models of the Greenhouse Effect

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Shepardson, Daniel P.; Choi, Soyoung; Niyogi, Dev; Charusombat, Umarporn

2011-01-01

This constructivist study investigates 225 student drawings and explanations from three different schools in the midwest in the US, to identify seventh grade students' mental models of the greenhouse effect. Five distinct mental models were derived from an inductive analysis of the content of the students' drawings and explanations: Model 1, a…

A CURRICULUM FOR ENGLISH, STUDENT PACKET, GRADE 9.

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Nebraska Univ., Lincoln. Curriculum Development Center.

THE FIRST UNIT OF THE STUDENT PACKET FOR GRADE NINE OF THE NEBRASKA ENGLISH CURRICULUM IS A STUDY OF THE RELATIONSHIPS WHICH EXIST BETWEEN AUTHOR AND AUDIENCE, AND AN EXAMINATION OF THE EPIGRAM, LIMERICK, PARABLE, FABLE, AND ODE. WITH THIS BACKGROUND, STUDENTS CONSIDER "ON AVARICE" AND "ANIMAL FARM" AS EXAMPLES OF FORMAL AND…

DWI-associated entire-tumor histogram analysis for the differentiation of low-grade prostate cancer from intermediate-high-grade prostate cancer.

Science.gov (United States)

Wu, Chen-Jiang; Wang, Qing; Li, Hai; Wang, Xiao-Ning; Liu, Xi-Sheng; Shi, Hai-Bin; Zhang, Yu-Dong

2015-10-01

To investigate diagnostic efficiency of DWI using entire-tumor histogram analysis in differentiating the low-grade (LG) prostate cancer (PCa) from intermediate-high-grade (HG) PCa in comparison with conventional ROI-based measurement. DW images (b of 0-1400 s/mm(2)) from 126 pathology-confirmed PCa (diameter >0.5 cm) in 110 patients were retrospectively collected and processed by mono-exponential model. The measurement of tumor apparent diffusion coefficients (ADCs) was performed with using histogram-based and ROI-based approach, respectively. The diagnostic ability of ADCs from two methods for differentiating LG-PCa (Gleason score, GS ≤ 6) from HG-PCa (GS > 6) was determined by ROC regression, and compared by McNemar's test. There were 49 LG-tumor and 77 HG-tumor at pathologic findings. Histogram-based ADCs (mean, median, 10th and 90th) and ROI-based ADCs (mean) showed dominant relationships with ordinal GS of Pca (ρ = -0.225 to -0.406, p Histogram 10th ADCs had dominantly high Az (0.738), Youden index (0.415), and positive likelihood ratio (LR+, 2.45) in stratifying tumor GS against mean, median and 90th ADCs, and ROI-based ADCs. Histogram mean, median, and 10th ADCs showed higher specificity (65.3%-74.1% vs. 44.9%, p histogram analysis had higher specificity, Az, Youden index, and LR+ for differentiation of PCa Gleason grade than ROI-based approach.

Copper Mountain, Wyoming, intermediate-grade uranium resource assessment project. Final report. National Uranium Resource Evaluation

International Nuclear Information System (INIS)

Madson, M.E.; Ludlam, J.R.; Fukui, L.M.

1982-11-01

Intermediate-grade uranium resources were delineated and estimated for Eocene and Precambrian host rock environments in the 39.64 mi 2 Copper Mountain, Wyoming, assessment area. Geologic reconnaissance and geochemical, geophysical, petrologic, borehole, and structural data were interpreted and used to develop a genetic model for uranium mineralization in these environments. Development of a structural scoring system and application of computer graphics in a high-confidence control area established the basis for estimations of uranium resources in the total assessment area. 8 figures, 5 tables

Academic Self-Efficacy, Faculty-Student Interactions, and Student Characteristics as Predictors of Grade Point Average

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Gosnell, Joan C.

2012-01-01

The purpose of the study was to explore student characteristics, academic self-efficacy, and faculty-student interactions as predictors of grade point average for upper-division (college level third and fourth year) education students at a public 4-year degree-granting community college. The study examined the effects of student characteristics…

The Impact of Framing Effect on Student Preferences for University Grading Systems

Science.gov (United States)

Smith, Jeffrey K.; Smith, Lisa F.

2009-01-01

Kahneman and Tversky's (1979, 2000; Tversky & Kahneman, 1981) work in decision-making was applied to student preferences for grading practices. Undergraduate psychology students (n = 240) were randomly assigned to 1 of 3 framing conditions related to how a university course might be graded: a 100 point system, a percentage system, and an open…

How Much Is that Exam Grade Really Worth? An Estimation of Student Risk Aversion to Their Unknown Final College Course Grades

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Nalley, Lanier; McKenzie, Andrew

2011-01-01

This study created an experimental design with which students can empirically assess their risk behavior with respect to exam grades within an expected utility framework. Specifically, the authors analyzed students' risk preferences associated with taking exams and earning a "risky" unknown grade versus not taking exams and instead…

Osteoporosis Risk Factors in Eighth Grade Students.

Science.gov (United States)

Lysen, Victoria C.; Walker, Robert

1997-01-01

Presents findings from food frequency questionnaires and surveys of 138 Midwestern eighth-grade student-parent pairs. The study examined the incidence of modifiable and nonmodifiable osteoporosis risk factors and compared gender differences. Data analysis indicated that many adolescents possessed several modifiable and nonmodifiable risk factors…

Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

Science.gov (United States)

Roberts, Patrice Helen

This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

Science.gov (United States)

Tsai, Liang-Ting; Yang, Chih-Chien

2015-05-01

This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

An Analysis on Students' Speaking Skill at Second Grade SMP 8 Rambah Hilir

OpenAIRE

Harahap, Siti Surinah; Antoni, Rivi; Rasyidah, Ummi

2015-01-01

The purpose of this research was to find out students speaking skill. Speaking is one of the some skills among listening, writing, reading.This research used descriptive qualitative research design.where the writer described and analyzed the students' errors in speaking skill. The population of this research was taken from the second grade students' at Smp 8 Rambah Hilir in Rambah Hilir district is about 21 students.Based on the result, the writer concludes that the second grade students' of ...

Relationship Between Active Learning Methodologies and Community College Students' STEM Course Grades

Science.gov (United States)

Clark Lesko, Cherish Christina

Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use of ALM predicted STEM course grades while controlling for academic discipline, course level, and class size. The theoretical framework was Vygotsky's social constructivism. Descriptive statistics and multinomial logistic regression were performed on data collected through an anonymous survey of 74 instructors of 272 courses during the 2016 fall semester. Results indicated that students were more likely to achieve passing grades when instructors employed in-class, highly structured activities, and writing-based ALM, and were less likely to achieve passing grades when instructors employed project-based or online ALM. The odds ratios indicated strong positive effects (greater likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) for writing-based ALM (39.1-43.3%, 95% CI [10.7-80.3%]), highly structured activities (16.4-22.2%, 95% CI [1.8-33.7%]), and in-class ALM (5.0-9.0%, 95% CI [0.6-13.8%]). Project-based and online ALM showed negative effects (lower likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) with odds ratios of 15.7-20.9%, 95% CI [9.7-30.6%] and 16.1-20.4%, 95% CI [5.9-25.2%] respectively. A white paper was developed with recommendations for faculty development, computer skills assessment and training, and active research on writing-based ALM. Improving student grades and STEM course completion rates could lead to higher graduation rates and lower college costs for at-risk students by reducing course repetition and time to degree completion.

The Impact of the Principles of Accounting Experience on Student Preparation for Intermediate Accounting

Science.gov (United States)

Carrington, Linda G.

2012-01-01

Both students and instructors alike will generally agree that intermediate accounting courses are among the most difficult and demanding in an accounting or finance curriculum, and perhaps even on the college campus. Intermediate accounting contains subject matter which requires a higher level of thinking and a greater ability to process prior…

Common difficulties experienced by grade 12 students in learning ...

African Journals Online (AJOL)

The objective of this study was to examine the nature and causes of common difficulties experienced by grade twelve students in learning chemistry in Ebinat preparatory school. A qualitative method was employed to investigate the questions, which used interviews and questionnaires with students and teachers. The key ...

The Mathematics Literacy Level of Eighth Grade Students

OpenAIRE

Esra UYSAL; Kürşat YENİLMEZ

2011-01-01

The purpose of this study is to determine the eighth grade student’s Mathematics Literacy level based on the PISA 2003 Mathematics exam questions and evaluations. Also relationships between distribution of Mathematics Literacy levels and some variables as students’ gender, pre-school education, family’s income and parent’s education level are investigated. Survey method was used in this study. The work group of the study consists of 1047 eighth grade students chosen randomly from 12 primary s...

Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

Directory of Open Access Journals (Sweden)

Antonijević Radovan M.

2006-01-01

Full Text Available This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

Improving Grade One Students' Reading Motivation with Online Electronic Storybooks

Science.gov (United States)

Ciampa, Katia

2012-01-01

This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. The current research explored eight grade 1 students' experiences with online electronic storybooks (eBooks). Eight students were given ten 25-minute sessions with the software programs over 15 weeks.…

Rate of Speech and Reading in Second and Fifth Grade Primary Students in Tehran

Directory of Open Access Journals (Sweden)

Hourieh Ahadi

2007-12-01

Full Text Available Background and Aim: The purpose of this research is to study the standardization of speaking and reading rates in a group of normal speaker of female students, and to compare them. As the rate of speech is an important variable in the evaluation and treatment of stuttering, cluttering, dysarthria and apraxia. Materials and Method: One hundred of second grade students of primary school and an equal number of fifth grade students participated in this study. All subjects were native speakers of Farsi, who passed an informal, screening test of articulation and speech. None of the subjects had a history of speech, hearing, or neurological disorders. The subjects were asked to read from the 180 words portion of their Farsi book and tell story. Their speech was recorded by using a tape recorder. Then the data were analyzed for word and syllable rate. In transcribing the samples, single morpheme was counted as single word and compound words were counted as two words if they had two free morphemes. Non-word interjections were excluded from word and syllable counts while word interjections and repeated words were included in the count. Independent t-test and paired t-test were used for analyzing. Results: In the second grade students the reading rate is, on the average, 189.4 syllable per minute (SPM(94.9 word per minute(WPM, 3.1 syllable per second(SPS and the talking rate is 189.8 SPM (99.1 WPM, 3.1 SPS and in the fifth grade student the reading rate is 223.9 SPM (119.0 WPM, 3.7SPS and the talking rate is 210.26 SPM (109.5 WPM , 3.4 SPS. Conclusion: The result highlight that in the fifth grade students, reading rates are higher than talking rates while in the second grade they are not, because they do not have enough skills for whole word reading. A remarkable finding in this research is that, reading and talking rates in the fifth grade students are higher than the second grade students.

Fitness, fatness, and academic performance in seventh-grade elementary school students

Science.gov (United States)

2014-01-01

Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born. PMID:25001376

Student Test Grades in College: A Study of Possible Predictors

Science.gov (United States)

Hammonds, Frank; Mariano, Gina

2015-01-01

Research on variables related to test performance has produced mixed results. Typically, research of this type involves only a few variables. In an attempt to obtain a more complete picture, we investigated how test grades might be related to variables such as classification, student seating location, test completion time, predicted grade, time…

The effect of two grading systems on the performance of medical students during oral examinations

DEFF Research Database (Denmark)

Ba-Ali, Shakoor; Jemec, Gregor B E; Sander, Birgit

2017-01-01

group (p = 0.45). Moreover, the average mark was higher among the international students (mean = 10.3, on the seven-point grading scale) than in the Danish speaking classes (mean = 9.1). CONCLUSION: The seven-point grading scale seems to motivate students to yield a better performance; hence tiered......INTRODUCTION: Either a pass/fail approach or a seven-point grading scale are used to evaluate students at the Danish universities. The aim of this study was to explore any effect of the assessment methods on student performances during oral exams. METHODS: In a prospective study including 1......,037 examinations in three medical subjects, we investigated the difference in the test scores between the spring- and autumn semester. In the spring semester, the students could either pass or fail the subject (pass/fail) while in the following autumn semester, the students were assessed by tiered grading (seven...

Assessing the Relation between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance

Science.gov (United States)

Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.

2016-01-01

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

Assessing the Relation between Seventh-Grade Students' Engagement and Proportional Problem Solving Performance

Science.gov (United States)

Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, John R.

2016-01-01

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

Cognitive precursors of the developmental relation between lexical quality and reading comprehension in the intermediate elementary grades

NARCIS (Netherlands)

Swart, N.M.; Muijselaar, M.M.L.; Steenbeek-Planting, E.G.; Droop, W.; Jong, P.F. de; Verhoeven, L.T.W.

2017-01-01

In a longitudinal study, we investigated how cognitive precursors (short-term memory, working memory, and nonverbal reasoning) influence the developmental relation between lexical quality (decoding and vocabulary) and reading comprehension skill in 282 Dutch students in the intermediate elementary

Cognitive precursors of the developmental relation between lexical quality and reading comprehension in the intermediate elementary grades.

NARCIS (Netherlands)

Swart, N.M.; Muijselaar, M.M.L.; Steenbeek-Planting, E.G.; Droop, M.; de Jong, P.F.; Verhoeven, L.

2017-01-01

In a longitudinal study, we investigated how cognitive precursors (short-term memory, working memory, and nonverbal reasoning) influence the developmental relation between lexical quality (decoding and vocabulary) and reading comprehension skill in 282 Dutch students in the intermediate elementary

Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students

Science.gov (United States)

Hosseini, Seyed Mohammad Hassan

2014-01-01

This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL) vis-à-vis Group Investigation (GI) method of Cooperative Learning (CL) on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a…

Different Grade Students' Use and Interpretation of Literal Symbols

Science.gov (United States)

Celik, Derya; Gunes, Gonul

2013-01-01

The aim of the study was to determine and compare 7th, 8th, and 9th grades students' level of use and interpret the literal symbols. In addition, students' responses to questions that require use of different roles of literal symbol were examined to identify the errors. For this purpose, Chelsea Diagnostics Algebra test developed by The Concepts…

Prospective Mathematics Teachers' Ability to Identify Mistakes Related to Angle Concept of Sixth Grade Students

Science.gov (United States)

Arslan, Cigdem; Erbay, Hatice Nur; Guner, Pinar

2017-01-01

In the present study we try to highlight prospective mathematics teachers' ability to identify mistakes of sixth grade students related to angle concept. And also we examined prospective mathematics teachers' knowledge of angle concept. Study was carried out with 30 sixth-grade students and 38 prospective mathematics teachers. Sixth grade students…

Which Instructional Practices Most Help First Grade Students with and without Mathematics Difficulties?

Science.gov (United States)

Morgan, Paul L.; Farkas, George; Maczuga, Steve

2015-01-01

We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268

Digital Natives: Fifth-Grade Students' Authentic and Ritualistic Engagement with Technology

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Dietrich, Trevor; Balli, Sandra J.

2014-01-01

Thirty four fifth-grade students were interviewed about classroom learning and technology. Interview data were considered through Schlechty's (2002) levels of engagement framework to explore students' authentic or ritualistic engagement during technology supported lessons. Student engagement is defined as interest in and commitment to learning.…

The Impact of Assessment Policy on Learning: Replacement Exams or Grade Dropping

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MacDermott, Raymond J.

2013-01-01

Instructors often debate the merits of alternate grading policies such as dropping the lowest exam or offering an additional exam to replace the lowest score. To date, there has been little research conducted on the impact of these policies on performance. In this study, the author investigates student performance in intermediate macroeconomics…

Decomposing University Grades: A Longitudinal Study of Students and Their Instructors

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Beenstock, Michael; Feldman, Dan

2018-01-01

First-degree course grades for a cohort of social science students are matched to their instructors, and are statistically decomposed into departmental, course, instructor, and student components. Student ability is measured alternatively by university acceptance scores, or by fixed effects estimated using panel data methods. After controlling for…

Loneliness among Students with Special Educational Needs in Mainstream Seventh Grade

NARCIS (Netherlands)

Bossaert, Goele; Colpin, Hilde; Pijl, Sip Jan; Petry, Katja

2012-01-01

The goals of this study were twofold. The first aim was to explore loneliness prevalence in typically developing students, students with ASD and students with motor and/or sensory disabilities in mainstream 7th grade in Belgium. The second aim was to explore the relations between number of friends,

Critical Thinking and Problem Solving Skills in Mathematics of Grade-7 Public Secondary Students

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Emil C. Alcantara

2017-11-01

Full Text Available The study aimed to assess the academic performance, critical thinking skills, and problem solving skills in mathematics of Grade-7 students in the five central public secondary schools of Area 2, Division of Batangas, Philippines. This study utilized descriptive method of research. Three hundred forty one (341 students of the public secondary schools out of the total of 2,324 Grade-7 students were selected through systematic random sampling as the subjects of the study. It was found out that the level of performance in Mathematics of the Grade-7 students is proficient. The level of critical thinking skills of students from the different schools is above average as well as their level of problem solving skills. The mathematics performance of the students is positively correlated to their level of critical thinking skills and problem solving skills. Students considered the following learning competencies in the different content areas of Grade-7 Mathematics as difficult to master: solving problems involving sets, describing the development of measurement from the primitive to the present international system of units, finding a solution of an equation or inequality involving one variable, using compass and straightedge to bisect line segments and angles, and analyzing, interpreting accurately and drawing conclusions from graphic and tabular presentations of statistical data.

Relationship between Legible Handwriting and Level of Success of Third Grade Students in Written Expression

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Bayat, Seher; Küçükayar, Hasan

2016-01-01

This study aims to identify third-grade students' performance levels for written expression and handwriting and to find the relationship between these performances. The study is based on relational screening model. It is carried out with 110 third grade students. Students' levels of success in handwriting and in written expression are evaluated…

Correlation between Grade Point Averages and Student Evaluation of Teaching Scores: Taking a Closer Look

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Griffin, Tyler J.; Hilton, John, III.; Plummer, Kenneth; Barret, Devynne

2014-01-01

One of the most contentious potential sources of bias is whether instructors who give higher grades receive higher ratings from students. We examined the grade point averages (GPAs) and student ratings across 2073 general education religion courses at a large private university. A moderate correlation was found between GPAs and student evaluations…

Ratings of Severity of Life Events by Ninth-Grade Students.

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Hutton, Jerry B.; And Others

1987-01-01

Special education, basic, and honors ninth-grade students (n=60) rated the severity of stress for each of the life events on the Source of Stress Inventory (Chandler, 1981). There was a significant positive relationship between the Chandler rankings (teachers and mental health workers) and the student rankings. (Author/NB)

Collaboration, Competition and Violence in Eighth-Grade Students' Classroom Writing.

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Peterson, Shelley; Ladky, Mary

2001-01-01

Examines gender features in eighth-grade students' writing in terms of the relationships among characters and the use of violence, comparing the analyses to perspectives offered by the students in small group conversations. Finds evidence of competitive relationships within sports and romance stories, as well as elements of violence and metaphors…

Course Syllabi and Their Effects on Students' Final Grade Performance.

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Serafin, Ana Gil

This study examined the relationship between the changes introduced in a course syllabus for a course titled "Instructional Strategies" and the final grades obtained by freshman and sophomore students in three successive academic periods. A sample of 150 subjects was randomly selected from students enrolled in the course at the…

Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions

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Balfanz, Robert; Herzog, Liza; Iver, Douglas J. Mac

2007-01-01

This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation's cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the…

Extrinsic Motivators Affecting Fourth-Grade Students' Interest and Enrollment in an Instrumental Music Program

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Vasil, Martina

2013-01-01

The purpose of this study was to investigate fourth-grade students' extrinsic motivators for joining and continuing in a school instrumental music program. Three research questions were investigated: (a) What extrinsic motivators have influenced fourth-grade students' initial interest and continuing participation in an instrumental music program?…

Grade Inflation in Medical Student Radiation Oncology Clerkships: Missed Opportunities for Feedback?

International Nuclear Information System (INIS)

Grover, Surbhi; Swisher-McClure, Samuel; Sosnowicz, Stasha; Li, Jiaqi; Mitra, Nandita; Berman, Abigail T.; Baffic, Cordelia; Vapiwala, Neha; Freedman, Gary M.

2015-01-01

Purpose: To test the hypothesis that medical student radiation oncology elective rotation grades are inflated and cannot be used to distinguish residency applicants. Methods and Materials: The records of 196 applicants to a single radiation oncology residency program in 2011 and 2012 were retrospectively reviewed. The grades for each rotation in radiation oncology were collected and converted to a standardized 4-point grading scale (honors, high pass, pass, fail). Pass/fail grades were scored as not applicable. The primary study endpoint was to compare the distribution of applicants' grades in radiation oncology with their grades in medicine, surgery, pediatrics, and obstetrics/gynecology core clerkships. Results: The mean United States Medical Licensing Examination Step 1 score of the applicants was 237 (range, 188-269), 43% had additional Masters or PhD degrees, and 74% had at least 1 publication. Twenty-nine applicants were graded for radiation oncology rotations on a pass/fail basis and were excluded from the final analysis. Of the remaining applicants (n=167), 80% received the highest possible grade for their radiation oncology rotations. Grades in radiation oncology were significantly higher than each of the other 4 clerkships studied (P<.001). Of all applicants, 195 of 196 matched into a radiation oncology residency. Higher grades in radiation oncology were associated with significantly higher grades in the pediatrics core clerkship (P=.002). However, other medical school performance metrics were not significantly associated with higher grades in radiation oncology. Conclusions: Although our study group consists of a selected group of radiation oncology applicants, their grades in radiation oncology clerkships were highly skewed toward the highest grades when compared with grades in other core clerkships. Student grading in radiation oncology clerkships should be re-evaluated to incorporate more objective and detailed performance metrics to allow for

Grade six students' understanding of the nature of science

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Cochrane, Donald Brian

The goal of scientific literacy requires that students develop an understanding of the nature of science to assist them in the reasoned acquisition of science concepts and in their future role as citizens in a participatory democracy. The purpose of this study was to investigate and describe the range of positions that grade six students hold with respect to the nature of science and to investigate whether gender or prior science education was related to students' views of the nature of science. Two grade six classes participated in this study. One class was from a school involved in a long-term elementary science curriculum project. The science curriculum at this school involved constructivist epistemology and pedagogy and a realist ontology. The curriculum stressed hands-on, open-ended activities and the development of science process skills. Students were frequently involved in creating and testing explanations for physical phenomena. The second class was from a matched school that had a traditional science program. Results of the study indicated that students hold a wider range of views of the nature of science than previously documented. Student positions ranged from having almost no understanding of the nature of science to those expressing positions regarding the nature of science that were more developed than previous studies had documented. Despite the range of views documented, all subjects held realist views of scientific knowledge. Contrary to the literature, some students were able to evaluate a scientific theory in light of empirical evidence that they had generated. Results also indicated that students from the project school displayed more advanced views of the nature of science than their matched peers. However, not all students benefited equally from their experiences. No gender differences were found with respect to students' understanding of the nature of science.

TCGA_LowerGradeGliomas

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TCGA researchers analyzed nearly 300 cases of diffuse low- and intermediate-grade gliomas, which together comprise lower-grade gliomas. LGGs occur mainly in adults and include astrocytomas, oligodendrogliomas and oligoastrocytomas.

The Relationship between Home Literary Environments and Attitudes toward Reading in Ninth-Grade Students.

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Kubis, Mary Ellen

A study determined what variables in the home literary environments of ninth-grade students influenced their attitudes toward reading. Subjects, 316 students from 2 ninth-grade classes at 2 metropolitan high schools, were given the Estes Reading Attitude Scale and a researcher-developed, 30-question inventory of their home literary environment.…

Thai Grade 11 Students' Alternative Conceptions for Acid-Base Chemistry

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Artdej, Romklao; Ratanaroutai, Thasaneeya; Coll, Richard Kevin; Thongpanchang, Tienthong

2010-01-01

This study involved the development of a two-tier diagnostic instrument to assess Thai high school students' understanding of acid-base chemistry. The acid-base diagnostic test (ABDT) comprising 18 items was administered to 55 Grade 11 students in a science and mathematics programme during the second semester of the 2008 academic year. Analysis of…

Predicting Eight Grade Students' Equation Solving Performances via Concepts of Variable and Equality

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Ertekin, Erhan

2017-01-01

This study focused on how two algebraic concepts- equality and variable- predicted 8th grade students' equation solving performance. In this study, predictive design as a correlational research design was used. Randomly selected 407 eight-grade students who were from the central districts of a city in the central region of Turkey participated in…

Effects of a Nutrition Education Program on the Dietary Behavior and Nutrition Knowledge of Second-Grade and Third-Grade Students

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Powers, Alicia Raby; Struempler, Barbara J.; Guarino, Anthony; Parmer, Sondra M.

2005-01-01

This research investigated the effects of a nutrition education program on dietary behavior and nutrition knowledge among elementary school-aged children participating in a Social Cognitive Theory-based nutrition education program. Participants included 1100 second-grade and third-grade students selected by convenience-type sampling from public…

Using food as a tool to teach science to 3 grade students in Appalachian Ohio.

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Duffrin, Melani W; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

2010-04-01

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.

Determination of the Colour Preferences of 5th Grade Students in Relation to Gender

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Uysal, Hüseyin

2016-01-01

The purpose of this research is to determine the colour preferences of 5th grade students in relation to the concept of gender. The study was conducted with the 19 5th grade students studying at Central District of Bartin Province in 2015 to 2016 academic year. Throughout the research, quantitative research method had been used while survey had…

Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students

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Berk, Rifat Ramazan; Ünal, Emre

2017-01-01

The purpose of this study is to determine sixth, seventh and eighth grade students' writing anxiety and dispositions and to examine to what extent they predict each other. The basis of this study is to determine whether writing disposition is the significant predictor of writing anxiety or not and whether students' grade levels and genders are…

Comparison of Reading Comprehension Skill of Students with Severe to Profound Hearing Impairment from Second up to Fifth Grade of Exceptional Schools with Normal Hearing Students

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Maryam Jalalipour

2016-03-01

Full Text Available Background: Reading is known as one of the most important learning tools. Research results consistently have shown that even a mild hearing impairment could affect the reading skills. Due to the reported differences in reading comprehension skills between hearing impaired students and their normal hearing peers, this research was conducted to compare the differences between the two groups. The other aim was to find any changes in the reading ability of hearing impaired group during elementary school. Methods: This study is a cross-sectional (descriptive–analytic one in which reading comprehension ability of 91 students with severe and profound hearing impairment (33 girls and 58 boys from 2nd up to 5th grade of exceptional schools were compared with 50 2nd grade normal hearing students in Ahvaz, Iran. The first section of Diagnostic Reading Test (Shirazi – Nilipour, 2004 was used in this study. Then the mean reading scores of hearing impaired students in each grade was compared with control group using SPSS 13 with Mann Whitney test. Results: There was a significant difference between average scores of hearing impaired students (boys and girls in 2nd to 5th grade with normal hearing students of 2nd grade (P<0.001. Reading comprehension scores of students with hearing impairment in higher grades had improved slightly, but it was still lower than that of the normal hearing students in the 2nd grade. Conclusion: It appears that reading comprehension skill of students with significant hearing impairment near the end of elementary school years becomes weaker than normal hearing students in the second grade. Therefore, it is essential to find and resolve the underlying reasons of this condition by all professionals who work in the field of education and rehabilitation of these students.

Student laboratory reports: an approach to improving feedback and quality

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Ellingsen, Pål Gunnar; Støvneng, Jon Andreas

2018-05-01

We present an ongoing effort in improving the quality of laboratory reports written by first and second year physics students. The effort involves a new approach where students are given the opportunity to submit reports at intermediate deadlines, receive feedback, and then resubmit for the final deadline. In combination with a differential grading system, instead of pass/fail, the improved feedback results in higher quality reports. Improvement in the quality of the reports is visible through the grade statistics.

The Effects of Reinforcing Intermediate Elementary Students to Constructively Use Free Time for Vocational Exploration

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Hosie, Thomas W.

1975-01-01

This study investigated the effectiveness of operant conditioning procedures in stimulating intermediate elementary students to constructively utilize free time for pursuing occupational information. (RC)

EXAMINATION OF ACHIEVEMENT RELATIONS AND MOTIVATION OF 7th GRADE STUDENTS FOR INVOLVEMENT IN PHYSICAL EDUCATION CLASSES

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Dragoljub Višnjić

2010-09-01

Full Text Available The relations of students achievement and motivation for involvement in PE classes were examined in a sample of 247 seventh-grade elementary school students of both sexes. The independent variables in the study were: sex, general success of the previous grade, PE grade, students’ opinion on sufficiency of knowledge acquired through instruction process, students’ involvement in sport. The scale for measurement of motivation consisted of 29 items obtained by adaptation of the Scale for measurement of motives of sports’ achievement. Correlation analysis, multiple regression analysis and chi square test were preformed. It was established that male students manifested higher motivation that the females. The assumptions: that females will have better PE grades that the male students; that students’ success was negatively related to involvement in sport; that PE grade was connected to involvement in sport; that general success was negatively related to students’ involvement in PE and that PE grade is positively related to students’ motivation for involvement in instruction, were not confirmed.

Reducing Test Anxiety among 12th Grade Students: Iraqi Kurdistan Region/Soran City as an Example

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Faqe, Chiayee Khorshid; Moheddin, Kurdistan Rafiq; Kakamad, Karwan Kakabra

2016-01-01

This study aims at reducing test anxiety among twelfth grade students at Soran city high schools. Throughout the study both quantitative and qualitative methods used to collect data. The participants were 450 twelfth grade students in five schools at Soran City-Kurdistan region of Iraq. Non-random purposive sampling because the students needed…

Cooperative learning and algebra performance of eighth grade students in United Arab Emirates.

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Alkhateeb, Haitham M; Jumaa, Mustafa

2002-02-01

This study investigated the effect of cooperative learning on eighth grade students' performance in algebra. 54 boys and 57 girls in four middle-school mathematics classes of Grade 8 in the UAE participated. Over a 3-wk. period, two classes (57 students) were taught using a cooperative learning method, and the other two classes (54 students) were taught using the traditional lecture method. Analysis of covariance using pretest scores as a covariant showed no statistically significant increase in the algebra performance for students in the cooperative learning groups compared with the traditional groups. However, boys in the cooperative setting improved significantly on the performance test compared with boys in the traditional setting.

African American eighth-grade female students' perceptions and experiences as learners of science literacy

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Crim, Sharan R.

The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

The Benefits of Departmentalization in Upper Elementary Grades for Students and Teachers

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Johnson, Malissa Lee

2013-01-01

This study addressed the benefits of departmentalization in upper elementary grades for students and teachers. The variables of gender and classroom structure (departmentalized versus self-contained) were considered for student participants (n = 125). Results for students were evaluated on pre-test and post-test data using the following measures:…

Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

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Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L.

2017-01-01

Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…

Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types

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Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy

2010-01-01

The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…

Enhancing Argumentative Essay Writing of Fourth-Grade Students with Learning Disabilities

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Deatline-Buchman, Andria; Jitendra, Asha K.

2006-01-01

A within-subject pretest-posttest comparison design was used to explore the effectiveness of a planning and writing intervention in improving the argumentative writing performance of five fourth-grade students with learning disabilities. Students were taught to collaboratively plan and revise their essays and independently write their essays using…

The Predictive Validity of CBM Writing Indices for Eighth-Grade Students

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Amato, Janelle M.; Watkins, Marley W.

2011-01-01

Curriculum-based measurement (CBM) is an alternative to traditional assessment techniques. Technical work has begun to identify CBM writing indices that are psychometrically sound for monitoring older students' writing proficiency. This study examined the predictive validity of CBM writing indices in a sample of 447 eighth-grade students.…

A Study on the Visualization Skills of 6th Grade Students

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Özkan, Ayten; Arikan, Elif Esra; Özkan, Erdogan Mehmet

2018-01-01

Visualization is an effective method for students to internalize concepts and to establish correlations between concepts. Visualization method is especially more important in mathematics which is perceived as the combination of abstract concepts. In this study, whether 6th grade students can solve questions about "Fractions" by using…

Predictors of First-Year Sultan Qaboos University Students' Grade Point Average

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Alkhausi, Hussain Ali; Al-Yahmadi, Hamad; Al-Kalbani, Muna; Clayton, David; Al-Barwani, Thuwayba; Al-Sulaimani, Humaira; Neisler, Otherine; Khan, Mohammad Athar

2015-01-01

This study investigated predictors of first-year university grade point average (GPA) using academic and nonacademic variables. Data were collected from 1511 Omani students selected conveniently from the population of students entering Sultan Qaboos University (SQU) in Fall 2010. Variables considered in the analysis were general education diploma…

Analysis of 8th Grade Students' Viewpoints to the Concept of Democratic Citizen through Metaphors

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Gizem Karabulut

2017-09-01

Full Text Available In this study, it is aimed to determine the view of the 8th grade students on the concept of democratic citizens through the metaphors. In the research towards the general objective, one of the qualitative research designs phenomenology was used. The participants of the survey are 160, 8th grade students in the Körfez district of Kocaeli province in the academic year of 2016-2017. Of the 8th grade students who participated in the survey, 85 are boys and 75 are girls. Data have been reached with semi-structured forms. The metaphors and explanations written by the students were used as the basic data source in this research. Data were analyzed through content analysis. The findings from the research show that 8th grade students perceive democratic citizenship in eight categories: freedom, justice, unity and solidarity, participation, equality, patriotism, diligence and responsibility. When the opinions of the students are analyzed, it is seen that the metaphors they produce concentrate on the categories of freedom and justice. In this context, with 13 students the most widely used metaphor is “fair citizen”. Besides the students produced metaphors mostly in the category of freedom. With “tree“ and “free bird” metaphors they emphasized dimension of freedom of democratic citizenship. Students have also mentioned the distinctive characteristics of democracy, such as decision-making, election, voting, and having a saying in the country's administration when they are explaining what they do with democratic citizen.

Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi-method interview approach during mathematics problem-solving

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Kuzle, A.

2018-06-01

The important role that metacognition plays as a predictor for student mathematical learning and for mathematical problem-solving, has been extensively documented. But only recently has attention turned to primary grades, and more research is needed at this level. The goals of this paper are threefold: (1) to present metacognitive framework during mathematics problem-solving, (2) to describe their multi-method interview approach developed to study student mathematical metacognition, and (3) to empirically evaluate the utility of their model and the adaptation of their approach in the context of grade 2 and grade 4 mathematics problem-solving. The results are discussed not only with regard to further development of the adapted multi-method interview approach, but also with regard to their theoretical and practical implications.

Teamwork Evaluation by Middle Grade Students in Inclusive Classrooms

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Strom, Paris S.; Thompson, MaryEllen; Strom, Robert D.

2013-01-01

Teamwork skills are considered essential in a work environment characterized by diversity and interdependence. Consequently, middle grade teachers arrange cooperative learning so students can acquire experience with solving problems in groups. Teachers also acknowledge that they are frustrated because appropriate instruments are lacking to track…

Jordanian Seventh- And Eleventh-Grade Students' Views on Citizenship Education

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Alazzi, Khaled

2017-01-01

Using a mixed methods approach, this study was conducted in Jordanian schools to determine the perceptions of seventh- and eleventh-grade students toward citizenship. Specifically, the study determined what students believe are the attributes of a good citizen, what activities they participate in that are related to good citizenship, and what…

The effects of undergraduate nursing student-faculty interaction outside the classroom on college grade point average.

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Al-Hussami, Mahmoud; Saleh, Mohammad Y N; Hayajneh, Ferial; Abdalkader, Raghed Hussein; Mahadeen, Alia I

2011-09-01

The effects of student-faculty interactions in higher education have received considerable empirical attention. However, there has been no empirical study that has examined the relation between student-faculty interaction and college grade point average. This is aimed at identifying the effect of nursing student-faculty interaction outside the classroom on students' semester college grade point average at a public university in Jordan. The research was cross-sectional study of the effect of student-faculty interaction outside the classroom on the students' semester college grade point average of participating juniors and seniors. Total interaction of the students was crucial as it is extremely significant (t = 16.2, df = 271, P ≤ 0.001) in relation to students' academic scores between those students who had ≥70 and those who had <70 academic scores. However, gender differences between students, and other variables were not significant either to affect students' academic scores or students' interaction. This study provides some evidence that student-faculty interactions outside classrooms are significantly associated with student's academically achievements. Copyright © 2011 Elsevier Ltd. All rights reserved.

Prevalence of Cigarette smoking among Intermediate Qatari School Male Students

International Nuclear Information System (INIS)

Mossa, Samir Y.; Khan, Zulfaquar A.; Malik, Mariyam A.; Al-Sayed, H.

2006-01-01

Attempt was made to find out knowledge, attitudes and practices of Qatari male students and attending four intermediate schools in Doha, about cigarette smoking. 475 boys aged between 12-18 years were the subject of our study. A survey using self-administered questionnaire was carried out into habits, attitudes and knowledge about cigarette smoking. The importance of peer group pressure, parental smoking and early experimentation was confirmed, as was the general awareness of the health hazards of smoking. In contrast, the importance of religion and financial cost of smoking differed markedly. The prevalence of smoking amongst Qatari intermediate schools appears to be considerably less than their counterparts. The results of this research might be used by health planners and policy makers to establish a strategy to prevent smoking as early as possible to reduce morbidity and early mortality and health related economic burden. (author)

Some Intermediate-Level Violin Concertos.

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Abramson, Michael

1997-01-01

Contends that many violin students attempt difficult concertos before they are technically or musically prepared. Identifies a variety of concertos at the intermediate and advanced intermediate-level for students to study and master before attempting the advanced works by Bach and Mozart. Includes concertos by Vivaldi, Leclair, Viotti, Haydn,…

11th Grade Students' Conceptual Understanding about Torque Concept: A Longitudinal Study

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Bostan Sarioglan, Ayberk; Küçüközer, Hüseyin

2014-01-01

In this study, it is aimed to reveal the effect of instruction on students' ideas about torque before instruction, after instruction and fifteen weeks after instruction. The working group consists of twenty five high school eleventh grade students. To reveal these students' ideas about the concept of torque a concept test consisting of seven…

The Effect of Departmentalization on the Reading Achievement of Sixth-Grade Students.

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Harris, Mary B.

A study examined whether departmentalization affected the reading achievement of sixth-grade students attending a Chicago public school. A random sample of 30 students was chosen from a group of 53 who received instruction in a departmentalized program. A second random sample of 30 was selected from a total of 54 students who received instruction…

The Impact of Computer-Assisted Writing on Improving Writing Scores for Urban Eighth-Grade Students

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Williams-Butler, LaTilya

2016-01-01

The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the…

Student selection: are the school-leaving A-level grades in biology and chemistry important?

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Green, A; Peters, T J; Webster, D J

1993-01-01

This study determined the relationships of grades in A-level biology and chemistry with examination success or failure during the medical course. By inspection of medical student records, A-level grades at entry to medical school and examination performance were obtained for 128 (91%) of the students who sat their final MBBCh examination at the University of Wales College of Medicine in June 1988. The majority, 92 (72%), completed their medical school careers with no professional examination failures; 15 failed examinations just in the period up to 2nd MB; 11 failed examinations in the clinical period only and 10 failed examinations in both periods. Whereas grade achieved in A-level chemistry was not associated with undergraduate examination performance, students with a grade A or B in A-level biology were less likely to have problems than the others (21% compared with 47%; the difference of 26% has a 95% confidence interval of 7% to 44%). Specifically, there appears to be a strong relationship between a low grade in biology and difficulties in the preclinical examinations. Moreover, for those who have difficulties at this stage, this association continues later in the course.

Chinese Grade Eight Students' Understanding about the Concept of Global Warming

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Lin, Jing

2017-01-01

China is one of the world's biggest greenhouse gas emitters. Chinese students' awareness and understanding about global warming have a significant impact on the future of mankind. This study, as an initial research of this kind in Mainland China, uses clinical interviews to survey 37 grade eight students on their understanding about global…

Determinants of Grades in Maths for Students in Economics

DEFF Research Database (Denmark)

Cappellari, Lorenzo; Lucifora, Claudio; Pozzoli, Dario

attended are signi cantly associated with maths grades. Ceteris paribus, females typically do better than males. Since students can postpone the exam or repeat it when they fail, we also analyze the determinants of the elapsed time to pass the exam using survival analysis. Modeling simultaneously maths...

The Influence of Documentary Films on 8th Grade Students' Views about Nature of Science

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Seckin Kapucu, Munise; Cakmakci, Gultekin; Aydogdu, Cemil

2015-01-01

This quasi-experimental study aims to investigate the documentary films' influence on 8th grade students' nature of science views. The study's participants were 113 8th grade students from two different schools taught by two different teachers. The study was completed over a 6-week period, during which topics related to "Cell Division and…

Mixed-Method Research on Learning Vocabulary through Technology Reveals Vocabulary Growth in Second-Grade Students

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Huang, SuHua

2015-01-01

A mixed-method embedded research design was employed to investigate the effectiveness of the integration of technology for second-grade students' vocabulary development and learning. Two second-grade classes with a total of 40 students (21 boys and 19 girls) were randomly selected to participate in this study for the course of a semester. One…

Paying Students to Learn: An Ethical Analysis of Cash for Grades Programmes

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Warnick, Bryan R.

2017-01-01

A growing number of schools have begun experimenting with giving students cash rewards to improve academic performance. This practice has come to be known as "cash-for-grades." In this article, I examine some of the philosophical and ethical questions involved with cash-for-grades programmes, rather than focusing on whether such…

Measured emotional intelligence ability and grade point average in nursing students.

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Codier, Estelle; Odell, Ellen

2014-04-01

For most schools of nursing, grade point average is the most important criteria for admission to nursing school and constitutes the main indicator of success throughout the nursing program. In the general research literature, the relationship between traditional measures of academic success, such as grade point average and postgraduation job performance is not well established. In both the general population and among practicing nurses, measured emotional intelligence ability correlates with both performance and other important professional indicators postgraduation. Little research exists comparing traditional measures of intelligence with measured emotional intelligence prior to graduation, and none in the student nurse population. This exploratory, descriptive, quantitative study was undertaken to explore the relationship between measured emotional intelligence ability and grade point average of first year nursing students. The study took place at a school of nursing at a university in the south central region of the United States. Participants included 72 undergraduate student nurse volunteers. Emotional intelligence was measured using the Mayer-Salovey-Caruso Emotional Intelligence Test, version 2, an instrument for quantifying emotional intelligence ability. Pre-admission grade point average was reported by the school records department. Total emotional intelligence (r=.24) scores and one subscore, experiential emotional intelligence(r=.25) correlated significantly (>.05) with grade point average. This exploratory, descriptive study provided evidence for some relationship between GPA and measured emotional intelligence ability, but also demonstrated lower than average range scores in several emotional intelligence scores. The relationship between pre-graduation measures of success and level of performance postgraduation deserves further exploration. The findings of this study suggest that research on the relationship between traditional and nontraditional

Exploring scientific creativity of eleventh-grade students in Taiwan

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Liang, Jia-Chi

2002-04-01

Although most researchers focus on scientists' creativity, students' scientific creativity should be considered, especially for high school and college students. It is generally assumed that most professional creators in science emerge from amateur creators. Therefore, the purpose of this study is to investigate the relationship between students' scientific creativity and selected variables including creativity, problem finding, formulating hypotheses, science achievement, the nature of science, and attitudes toward science for finding significant predictors of eleventh grade students' scientific creativity. A total of 130 male eleventh-grade students in three biology classes participated in this study. The main instruments included the Test of Divergent Thinking (TDT) for creativity measurement, the Creativity Rating Scale (CRS) and the Creative Activities and Accomplishments Check Lists (CAACL ) for measurement of scientific creativity, the Nature of Scientific Knowledge Scale (NSKS) for measurement of the nature of science, and the Science Attitude Inventory II (SAI II) for measurement of attitudes toward science. In addition, two instruments on measuring students' abilities of problem finding and abilities of formulating hypotheses were developed by the researcher in this study. Data analysis involved descriptive statistics, Pearson product-moment correlations, and stepwise multiple regressions. The major findings suggested the following: (1) students' scientific creativity significantly correlated with some of selected variables such as attitudes toward science, problem finding, formulating hypotheses, the nature of science, resistance to closure, originality, and elaboration; (2) four significant predictors including attitudes toward science, problem finding, resistance to closure, and originality accounted for 48% of the variance of students' scientific creativity; (3) there were big differences between students with a higher and a lower degree of scientific

Relationship of pass/fail grading and curriculum structure with well-being among preclinical medical students: a multi-institutional study.

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Reed, Darcy A; Shanafelt, Tait D; Satele, Daniel W; Power, David V; Eacker, Anne; Harper, William; Moutier, Christine; Durning, Steven; Massie, F Stanford; Thomas, Matthew R; Sloan, Jeff A; Dyrbye, Liselotte N

2011-11-01

Psychological distress is common among medical students. Curriculum structure and grading scales are modifiable learning environment factors that may influence student well-being. The authors sought to examine relationships among curriculum structures, grading scales, and student well-being. The authors surveyed 2,056 first- and second-year medical students at seven U.S. medical schools in 2007. They used the Perceived Stress Scale, Maslach Burnout Inventory, and Medical Outcomes Study Short Form (SF-8) to measure stress, burnout, and quality of life, respectively. They measured curriculum structure using hours spent in didactic, clinical, and testing experiences. Grading scales were categorized as two categories (pass/fail) versus three or more categories (e.g., honors/pass/fail). Of the 2,056 students, 1,192 (58%) responded. In multivariate analyses, students in schools using grading scales with three or more categories had higher levels of stress (beta 2.65; 95% CI 1.54-3.76, Pstudents in schools using pass/fail grading. There were no relationships between time spent in didactic and clinical experiences and well-being. How students are evaluated has a greater impact than other aspects of curriculum structure on their well-being. Curricular reform intended to enhance student well-being should incorporate pass/fail grading.

ENERGY DRINKS CONSUMPTION AND ITS RELATIONSHIP WITH HYPERACTIVITY/INATTENTION BEHAVIOUR AMONG THE INTERMEDIATE AND HIGH SCHOOL MALE AND FEMALE STUDENTS

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Awad S. Alsamghan

2016-09-01

Full Text Available BACKGROUND New studies has revealed the consumption of energy drinks as a common, linked with potential risky hyperactivity/inattention behaviour among the adolescent and especially college students. To assess the prevalence of the energy drinks consumption and to evaluate hyperactivity/inattention behaviour symptoms among the adolescent intermediate and high school male and female students in Abha city. MATERIALS AND METHODS A cross-sectional study. The self-administered questionnaires were distributed among students who were studying in the intermediate and high school. Schools were randomly selected and all students (N=602 participated with consent. Total sample size included 602 students, 50% students from intermediate school and 50% students from high school. The tools used in the present study to collect the information from the students were a structured standardised questionnaire includes the basics characteristic, demographic and consumption of energy drinks related information. RESULTS Prevalence of the energy drinks consumption among students studying in intermediate and high school level was 303 (50.3%. Male 162 (53.3% are more consuming energy drinks than female 141 (46.7%. Students who are studying in high school (56.1% drinking more energy drinks than students (43.9% in higher level. Mean score of SDQ was 21.53±5.414 falling in abnormal category. Mean±SD score of the hyperactivity subscale of the SDQ was 3.76±1.980. Female students 66 (21.9%, p=0.162 are more likely to score hyperactivity subscale compared to male students 52 (17.3% (Table 1. Bivariate logistic regression analysis (Table 2 revealed that there was a significance association found with risk of hyperactivity/inattention (OR=2.47, 95% Cl=1.61, 3.78 who consumed energy drinks. Most of the types of energy drinks types were associated with hyperactivity as regression analysis results shown. No association observed with study levels. CONCLUSION Energy drinks

Determination of the Relationship between 8th Grade Students Learning Styles and TIMSS Mathematics Achievement

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Yilmaz, Gül Kaleli; Koparan, Timur; Hanci, Alper

2016-01-01

In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eighth grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female…

The impact of a freshman academy on science performance of first-time ninth-grade students at one Georgia high school

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Daniel, Vivian Summerour

The purpose of this within-group experimental study was to find out to what extent ninth-grade students improved their science performance beyond their middle school science performance at one Georgia high school utilizing a freshman academy model. Freshman academies have been recognized as a useful tool for increasing academic performance among ninth-grade students because they address a range of academic support initiatives tailored to improve academic performance among ninth-grade students. The talent development model developed by Legters, Balfanz, Jordan, and McPartland (2002) has served as a foundational standard for many ninth grade academy programs. A cornerstone feature of this model is the creation of small learning communities used to increase ninth-grade student performance. Another recommendation was to offer credit recovery opportunities for ninth graders along with creating parent and community involvement activities to increase academic success among ninth-grade students. While the site's program included some of the initiatives outlined by the talent development model, it did not utilize all of them. The study concluded that the academy did not show a definitive increase in academic performance among ninth-grade students since most students stayed within their original performance category.

Enhancing Reading Comprehension and Critical Thinking Skills of First Grade ESOL Students through the Use of Semantic Webbing.

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Kaufman, Madeline

In response to low reading scores among first grade students of English as a Second Language (ESL) in one inner-city school, the teaching techniques of semantic webbing and brainstorming were used to improve student reading skills. Subjects were eight first grade ESL students. Pretests were administered to assess student levels of reading…

Web-based Food Behaviour Questionnaire: validation with grades six to eight students.

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Hanning, Rhona M; Royall, Dawna; Toews, Jenn E; Blashill, Lindsay; Wegener, Jessica; Driezen, Pete

2009-01-01

The web-based Food Behaviour Questionnaire (FBQ) includes a 24-hour diet recall, a food frequency questionnaire, and questions addressing knowledge, attitudes, intentions, and food-related behaviours. The survey has been revised since it was developed and initially validated. The current study was designed to obtain qualitative feedback and to validate the FBQ diet recall. "Think aloud" techniques were used in cognitive interviews with dietitian experts (n=11) and grade six students (n=21). Multi-ethnic students (n=201) in grades six to eight at urban southern Ontario schools completed the FBQ and, subsequently, one-on-one diet recall interviews with trained dietitians. Food group and nutrient intakes were compared. Users provided positive feedback on the FBQ. Suggestions included adding more foods, more photos for portion estimation, and online student feedback. Energy and nutrient intakes were positively correlated between FBQ and dietitian interviews, overall and by gender and grade (all p<0.001). Intraclass correlation coefficients were ≥0.5 for energy and macro-nutrients, although the web-based survey underestimated energy (10.5%) and carbohydrate (-15.6%) intakes (p<0.05). Under-estimation of rice and pasta portions on the web accounted for 50% of this discrepancy. The FBQ is valid, relative to 24-hour recall interviews, for dietary assessment in diverse populations of Ontario children in grades six to eight.

Teaching Place Value Concepts to First Grade Romanian Students: Teacher Knowledge and its Influence on Student Learning

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Tanase, Madalina

2011-01-01

Researchers (Ball, 2003; Ma, 1999; Schulman, 1986) have long investigated how a teacher's subject matter and pedagogical content knowledge impact on students' learning of mathematics. In an attempt to account for the relationship between teacher knowledge and student learning, this study examined four Romanian first grade teachers' knowledge about…

Intermediate peer contexts and educational outcomes: Do the friends of students' friends matter?

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Carbonaro, William; Workman, Joseph

2016-07-01

Sociologists of education have long been interested in the effects of peer relations on educational outcomes. Recent theory and research on adolescence suggest that peers on the boundaries of students' friendship networks may play an important role in shaping behaviors and educational outcomes. In this study, we examine the importance of a key "intermediate peer context" for students' outcomes: the friends of a student's friends. Our findings indicate both friends' and friends' friends' characteristics independently predict students' college expectations and their risk of dropping out of high school (although only friends' characteristics predict GPA). Our models suggest the magnitude of students' friends-of-friends' characteristics are at least as large their friends' characteristics. Together, the association between the peer context and students outcomes is considerably larger when accounting for both the characteristics of students' friends and the friends of their friends. Copyright © 2016 Elsevier Inc. All rights reserved.

Does Living near Classmates Help Introductory Economics Students Get Better Grades?

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Parker, Jeffrey

2012-01-01

This article examines whether first-year students in introductory economics courses get better grades if they have other students in their on-campus residential unit who either are taking the same course or have taken the course in the past. The study uses nine years of data for the introductory economics course at Reed College. The author finds…

An Evaluation of the Cooperative Learning Process by Sixth-Grade Students

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Genç, Murat

2016-01-01

The purpose of this study is to investigate the effectiveness of cooperative learning on the science lessons achievement of primary school students and to designate their views on cooperative learning process. 135 sixth-grade students attending the same school took part in the study. The model of this study was the Solomon four-group model. In the…

Improving Eighth Grade Students' Reading Comprehension through the Use of the Collision Plus Arts-Integrated Program

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Knight, Taneka L.

2016-01-01

African American and Latino students attending Title I schools in the metropolitan Atlanta area were not reading on grade level. The majority of students are low performing readers and minimally met the reading comprehension requirements. The 2015 average 8th grade reading score for these students was 246 out of 500. This applied dissertation was…

`Hard science': a career option for socially and societally interested students? Grade 12 students' vocational interest gap explored

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Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter

2017-11-01

A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers.

An Examination of Fifth Grade Students' Attitudes towards Social Studies Course in Terms of Severable Variables

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Ilgaz, Selçuk

2018-01-01

The aim of this research is to investigate the 5th grade students' attitude towards social studies course regarding several variables. The population of the study consisted of 4435 fifth grade students studying in public schools in Malatya, Yesilyurt. The sample group consisted of 362 students from 10 schools in the same district. The data used in…

Food Insecurity among Community College Students: Prevalence and Association with Grade Point Average

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Maroto, Maya E.; Snelling, Anastasia; Linck, Henry

2015-01-01

This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture's Household Food Security Survey Module, student self-reported GPA, and…

Rubrics as a Mitigating Instrument for Bias in the Grading of Student Writing

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Gerritson, Michael

2013-01-01

The practice of grading student writing often seems arbitrary and unfair to students. It is important to students and educators that writing is fairly and accurately assessed in order to facilitate demonstrable improvement in their composition. This research addressed a specific writing rubric as a method to mitigate implicit or subconscious…

Self-Concept and Sport Participation in Sixth Grade Basic School Students

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Špela Virag

2016-04-01

Full Text Available The purpose of the study was to examine self-concept in relation to sport participation among basic school children. The sample included 109 sixth grade students of different Slovenian basic schools. The participants completed the Slovenian version of the SelfPerception Profile for Children – SPPC. The results show significant gender differences in some specific components of self-concept. Boys exhibited higher scores in perceived physical appearance and athletic competence, whereas girls exhibited higher levels in perceived behavioural conduct. Mean values show that students, engaged in organized sport practice, reported higher scores in all self-concept subscales than their inactive peers, although significant differences between these two groups were found in perceived scholastic competence and athletic competence. The study offers a detailed insight into the multidimensional self-perceptions of sixth grade basic school students. The results highlight the importance of physical/sports activity in the self-concept development and can be useful in promoting an active lifestyle among youth.

Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

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Clifford, Betsey A.

The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors.

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Kamps, Debra; And Others

1989-01-01

Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

Use of Medical Students in a Flipped Classroom Programme in Nutrition Education for Fourth-Grade School Students

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McEvoy, Christian S.; Cantore, Kathryn M.; Denlinger, LeAnn N.; Schleich, Michele A.; Stevens, Nicole M.; Swavely, Steven C.; Odom, Anne A.; Novick, Marsha B.

2016-01-01

Objective: The purpose of this study was to evaluate the feasibility of a flipped classroom progamme, designed and implemented by medical students, in communicating nutrition education to fourth-grade school students aged 9-10 years and to characterise teachers' assessments of the progamme, which was designed to minimise the burden placed on…

Effect of Digital Game Based Learning on Ninth Grade Students' Mathematics Achievement

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Swearingen, Dixie K.

2011-01-01

This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards-based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. Two hundred eighty ninth grade students from a…

DECODING OF ACADEMIC CONTENT BY THE 1st GRADE STUDENTS

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Kamil Błaszczyński

2017-07-01

Full Text Available In the paper a comparative study conducted on the 1st grade students of sociology and pedagogy is discussed. The study was focused on the language skills of students. The most important skills tested were the abilities to decode academic content. The study shows that the students have very poor language skills in decoding the academic content on every level of its complexity. They also have noticeable problems with the definition of basic academic terms. The significance of the obtained results are high because of the innovative topic and character of the study, which was the first such study conducted on students of a Polish university. Results are also valuable for academic teachers who are interested in such problems as effective communication with students.

Grading Innovation in an International Marketing Course: Promoting Student Collaboration and Individual Accountability

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Chelminski, Piotr

2017-01-01

In this article, the author proposes an innovative, exam-based homework grading method to facilitate both collaboration among students and individual accountability while learning a complex theory and applying it to solve a problem. Results from this novel approach to grading a "comparative advantage theory" homework assignment, using an…

Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

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Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

2015-04-01

The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six

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Gerstner, Gary M.

2017-01-01

This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory…

Effectiveness of an integrated handwriting program for first-grade students: a pilot study.

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Case-Smith, Jane; Holland, Terri; Bishop, Beth

2011-01-01

We developed and piloted a program for first-grade students to promote development of legible handwriting and writing fluency. The Write Start program uses a coteaching model in which occupational therapists and teachers collaborate to develop and implement a handwriting-writing program. The small-group format with embedded individualized supports allows the therapist to guide and monitor student performance and provide immediate feedback. The 12-wk program was implemented with 1 class of 19 students. We administered the Evaluation of Children's Handwriting Test, Minnesota Handwriting Assessment, and Woodcock-Johnson Fluency and Writing Samples test at baseline, immediately after the Write Start program, and at the end of the school year. Students made large, significant gains in handwriting legibility and speed and in writing fluency that were maintained at 6-mo follow-up. The Write Start program appears to promote handwriting and writing skills in first-grade students and is ready for further study in controlled trials.

How restudy decisions affect overall comprehension for seventh-grade students.

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Thiede, Keith W; Redford, Joshua S; Wiley, Jennifer; Griffin, Thomas D

2017-12-01

Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other conditions in which texts were selected for them. The Test-Based Restudy condition determined text selection using initial test performance - presenting the text with the lowest initial test performance for restudy, thereby circumventing potential problems associated with inaccurate monitoring and ineffective regulation. The Judgement-Based Restudy condition determined text selection using metacognitive judgements of comprehension - presenting the text with the lowest judgement of comprehension, thereby circumventing potential problems associated with ineffective regulation. Four hundred and eighty seventh-grade students participated. Students were randomly assigned to conditions in an experimental design. Gains in comprehension following restudy were larger for the Test-Based Restudy condition than for the Judgement-Based Restudy condition or the Participant's Choice condition. No differences in comprehension were seen between the Judgement-Based Restudy and Participant's Choice conditions. These results suggest seventh graders can systematically use their monitoring to make decisions about what to restudy. However, the results highlight how inaccurate monitoring is one reason why younger students fail to benefit from self-regulated study opportunities. © 2017 The British Psychological Society.

"Analyzing the Longitudinal K-12 Grading Histories of Entire Cohorts of Students: Grades, Data Driven Decision Making, Dropping out and Hierarchical Cluster Analysis"

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Alex J. Bowers

2010-05-01

Full Text Available School personnel currently lack an effective method to pattern and visually interpret disaggregated achievement data collected on students as a means to help inform decision making. This study, through the examination of longitudinal K-12 teacher assigned grading histories for entire cohorts of students from a school district (n=188, demonstrates a novel application of hierarchical cluster analysis and pattern visualization in which all data points collected on every student in a cohort can be patterned, visualized and interpreted to aid in data driven decision making by teachers and administrators. Additionally, as a proof-of-concept study, overall schooling outcomes, such as student dropout or taking a college entrance exam, are identified from the data patterns and compared to past methods of dropout identification as one example of the usefulness of the method. Hierarchical cluster analysis correctly identified over 80% of the students who dropped out using the entire student grade history patterns from either K-12 or K-8.

Math Manipulatives to Increase 4th Grade Student Achievement

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Couture, Katie

2012-01-01

This research project was completed with twenty-nine fourth grade students from Shawnee Elementary, a school in the Chippewa Valley School District. It began in April 2012 and the data collection was completed by June 2012. The purpose of this project was to see if utilizing math manipulatives in an elementary classroom will increase student…

Working and Non-Working University Students: Anxiety, Depression, and Grade Point Average

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Mounsey, Rebecca; Vandehey, Michael A.; Diekhoff, George M.

2013-01-01

This study explored the differences between 110 working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of…

Using Dynamic Geometry Software to Improve Eight Grade Students' Understanding of Transformation Geometry

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Guven, Bulent

2012-01-01

This study examines the effect of dynamic geometry software (DGS) on students' learning of transformation geometry. A pre- and post-test quasi-experimental design was used. Participants in the study were 68 eighth grade students (36 in the experimental group and 32 in the control group). While the experimental group students were studying the…

Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students

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Ciampa, Katia

2012-01-01

This study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students' reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were…

The Impact of Use of Manipulatives on the Math Scores of Grade 2 Students

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Liggett, Robert Scott

2017-01-01

Today's society places a lot of pressure on schools, teachers, and students to improve test scores. This paper discusses the possibility of using mathematical manipulatives to improve student test scores and students' attitudes towards mathematics. Forty-three Grade 2 students with age ranges between six and eight from a rural town in Saskatchewan…

Chinese and Singaporean Sixth-Grade Students' Strategies for Solving Problems about Speed

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Jiang, Chunlian; Hwang, Stephen; Cai, Jinfa

2014-01-01

This study examined 361 Chinese and 345 Singaporean sixth-grade students' performance and problem-solving strategies for solving 14 problems about speed. By focusing on students from two distinct high-performing countries in East Asia, we provide a useful perspective on the differences that exist in the preparation and problem-solving strategies…

Curriculum Development for Enhancing Grade Nine Students' Systems Thinking

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Hernthaisong, Preeyanan; Sitti, Somsong; Sonsupap, Kanyarat

2015-01-01

The objectives of this research were to study the development of a curriculum for enhancing grade 9 students' cognitive skills using a curriculum based on Systems Thinking Process. There were 3 phases: 1) studying of the problem; 2) development of tentative curriculum; and 3) implementation of the curriculum in a pilot study. The samples were 32…

A Situative Metaphor for Teacher Learning: The Case of University Tutors Learning to Grade Student Coursework

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Boyd, Pete; Bloxham, Sue

2014-01-01

In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework,…

EXAMINATION OF ACHIEVEMENT RELATIONS AND MOTIVATION OF 7th GRADE STUDENTS FOR INVOLVEMENT IN PHYSICAL EDUCATION CLASSES

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Dragoljub Višnjić; Dragan Martinović; Jelena Ilić; Živorad Marković

2010-01-01

The relations of students achievement and motivation for involvement in PE classes were examined in a sample of 247 seventh-grade elementary school students of both sexes. The independent variables in the study were: sex, general success of the previous grade, PE grade, students’ opinion on sufficiency of knowledge acquired through instruction process, students’ involvement in sport. The scale for measurement of motivation consisted of 29 items obtained by adaptation of the Scale for measurem...

Misconception on Addition and Subtraction of Fraction at Primary School Students in Fifth-Grade

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Trivena, V.; Ningsih, A. R.; Jupri, A.

2017-09-01

This study aims to investigate the mastery concept of the student in mathematics learning especially in addition and subtraction of fraction at primary school level. By using qualitative research method, the data were collected from 23 grade five students (10-11-year-old). Instruments included a test, that is accompanied by Certainty Response Index (CRI) and interview with students and teacher. The result of the test has been obtained, then processed by analyzing the student’s answers for each item and then grouped by the CRI categories that combined with the results of the interview with students and teacher. The results showed that student’s mastery-concept on additional and subtraction dominated by category ‘misconception’. So, we can say that mastery-concept on addition and subtraction of fraction at fifth-grade students is still low. Finally, the impact can make most of primary student think that learning addition and subtraction of fraction in mathematics is difficult.

Emergent Gender Roles within Tween Popular Culture: Perspectives from Mexican American Students in a Fifth-Grade Classroom

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Godina, Heriberto; Soto-Ramirez, Cynthia

2017-01-01

This study examines fifth-grade Mexican American students' beliefs about emergent gender roles. We used participant-observation methodology to conduct research on six focal-student participants selected from the general fifth-grade population at an elementary school located in the Southwestern United States. Collected data included focal-student…

The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth- and Eighth-Grade Students in Turkey

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Yalcin, Seher; Demirtasli, Rahime Nükhet; Dibek, Munevver Ilgun; Yavuz, Hatice Cigdem

2017-01-01

This study investigated effect of student- and school-level variables on mathematics achievement of fourth- and eighth-grade students using the Trends in International Mathematics and Science Study (TIMSS) 2011 data of Turkey. The common variables addressed in student and school questionnaires were compared. Due to nested structure of the TIMSS…

Medical Advice for Sick-reported Students (MASS) in intermediate vocational education schools: design of a controlled before-and-after study.

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Van der Vlis, Madelon K; Lugtenberg, Marjolein; Vanneste, Yvonne T M; Berends, Wenda; Mulder, Wico; Bannink, Rienke; Van Grieken, Amy; Raat, Hein; de Kroon, Marlou L A

2017-06-29

School absenteeism, including medical absenteeism, is associated with early school dropout and may result in physical, mental, social and work-related problems in later life. Especially at intermediate vocational education schools, high rates of medical absenteeism are found. In 2012 the Dutch intervention 'Medical Advice for Sick-reported Students' (MASS), previously developed for pre-vocational secondary education, was adjusted for intermediate vocational education schools. The aim of the study outlined in this paper is to evaluate the effectiveness of the MASS intervention at intermediate vocational education schools in terms of reducing students' medical absenteeism and early dropping out of school. Additionally, the extent to which biopsychosocial and other factors moderate the effectiveness of the intervention will be assessed. A controlled before-and-after study will be conducted within Intermediate Vocational Education schools. Schools are allocated to be an intervention or control school based on whether the schools have implemented the MASS intervention (intervention schools) or not (control schools). Intervention schools apply the MASS intervention consisting of active support for students with medical absenteeism provided by the school including a consultation with the Youth Health Care (YHC) professional if needed. Control schools provide care as usual. Data will be collected by questionnaires among students in both groups meeting the criteria for extensive medical absenteeism (i.e. 'reported sick four times in 12 school weeks or for more than six consecutive school days' at baseline and at 6 months follow-up). Additionally, in the intervention group a questionnaire is completed after each consultation with a YHC professional, by both the student and the YHC professional. Primary outcome measures are duration and cumulative incidence of absenteeism and academic performances. Secondary outcome measures are biopsychosocial outcomes of the students. It

Discrepancies between the school examination en central examination grades of non-Dutch students. Extent and explanations

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Rekers-Mombarg, L. T. M.; Harms, G. J.; van der Werf, M. P. C.

2009-01-01

From previous research in Dutch secondary education it is known that the central (national) examination grades are at average lower than school examination grades, and that the discrepancy between both grades is larger for students from non-Dutch origin. This study examined the individual

The Impact of Hidden Grades on Student Decision-Making and Academic Performance: An Examination of a Policy Change at MIT

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Harris, Gregory A.

2011-01-01

Colleges and universities work hard to create environments that encourage student learning, and they develop grading policies, in part, to motivate their students to perform well. Grades provide two kinds of information about a student's abilities and learned knowledge: "internal" information that informs the students themselves about the…

Medical and pharmacy students' perceptions of the grading and assessment practices

OpenAIRE

Kasanda, C. D.; Mitonga, K. H.; Veii, K.; Zimba, R. F.

2013-01-01

Many students at the University of Namibia have frequently complained about ineffective assessment practices used at the institution. On many occasions, these complaints have not been substantiated with evidence of any kind. The purpose of this study was to obtain some empirical evidence that would ascertain undergraduate students' perceptions of the University of Namibia's grading and assessment practices. Using a structured scaled questionnaire, data were obtained from a representative samp...

Embedding Literacy Strategies in Social Studies for Eighth-Grade Students

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Alishia Gaston

2016-05-01

Full Text Available This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement.

An Exploratory Study of Face-to-Face and Cyberbullying in Sixth Grade Students

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Accordino, Denise B.; Accordino, Michael P.

2011-01-01

In a pilot study, sixth grade students (N = 124) completed a questionnaire assessing students' experience with bullying and cyberbullying, demographic information, quality of parent-child relationship, and ways they have dealt with bullying/cyberbullying in the past. Two multiple regression analyses were conducted. The multiple regression analysis…

Risk-Category Transition Patterns for Students in Grades 2 to 4. Research Brief 7

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Park, Bitnara Jasmine

2013-01-01

Early identification of students who are at-risk for reading difficulties (RD) is critical for successful and effective RTI implementation. A large group of students were followed for three years (grades 2 to 4) to investigate transition patterns of risk-categories across three years. Results indicated that although students identified at…

Relations among Grade 4 Students' Perceptions of Autonomy, Engagement in Science, and Reading Motivation

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Taboada Barber, Ana; Buehl, Michelle M.

2013-01-01

The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…

Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades

OpenAIRE

McClowry, Sandra Graham; Snow, David L.; Tamis-LeMonda, Catherine S.; Rodriguez, Eileen T.

2009-01-01

A prevention trial tested the efficacy of INSIGHTS into Children?s Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher?s Rating Scale of Child?s Actual Competence ...

Students as Researchers: What and Why Seventh-Grade Students Choose to Write When Investigating Their Own Research Question

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Bjørkvold, Tuva; Blikstad-Balas, Marte

2018-01-01

All scientists depend on both reading and writing to do their scientific work. It is of paramount importance to ensure that students have a relevant repertoire of practices they can employ when facing scientific content inside and outside the school context. The present study reports on students in seventh grade acting as researchers. Over an…

Environmental Knowledge and Beliefs among Grade 10 Students in Australia.

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Eyers, Vivian George

To develop environmental education in Australia, a survey of tenth-grade students was undertaken. Thirty knowledge items and ten belief items were constructed. A panel of environmentalists and educators identified best responses for the knowledge items, and a common reference point, preservation of homo sapiens, for the belief items, so a…

The Effect of Interest in Reading on Mastery of English Vocabulary with Fifth Grade Elementary Students

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Herlina Herlina

2016-09-01

Full Text Available The aim of this research is to find out whether there was a positive relationship between students’ interest in reading and their mastery of English vocabulary for fifth grade elementary school students at the lab school in Jakarta. This research used a quantitative method applying a co-relational approach. The population for this research was fifth grade elementary school students from three lab schools. A simple random sampling was used to select a sample of 60 students as respondents from these schools: Lab school Rawamangun in East Jakarta, Lab school Setia Budi in South Jakarta and Lab school Kebayoran also in South Jakarta. Data was collected using a questionnaire with 30 questions requiring answers on a Likert scale and 32 test items were given to each respondent. The conclusion from this research is that there was a positive and significant relationship between interest in reading and mastery of English vocabulary amongst the sample fifth grade elementary school students from these lab schools in Jakarta. Hence, students who had high interest in reading, their mastery of English vocabulary also increased.

Variation of Student Numerical and Figural Reasoning Approaches by Pattern Generalization Type, Strategy Use and Grade Level

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El Mouhayar, Rabih; Jurdak, Murad

2016-01-01

This paper explored variation of student numerical and figural reasoning approaches across different pattern generalization types and across grade level. An instrument was designed for this purpose. The instrument was given to a sample of 1232 students from grades 4 to 11 from five schools in Lebanon. Analysis of data showed that the numerical…

A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

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Chen, Chi Yuan; Wang, Shu-Yin; Yang, Yi-Fang

2017-01-01

The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student's final grades and course fail…

The Effects of Using Diorama on 7th Grade Students' Academic Achievement and Science Learning Skills

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Aslan Efe, Hulya

2017-01-01

This study aims to investigate the effects of using diorama on 7th grade students' academic achievement and science learning skills in "human being and environment relation" unit. The participants were 49 (E:25, C:24) 7th grade students studying during 2015-16 academic year in Diyarbakir, Turkey. An achievement test and "science…

The Effect of Using a Mobile Literacy Game to Improve Literacy Levels of Grade One Students in Zambian Schools

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Jere-Folotiya, Jacqueline; Chansa-Kabali, Tamara; Munachaka, Jonathan C.; Sampa, Francis; Yalukanda, Christopher; Westerholm, Jari; Richardson, Ulla; Serpell, Robert; Lyytinen, Heikki

2014-01-01

This intervention study was conducted to document conditions under which a computer based literacy game (GraphoGame™) could enhance literacy skills of first grade students in an African city. The participants were first grade students from Government schools (N = 573). These students were randomly sampled into control (N = 314) and various…

An Investigation of the Relationships among 11th Grade Students' Attitudes toward Chemistry, Metacognition and Chemistry Achievement

OpenAIRE

KINGIR, Sevgi; AYDEMİR, Nurdane

2014-01-01

The purpose of this study was to investigate the relationships among 11th grade students' metacognition, chemistry achievement and attitudes toward chemistry. A total of 81 high school students at 11th grade participated in this study. Data were collected using Metacognitive Awareness Inventory and Attitude Scale toward Chemistry at the end of the second half of the academic year 2010â€"2011. Students' report card mean scores in chemistry course for that academic year were ...

The school nutrition program's role in weight management of 4th grade elementary students

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We are attempting to uncover the school nutrition program's role in weight management of 4th grade elementary students. Data was collected within a time frame for the food frequency questionnaire (FFQ) set at two months at the WT Cheney Elementary School and South Wood Elementary for 4th grade stud...

Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

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Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim

2016-01-01

This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving…

Effects of notetaking instruction on 3rd grade student's science learning and notetaking behavior

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Lee, Pai-Lin

The research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for 4 training sessions. The effects of the notetaking instruction were measured by their performances on a test on science information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their learning.

The Relationship between Voting Knowledge and Voting Attitudes of Selected Ninth and Tenth Grade Students.

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Golden, Kathleen

1985-01-01

A study showed that the acquisition of voting knowledge in a civics class positively influenced ninth- and tenth-grade students' attitudes toward voting. Teachers should give students a solid foundation concerning the electoral process and encourage students to participate in the political process. (RM)

Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students

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Seyed Mohammad Hassan Hosseini

2014-01-01

Full Text Available This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL vis-à-vis Group Investigation (GI method of Cooperative Learning (CL on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a total population of 110 to serve the present study. The results of the study indicated the advantage of CTBL over GI in terms of its effect on improving the target group’s language proficiency. The results of the study were in contrast to the reports of researchers like Ab-Raza (2007, an Israeli language specialist, who have argued that students in Islamic countries “do not value diversity of ideas, beliefs, and perspectives” (p. 5 and so cannot be taught through modern methods like those of CL.

Using Digital Storytelling to Help First-Grade Students' Adjustment to School

OpenAIRE

Fokides, Emanuel

2015-01-01

When coming to school for the first time, children might face a number of adjustment problems. The study presents the results of a project which used digital storytelling for helping first-grade primary school students during this transitional period. It was examined whether, through the development of the digital stories, students could understand how the school functions and whether this process helped them to change their attitudes and behaviors, thus achieving a smoother adaptation to the...

Relationship between Active Learning Methodologies and Community College Students' STEM Course Grades

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Lesk, Cherish Christina Clark

2017-01-01

Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use…

Influences of Math Tracking on Seventh-Grade Students' Self-Beliefs and Social Comparisons

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Chiu, Donna; Beru, Yodit; Watley, Erin; Wubu, Selam; Simson, Emma; Kessinger, Robin; Rivera, Anahi; Schmidlein, Patrick; Wigfield, Allan

2008-01-01

The authors examined how math track placement and gender affected 7th-grade students' self-esteem, self-concepts, and social comparisons. Participants were 170 students who completed surveys that assessed their self-esteem, academic self-concepts of ability, and the kinds of social comparisons they make. Results showed that higher track students…

Peer Contexts: Do Old for Grade and Retained Peers Influence Student Behavior in Middle School?

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Muschkin, Clara G.; Glennie, Elizabeth; Beck, Audrey N.

2014-01-01

Background: Many school systems have ended social promotion by implementing accountability systems where students who fail academic assessments are retained in grade. Additionally, some parents have delayed their children's entry into school, believing that older students have an advantage. While research has examined outcomes for students who…

An Investigation of the Relationships among 11th Grade Students' Attitudes toward Chemistry, Metacognition and Chemistry Achievement

OpenAIRE

KINGIR, Sevgi; AYDEMİR, Nurdane

2012-01-01

The purpose of this study was to investigate the relationships among 11th grade students' metacognition, chemistry achievement and attitudes toward chemistry. A total of 81 high school students at 11th grade participated in this study. Data were collected using Metacognitive Awareness Inventory and Attitude Scale toward Chemistry at the end of the second half of the academic year 2010â€"2011. Students' report card mean scores in chemistry course for that academic year were used as an ind...

Grade Inflation Marches On: Grade Increases from the 1990s to 2000s

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Kostal, Jack W.; Kuncel, Nathan R.; Sackett, Paul R.

2016-01-01

Grade inflation threatens the integrity of college grades as indicators of academic achievement. In this study, we contribute to the literature on grade inflation by providing the first estimate of the size of grade increases at the student level between the mid-1990s and mid-2000s. By controlling for student characteristics and course-taking…

The Relationship of Mental Pressure with Optimism and Academic Achievement Motivation among Second Grade Male High School Students

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Sarouni, Ali Sedigh; Jenaabadi, Hossein; Pourghaz, Abdulwahab

2016-01-01

The present study aimed to examine the relationship of mental pressure with optimism and academic achievement motivation among second grade second period male high school students. This study followed a descriptive-correlational method. The sample included 200 second grade second period male high school students in Sooran. Data collection tools in…

Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

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Acat, M. Bahaddin; Demiral, Hilmi; Kaya, Mehmet Fatih

2016-01-01

The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is "Web Based Listening Scale". In the process of the study,…

The Effects of a Water Conservation Instructional Unit on the Values Held by Sixth Grade Students

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Aird, Andrew; Tomera, Audrey

1977-01-01

Sixth grade students were divided into two groups. Students in one group received instruction on water conservation using expository and discovery activities. The students in the control group received none. Results gave evidence that students' values could be changed by this mode of water conservation instruction. (MA)

The Effects of Handwriting Instruction on Reading for Students in Grades 1 and 2

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Stroik, Linda R.

2016-01-01

The purpose of this quantitative quasi-experimental group comparison study using a repeated measures comparison group design with random assignment of subjects to groups was to investigate the effects of handwriting instruction on reading progress for learners in grade 1 and grade 2. At three points in time, the number of words each student read…

The Comparison of the Inquiry Behavior of ISCS and Non-ISCS Science Students as Measured by the Tab Science Test

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Stallings, Everett S.; Snyder, William R.

1977-01-01

Studies of a group of seventh-grade students who were tested for inquiry skills using the TAB Science Test showed no significant differences between those students who had studied the Intermediate Science Curriculum Study (ISCS) and those who studied another curriculum. (MLH)

Factors That Predict Marijuana Use and Grade Point Average among Undergraduate College Students

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Coco, Marlena B.

2017-01-01

The purpose of this study was to analyze factors that predict marijuana use and grade point average among undergraduate college students using the Core Institute national database. The Core Alcohol and Drug Survey was used to collect data on students' attitudes, beliefs, and experiences related to substance use in college. The sample used in this…

The Effects of Issue Investigation and Action Training on Eighth-Grade Students' Environmental Behavior.

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Ramsey, John M.

1993-01-01

Reports the instructional effects of a formal environmental education methodology, issue investigation and action training (IIAT), on eighth-grade students. Focuses on whether IIAT can improve responsible environmental behavior in middle school students and whether variables associated with responsible adult environmental behavior will be…

CBM maze-scores as indicators of reading level and growth for seventh-grade students

NARCIS (Netherlands)

Chung, S.; Espin, C.A.; Stevenson, C.E.

The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status,

Silent cerebral infarction, income, and grade retention among students with sickle cell anemia

Science.gov (United States)

King, Allison A.; Rodeghier, Mark J.; Panepinto, Julie Ann; Strouse, John J.; Casella, James F.; Quinn, Charles T.; Dowling, Michael M.; Sarnaik, Sharada A.; Thompson, Alexis A.; Woods, Gerald M.; Minniti, Caterina P.; Redding-Lallinger, Rupa C.; Kirby-Allen, Melanie; Kirkham, Fenella J.; McKinstry, Robert; Noetzel, Michael J.; White, Desiree A.; Kwiatkowski, Janet K.; Howard, Thomas H.; Kalinyak, Karen A.; Inusa, Baba; Rhodes, Melissa M.; Heiny, Mark E.; Fuh, Ben; Fixler, Jason M.; Gordon, Mae O.; DeBaun, Michael R.

2014-01-01

Children with sickle cell anemia have a higher-than-expected prevalence of poor educational attainment. We test two key hypotheses about educational attainment among students with sickle cell anemia, as measured by grade retention and use of special education services: (1) lower household per capita income is associated with lower educational attainment; (2) the presence of a silent cerebral infarct is associated with lower educational attainment. We conducted a multicenter, cross-sectional study of cases from 22 U.S. sites included in the Silent Infarct Transfusion Trial. During screening, parents completed a questionnaire that included sociodemographic information and details of their child’s academic status. Of 835 students, 670 were evaluable; 536 had data on all covariates and were used for analysis. The students’ mean age was 9.4 years (range: 5–15) with 52.2% male; 17.5% of students were retained one grade level and 18.3% received special education services. A multiple variable logistic regression model identified that lower household per capita income (odds ratio [OR] of quartile 1 = 6.36, OR of quartile 2 = 4.7, OR of quartile 3 = 3.87; P = 0.001 for linear trend), age (OR = 1.3; P sickle cell anemia, household per capita income is associated with grade retention, whereas the presence of a silent cerebral infarct is not. Future educational interventions will need to address both the medical and socioeconomic issues that affect students with sickle cell anemia. PMID:25042018

GRADE INFLATION: An Issue for Higher Education?

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Donald L. CARUTH,

2013-01-01

Full Text Available Grade inflation impacts university credibility, student courses of study, choices of institution, and other areas. There has been an upward shift in grades without a corresponding upward shift in knowledge gained. Some of the most frequently mentioned causes of grade inflation are: Ø student evaluations of professors, Ø student teacher dynamics, Ø merit-based financial aid, and Ø student expectations. Ø Among the reasons for higher student grades on the part of professors are: Ø fear of student evaluations, Ø avoidance of bad relations with students, Ø below average teaching skills,Ø lack of experience, Ø a lack of clearly stated objectives, and Ø job security. While grades are not a perfect answer to assessing student performance in a course they are still the best answer we have for evaluating students. In order to evaluate students more accurately, universities must identify the problems in grading and grading practices. Once this is accomplished new practices can be designed and policies implemented.

The Effect of Constructivist Learning Using Scientific Approach on Mathematical Power and Conceptual Understanding of Students Grade IV

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Kusmaryono, Imam; Suyitno, Hardi

2016-02-01

This study used a model of Concurrent Embedded with the aim of: (1) determine the difference between the conceptual understanding and mathematical power of students grade fourth who take the constructivist learning using scientific approach and direct learning, (2) determine the interaction between learning approaches and initial competence on the mathematical power and conceptual of understanding, and (3) describe the mathematical power of students grade fourth. This research was conducted in the fourth grade elementary school early 2015. Data initial competence and mathematical power obtained through tests, and analyzed using statistical tests multivariate and univariate. Statistical analysis of the results showed that: (1) There are differences in the concept of understanding and mathematical power among the students who follow the scientifically-based constructivist learning than students who take the Direct Learning in terms of students initial competency (F = 5.550; p = 0.007 problem solving and contributes tremendous increase students' math skills. Researcher suggested that the learning of mathematics in schools using scientifically- based constructivist approach to improve the mathematical power of students and conceptual understanding.

Diagnostic Appraisal of Grade 12 Students' Understanding of Reaction Kinetics

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Yan, Yaw Kai; Subramaniam, R.

2016-01-01

The study explored grade 12 students' understanding of reaction kinetics, a topic which has not been extensively explored in the chemistry education literature at this level. A 3-tier diagnostic instrument with 11 questions was developed--this format is of very recent origin and has been the subject of only a handful of studies. The findings…

Medical and pharmacy students' perceptions of the grading and assessment practices.

Science.gov (United States)

Kasanda, C D; Mitonga, K H; Veii, K; Zimba, R F

2013-01-01

Many students at the University of Namibia have frequently complained about ineffective assessment practices used at the institution. On many occasions, these complaints have not been substantiated with evidence of any kind. The purpose of this study was to obtain some empirical evidence that would ascertain undergraduate students' perceptions of the University of Namibia's grading and assessment practices. Using a structured scaled questionnaire, data were obtained from a representative sample of the University's undergraduate students studying for Medical and Pharmacy degrees. The questionnaire items covered matters related to students' experiences of assessment practices, feedback on assessment tasks, reliability and validity of assessment tools used by lecturers, efficacy of processes of administering examinations, perceptions of irregular and unfair assessment practices, impact of assessment regimes on students' cost of studies, motivation, morale, rate of progression in studies and graduation, the degree of compliance with assessment ethics and on academic quality assurance. According to the data reported in this article, the majority of the respondents perceived that the Schools of Medicine and Pharmacy at the University of Namibia applied assessment practices that yielded reliable and valid results. This was the case because most lecturers in the two schools used appropriate assessment tools and provided their students with prompt and informative feedback on the results of assignments, tests and examinations. In addition, most respondents reported that whereas examination procedures used in the two schools were efficient and effective, lecturers graded examination scripts fairly. These and other results are discussed in the article to communicate the message that the assessment procedures used in the Schools of Medicine and Pharmacy at the University of Namibia would promote effective learning and understanding amongst students as they were of high quality.

The Contribution of Morphological Knowledge to 7th Grade Students' Reading Comprehension Performance

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Mokhtari, Kouider; Neel, Joanna; Matatall, Abbey; Richards, Andrea

2015-01-01

In this study, we examined the role of morphology, an important yet largely understudied source of difficulty, in reading ability among 7th grade students in one junior high school in the southwestern United States. We sought to find out how much variance in reading ability is accounted for by these students' morphological knowledge, and whether…

Analysis of the Misconceptions of 7th Grade Students on Polygons and Specific Quadrilaterals

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Ozkan, Mustafa; Bal, Ayten Pinar

2017-01-01

Purpose: This study will find out student misconceptions about geometrical figures, particularly polygons and quadrilaterals. Thus, it will offer insights into teaching these concepts. The objective of this study, the question of "What are the misconceptions of seventh grade students on polygons and quadrilaterals?" constitutes the…

Energy Tracking in Classrooms - A Real Time Experiment with Grade 5 Students

Science.gov (United States)

Lam, H. M.; Ho, F.

2015-12-01

ISF Academy, a K-G12 school in Hong Kong with over 1500 students and currently spanning 3 buildings, is retrofitting the school with an energy tracking system in three phases. The first phase during the fall of 2015 will include retrofitting eight Grade 5 classrooms. This new program will show the daily energy usage data from these classrooms. The Grade 5 students receive feedback on their energy use in real time as they compete over two months in their homeroom classes to lower their electrical use, and subsequently their carbon footprint. This competition style initiative will teach the 180 Grade 5 students about their energy usage in a fun and informative manner. ISF Academy has over 400 air-conditioners and we have already determined that the air conditioners are the largest single use of energy in the school. The energy tracking system installed and maintained by from Global Design Corporation utilizes uniquely identified current detectors attached to circuit breakers, to monitor electrical use of individual circuits. These detectors will also monitor the energy used for classroom lighting, fans and plugs, as well as the air conditioners. The system has been installed and the Grade 5 classrooms averaged between 40 kWh and 120 kWh of usage in May 2015. This data will be used as the baseline for the competition. Further analysis can also be done with the data, such as calculating the carbon emissions reduction throughout the school year, providing possible class learning activities and also aiding in future energy use and carbon footprint predictions. The data collected will help refine phase 2 and 3 of the installation, expanding the system to more buildings and also giving insight to the rollout of the system to the whole school when the systems are fully in place.

Educational software and improvement of first grade school students' knowledge about prevention of overweight and obesity

Directory of Open Access Journals (Sweden)

Luana Santos Vital Alves Coelho

Full Text Available Objective.To evaluate the effects of educational software to improve first grade school students' knowledge about prevention of overweight and obesity. Methods. This non-controlled trial with a before-and-after evaluation was carried out in an school located in the municipality of Divinópolis (Brazil among 71 students aged 6 to 10 years. The educational software about prevention of overweight and obesity was designed and then validated. The educational intervention comprised the use of the software. Before and after of the intervention we applied a questionnaire based on the Ten Steps to Healthy Eating for Children, proposed by the Brazilian Ministry of Health. Results. Comparing the times before and after application of the educational software, we observed statistically significant differences in proportion of questions answered correctly by first grade school students, mainly concerning daily eating of healthy and unhealthy food, adequate preparation of food and importance of exercise. Conclusion. This study highlights the importance of educational actions using software to build knowledge of first grade school students about prevention of overweight and obesity.

The Effect of Inquiry-Based Explorations in a Dynamic Geometry Environment on Sixth Grade Students' Achievements in Polygons

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Erbas, Ayhan Kursat; Yenmez, Arzu Aydogan

2011-01-01

The purpose of this study was to investigate the effects of using a dynamic geometry environment (DGE) together with inquiry-based explorations on the sixth grade students' achievements in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: an experimental group composed of 66…

Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five.

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Shepard, Joan M.

This practicum was designed to increase responsibility for completing and handing in homework among students in grades three, four, and five in a mid-Atlantic school district. Of a total of 128 students in these grades, 28 were identified to learn strategies to aid in completing homework. Nine solution strategies were employed: (1) provide…

Relationship of academic success of medical students with motivation and pre-admission grades.

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Luqman, Muhammad

2013-01-01

To determine predictive validity of pre-admission scores of medical students, evaluate correlation between level of motivation and later on academic success in a medical college. Analytical study. Foundation University Medical College, Islamabad, from June to August 2011. A non-probability convenience sampling of students of 1st to final year MBBS classes was done after obtaining informed consent. These students filled out 'Strength of Motivation for Medical School' (SMMS) questionnaire. The data of pre-admission grades of these students along with academic success in college according to examination results in different years were collected. The correlation between the pre-admission grades and score of SMMS questionnaire with their academic success in medical college was found by applying Pearson co-efficient of correlation in order to determine the predictive validity. Only 46% students revealed strong motivation. A significant, moderate correlation was found between preadmission scores and academic success in 1st year modular examination (0.52) which became weaker in various professional examinations in higher classes. However, no significant correlation was observed between motivation and academic success of medical students in college. Selecting medical students by pre-admission scores or motivation level alone may not be desirable. A combination of measures of cognitive ability criteria (FSc/pre-admission test scores) and non-cognitive skills (personality traits) is recommended to be employed with the use of right tools for selection of students in medical schools.

Effects of a kinesthetic cursive handwriting intervention for grade 4-6 students.

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Roberts, Gwenyth I; Siever, Jodi E; Mair, Judith A

2010-01-01

We studied whether Grade 4-6 students who participated in a kinesthetic writing intervention improved in legibility, speed, and personal satisfaction with cursive handwriting. Small groups of students with handwriting difficulties were seen weekly for 7 wk using a kinesthetic writing system. A repeated measures design was used to evaluate change in global legibility, individual letter formation, specific features of handwriting, and personal satisfaction. Analysis revealed (1) a significant increase in ratings of global legibility (p kinesthetic handwriting intervention may be effective in improving the skills of students with handwriting challenges.

Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science

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Wang, Ya-Ling; Tsai, Chin-Chung

2017-08-01

Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, memorizing, testing, and calculating and practicing were categorized as reproductive conceptions of learning science, while increase of knowledge, applying, understanding and seeing-in-a-new-way were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed understanding, seeing-in-a-new-way, and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between testing and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and deep motive were tighter with the increase in grade level.

Results of Third-Grade Students in a Reform Curriculum on the Illinois State Mathematics Test.

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Carroll, William M.

1997-01-01

Reports on the results of the reform curriculum of the University of Chicago School Mathematics Project's elementary curriculum, Everyday Mathematics, for third-grade students. Results included the fact that only 2% of UCSMP students failed to meet state goals. UCSMP students also scored well in all mathematical areas including number skills and…

Correlation between the Physical Activity Level and Grade Point Averages of Faculty of Education Students

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Imdat, Yarim

2014-01-01

The aim of the study is to find the correlation that exists between physical activity level and grade point averages of faculty of education students. The subjects consist of 359 (172 females and 187 males) under graduate students To determine the physical activity levels of the students in this research, International Physical Activity…

The Effect of Using Virtual Laboratory on Grade 10 Students' Conceptual Understanding and Their Attitudes towards Physics

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Faour, Malak Abou; Ayoubi, Zalpha

2018-01-01

This study investigated the effect of using (VL) on grade 10 students' conceptual understanding of the direct current electric circuit and their attitudes towards physics. The research used a quantitative experimental approach. The sample of the study was formed of 50 students of the tenth grade, aged 14 to 16 years old, of an official secondary…

The Effect of Using Computer Games in Teaching Mathematics on Developing the Number Sense of Fourth Grade Students

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Nejem, Khamis Mousa; Muhanna, Wafa

2013-01-01

The purpose of this study was to investigate the effect of using computer games in teaching mathematics on developing the number sense of fourth grade students. To achieve this purpose a study sample of (81) students was selected from the fourth grade. This sample was divided into two groups. One group was randomly chosen to be the experimental…

The Analysis of Fourth Grade Primary Students' Reader Self-Perceptions in Terms of Gender and Preschool Educational Background

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Sagirli, Muhittin; Okur, Burçin

2017-01-01

The aim of this study was to analyse perceptions of fourth grade primary school students on their reading ability. In study, screening model was used as a quantitative research method. The sample of this research was selected by convenience sampling. The sample consisted of 556 fourth grade students who received education in 8 public schools in…

Grades and Incentives: Assessing Competing Grade Point Average Measures and Postgraduate Outcomes

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Bailey, Michael A.; Rosenthal, Jeffrey S.; Yoon, Albert H.

2016-01-01

In many educational settings, students may have an incentive to take courses where high grades are easier to achieve, potentially corroding student learning, evaluation of student achievement, and the fairness and efficiency of post-graduation labor outcomes. A grading system that takes into account heterogeneity of teacher standards and student…

Teacher Tweets Improve Achievement for Eighth Grade Science Students

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Carol Van Vooren

2013-02-01

Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

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Chavez Jaime N.

2015-06-01

Full Text Available The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6 with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behavior 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.

Improving 4th Grade Primary School Students' Reading Comprehension Skills

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Bulut, Aydin

2017-01-01

The aim of this study was to carry out action research to investigate reading comprehension skills when using the SQ3R reading comprehension strategy. To that end, this strategy was used for improving the reading comprehension skills of 7 primary school 4th grade students who had problems with these skills. An action plan was prepared for 3hours a…

Could non-grade based selection improve medical student socio-demographic diversity?

DEFF Research Database (Denmark)

O'Neill, Lotte Dyhrberg

2013-01-01

selected with a non-grade-based or ’non-cognitive’ admission program. The two admission groups were compared on seven social indices (doctor parent, ethnic origin, father’s education, mother’s education, parenthood, parents live together, parent on benefit). Result: Selection strategy made no difference...... to the social diversity of admitted medical students. The non-cognitive admission program studied was not a useful initiative for improving medical student diversity nor did it further disadvantaged educationally vulnerable population groups in these cohorts. Discussion: The social heritage and general...

Effect of Retention in Elementary Grades on Grade 9 Motivation for Educational Attainment

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Cham, Heining; Hughes, Jan N.; West, Stephen G.; Im, Myung Hee

2014-01-01

This study investigated the effect of grade retention in elementary school on students’ motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained = 177) and continuously promoted students (68.45%, npromoted = 384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West, & Im, 2014). This model consists of a General factor (student’s overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. PMID:25636258

A Phenomenological Study of Middle Grade Female and Male Students' Single-Sex Mathematical Experiences

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Simpson, Amber; Che, S. Megan

2016-01-01

Utilizing a descriptive phenomenological design, this study examines the lived experiences of seven middle grade students, four females and three males, enrolled in a single-sex mathematics classroom within a coeducational school setting. The intent of the study is to understand, from students themselves, about the experience of single-sex…

Relationship between phonological awareness and spelling proficiency in first-grade students

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Nasibe Soltaninejad

2014-12-01

Full Text Available Background and Aim: Phonological awareness (consisting of phoneme, syllable and intra-syllable awareness is an important part of receptive and expressive language; it facilitates reading and writing skills through phonological re-coding. Multiple studies in several languages have studied the relationship between phonological awareness and dictation. This research is based on a study of the relationship between phonological skill and spelling score in first-grade Persian students.Methods: Four hundred first-grade students participated in the study, including 209 girls and 191 boys. A phonological awareness test was individually administered for each student and then a spelling exam was administered in groups. The correlation between the two tests was studied using a simple regression model. The comparison of mean scores of girls and boys was evaluated employing an independent t-test.Results: A correlation coefficient of 0.82 was obtained between phonological awareness and spelling proficiency (p<0.001. Phonological skill sub-tests also showed a significant correlation with spelling proficiency (highest for phoneme awareness r=0.34 and lowest for rhyme awareness r=0.12. The mean scores of girls and boys differed significantly (p<0.05.Conclusion: There is a strong positive association between phonological awareness and spelling proficiency. Therefore, if phonological skill is improved, spelling score can be enhanced.

Effect of retention in elementary grades on grade 9 motivation for educational attainment.

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Cham, Heining; Hughes, Jan N; West, Stephen G; Im, Myung Hee

2015-02-01

This study investigated the effect of grade retention in elementary school on students' motivation for educational attainment in grade 9. We equated retained and promoted students on 67 covariates assessed in grade 1 through propensity score weighting. Retained students (31.55%, nretained=177) and continuously promoted students (68.45%, npromoted=384) were compared on the bifactor model of motivation for educational attainment (Cham, Hughes, West & Im, 2014). This model consists of a General factor (student's overall motivation for educational attainment), and three specific factors: student perceived Teacher Educational Expectations, Peer Educational Aspirations, and Value of Education. Measurement invariance between retained and promoted groups was established. Retained students scored significantly higher than promoted students on each specific factor but not on the General factor. Results showed that the retained and promoted students did not significantly differ on the General factor. The retained students had significantly higher scores on each specific factor than those of the promoted students. The results suggested that grade retention may not have the negative effects so widely assumed in the published literature; it is an expensive intervention with minimal evidence of benefits to the retained student. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students' Misconceptions about Air Pressure

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Akbas, Yavuz; Gencturk, Ebru

2011-01-01

The aim of this study was to determine the effectiveness of teaching based on conceptual change overcome misconceptions of 9th grade high school students about the subject of air pressure. The sampling of the study was formed with two classes of 9th grade students from a general high school in the city-center of Trabzon. A quasi-experimental…

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study across Second and Third Grade

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Al Otaiba, Stephanie; Petscher, Yaacov; Pappamihiel, N. Eleni; Williams, Rihana S.; Dyrlund, Allison K.; Connor, Carol

2009-01-01

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to…

Multimodal Representations: A Fifth-Grade Teacher Influences Students' Design and Production

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Shanahan, Lynn E.

2013-01-01

The purpose of this interpretive case study is to explore--through a close analysis of one fifth-grade class project--teacher's scaffolding and students' use of visual and linguistic modes when composing multimodally. Using Kress and van Leeuwen's multimodal theory of communication as a framework, this case study examines why teachers, whose…

Welding. Performance Objectives. Intermediate Course.

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Vincent, Kenneth

Several intermediate performance objectives and corresponding criterion measures are listed for each of nine terminal objectives for an intermediate welding course. The materials were developed for a 36-week (3 hours daily) course designed to prepare the student for employment in the field of welding. Electric welding and specialized (TIG & MIG)…

Examination of the 8th Grade Students' TIMSS Mathematics Success in Terms of Different Variables

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Kaleli-Yilmaz, Gül; Hanci, Alper

2016-01-01

The aim of this study is to determine how the TIMSS mathematics success of the 8th grade students differentiates according to the school type, gender, mathematics report mark, parents' education level, cognitive domains and cognitive domains by gender. Relational survey method was used in the study. Six-hundred fifty two 8th grade students…

Is there a correlation between students' perceptions of their middle school science classroom learning environment and their classroom grades?

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Snyder, Wayne

The purpose of this study was to determine if the marking period grades of middle school science students are correlated with their perception of the classroom learning environment, and if so could such an indicator be used in feedback loops for ongoing classroom learning environment evaluation and evolution. The study examined 24 classrooms in three districts representing several different types of districts and a diverse student population. The independent variable was the students' perceptions of their classroom learning environment (CLE). This variable was represented by their responses on the WIHIC (What Is Happening In This Class) questionnaire. The dependent variable was the students' marking period grades. Background data about the students was included, and for further elaboration and clarification, qualitative data was collected through student and teacher interviews. Middle school science students in this study perceived as most positive those domains over which they have more locus of control. Perceptions showed some variance by gender, ethnicity, teacher/district, and socio-economic status when viewing the absolute values of the domain variables. The patterns of the results show consistency between groups. Direct correlation between questionnaire responses and student grades was not found to be significant except for a small significance with "Task Orientation". This unexpected lack of correlation may be explained by inconsistencies between grading schemes, inadequacies of the indicator instrument, and/or by the one-time administration of the variables. Analysis of the qualitative and quantitative data led to the conclusion that this instrument is picking up information, but that revisions in both the variables and in the process are needed. Grading schemes need to be decomposed, the instrument needs to be revised, and the process needs to be implemented as a series of regular feed-back loops.

CBM Maze-Scores as Indicators of Reading Level and Growth for Seventh-Grade Students

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Chung, Siuman; Espin, Christine A.; Stevenson, Claire E.

2018-01-01

The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test.…

Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status.

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Schumacher, Robin F; Malone, Amelia S

2017-09-01

The goal of the present study was to describe fraction-calculation errors among 4 th -grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We specifically addressed whether mathematics-achievement status was related to students' tendency to operate with whole number bias. We extended this focus by comparing low-performing students' errors in two instructional settings that focused on two different types of fraction understandings: core instruction that focused on part-whole understanding vs. small-group tutoring that focused on magnitude understanding. Results showed students across the sample were more likely to operate with whole number bias on problems with unlike denominators. Students with low or average achievement (who only participated in core instruction) were more likely to operate with whole number bias than students with low achievement who participated in small-group tutoring. We suggest instruction should emphasize magnitude understanding to sufficiently increase fraction understanding for all students in the upper elementary grades.

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.

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Powell, Sarah R; Fuchs, Lynn S

2010-05-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3(rd)-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably.

Student and Teacher Success: The Impact of Computers in Primary Grades.

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Drexler, Nancy Gadzuk; And Others

This paper discusses the impact of computers on student learning as reported by teachers participating in a study of a computer-based language arts instructional program for the early elementary grades--the Apple Learning Series: Early Language (ALS-EL). Although they found the program difficult to evaluate, some teachers stated that the ALS-EL…

Engaging Parents of Eighth Grade Students in Parent-Teacher Bidirectional Communication

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Bennett-Conroy, Waveline

2012-01-01

This article describes the development and evaluation of a classroom-based, low-cost intervention to increase parents' involvement in their children's education. In Phase 1 of the study, 17 parents of 8th grade students in a low-income, high immigrant and minority school district were interviewed to conduct a qualitative assessment of factors…

Medical Advice for Sick-reported Students (MASS in intermediate vocational education schools: design of a controlled before-and-after study

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Madelon K Van der Vlis

2017-06-01

Full Text Available Abstract Background School absenteeism, including medical absenteeism, is associated with early school dropout and may result in physical, mental, social and work-related problems in later life. Especially at intermediate vocational education schools, high rates of medical absenteeism are found. In 2012 the Dutch intervention ‘Medical Advice for Sick-reported Students’ (MASS, previously developed for pre-vocational secondary education, was adjusted for intermediate vocational education schools. The aim of the study outlined in this paper is to evaluate the effectiveness of the MASS intervention at intermediate vocational education schools in terms of reducing students’ medical absenteeism and early dropping out of school. Additionally, the extent to which biopsychosocial and other factors moderate the effectiveness of the intervention will be assessed. Methods A controlled before-and-after study will be conducted within Intermediate Vocational Education schools. Schools are allocated to be an intervention or control school based on whether the schools have implemented the MASS intervention (intervention schools or not (control schools. Intervention schools apply the MASS intervention consisting of active support for students with medical absenteeism provided by the school including a consultation with the Youth Health Care (YHC professional if needed. Control schools provide care as usual. Data will be collected by questionnaires among students in both groups meeting the criteria for extensive medical absenteeism (i.e. ‘reported sick four times in 12 school weeks or for more than six consecutive school days’ at baseline and at 6 months follow-up. Additionally, in the intervention group a questionnaire is completed after each consultation with a YHC professional, by both the student and the YHC professional. Primary outcome measures are duration and cumulative incidence of absenteeism and academic performances. Secondary outcome

Management Options for Advanced Low or Intermediate Grade Gastroenteropancreatic Neuroendocrine Tumors: Review of Recent Literature

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Vladimir Neychev

2017-01-01

Full Text Available Our understanding of the biology, genetics, and natural history of neuroendocrine tumors (NETs of the gastrointestinal tract and pancreas has improved considerably in the last several decades and the spectrum of available therapeutic options is rapidly expanding. The management of patients with metastatic low or intermediate grade NETs has been revolutionized by the development of new treatment strategies such as molecular targeting therapies with everolimus and sunitinib, somatostatin analogs, tryptophan hydroxylase inhibitors, and peptide receptor radionuclide therapy that can be used alone or as a multimodal approach with or without surgery. To further define and clarify the utility, appropriateness, and the sequence of the growing list of available therapies for this patient population will require more high level evidence; however, data from well-designed randomized phase III clinical trials is rapidly accumulating that will further stimulate development of new management strategies. It is therefore important to thoroughly review emerging evidence and report major findings in frequent updates, which will expand our knowledge and contribute to a better understanding, characterization, and management of advanced NETs.

Master's Thesis Supervision: Relations between Perceptions of the Supervisor-Student Relationship, Final Grade, Perceived Supervisor Contribution to Learning and Student Satisfaction

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de Kleijn, Renske A. M.; Mainhard, M. Tim; Meijer, Paulien C.; Pilot, Albert; Brekelmans, Mieke

2012-01-01

Master's thesis supervision is a complex task given the two-fold goal of the thesis (learning and assessment). An important aspect of supervision is the supervisor-student relationship. This quantitative study (N = 401) investigates how perceptions of the supervisor-student relationship are related to three dependent variables: final grade,…

How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades

OpenAIRE

Orosz, Gábor; Péter-Szarka, Szilvia; Bőthe, Beáta; Tóth-Király, István; Berger, Rony

2017-01-01

The present study examined the effectiveness of a Growth Mindset intervention based on Dweck et al.'s (1995) theory in the Hungarian educational context. A cluster randomized controlled trial classroom experiment was carried out within the framework of a train-the-trainer intervention among 55 Hungarian 10th grade students with high Grade Point Average (GPA). The results suggest that students' IQ and personality mindset beliefs were more incremental in the intervention group than in the contr...

The Association of Self-Reported Sleep, Weight Status, and Academic Performance in Fifth-Grade Students

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Stroebele, Nanette; McNally, Janise; Plog, Amy; Siegfried, Scott; Hill, James O.

2013-01-01

Background: To improve support and justi?cation for health promotion efforts in schools, it is helpful to understand how students' health behaviors affect academic performance. Methods: Fifth-grade students completed an online school-administered health survey with questions regarding their eating behavior, physical activity, academic performance,…

Measuring the Confidence of 8th Grade Taiwanese Students' Knowledge of Acids and Bases

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Jack, Brady Michael; Liu, Chia-Ju; Chiu, Houn-Lin; Tsai, Chun-Yen

2012-01-01

The present study investigated whether gender differences were present on the confidence judgments made by 8th grade Taiwanese students on the accuracy of their responses to acid-base test items. A total of 147 (76 male, 71 female) students provided item-specific confidence judgments during a test of their knowledge of acids and bases. Using the…

Analysis of 4th Grade Students' Problem Solving Skills in Terms of Several Variables

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Sungur, Gülcan; Bal, Pervin Nedim

2016-01-01

The aim of this study is to examine if the level of primary school students in solving problems differs according to some demographic variables. The research is descriptive type in the general survey method, it was carried out with quantitative research techniques. The sample of the study consisted of 587 primary school students in Grade 4. The…

Teachers grading practices : an analysis of the reliability of teacher-assigned grade point average (GPA)

NARCIS (Netherlands)

van der Lans, R. M.; van de Grift, W. J. C. M.; van Veen, K.

2015-01-01

In previous research, teachers report that they use a hodgepodge of factors when grading students. This has led researchers to suspect that teacher-assigned grades are inflated by teacher-student interactions; the hodgepodge hypothesis. Teachers also are reported to differ in grading leniency; the

Will learning to solve one-step equations pose a challenge to 8th grade students?

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Ngu, Bing Hiong; Phan, Huy P.

2017-08-01

Assimilating multiple interactive elements simultaneously in working memory to allow understanding to occur, while solving an equation, would impose a high cognitive load. Element interactivity arises from the interaction between elements within and across operational and relational lines. Moreover, operating with special features (e.g. negative pronumeral) poses additional challenge to master equation solving skills. In an experiment, 41 8th grade students (girls = 16, boys = 25) sat for a pre-test, attended a session about equation solving, completed an acquisition phase which constituted the main intervention and were tested again in a post-test. The results showed that at post-test, students performed better on one-step equations tapping low rather than high element interactivity knowledge. In addition, students performed better on those one-step equations that contained no special features. Thus, both the degree of element interactivity and the operation with special features affect the challenge posed to 8th grade students on learning how to solve one-step equations.

The Effectiveness of MURDER Cooperative Model towards Students' Mathematics Reasoning Ability and Self Concept of Ten Grade

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Sofan Tri Prasetiyo

2017-08-01

Full Text Available The purpose of this research was to know the effectiveness of MURDER cooperative model towards students’ mathematics reasoning ability and self concept of ten grade. Population of this research were students of MIA ten grade Senior High School 1 Kebumen in the academic year 2016/1017. Sampling technique using simple random sampling technique. The data collected by the method of documentation, test methods, observation methods, and questionnaire methods. The analyzed of data are used completeness test and average different test. The results showed that: (1 mathematics reasoning ability of students that following MURDER cooperative model have completed individual and classical study completeness; (2 mathematics reasoning ability of students that following MURDER cooperative model better than mathematics reasoning ability of students that following ekspository learning; (3 self concept of students that following MURDER cooperative model better than self concept of students that following ekspository learning.

An Investigation of Eighth Grade Students' Problem Posing Skills (Turkey Sample)

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Arikan, Elif Esra; Ünal, Hasan

2015-01-01

To pose a problem refers to the creative activity for mathematics education. The purpose of the study was to explore the eighth grade students' problem posing ability. Three learning domains such as requiring four operations, fractions and geometry were chosen for this reason. There were two classes which were coded as class A and class B. Class A…

An Investigation of Ninth Grade Students' Attitudes toward Daily Life Chemistry

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Kenar, Ismail; Sekerci, Ali Riza; Erdem, Ali Riza; Gecgel, Gürkan; Demir, Halil Ibrahim

2015-01-01

The purpose of this study is to examine the attitudes towards chemistry of everyday life of high school ninth grade students according to sex/gender, learning/educational level of mother and father, father's profession, and income level of as variables. Survey method has been utilized in research. The sample of the study is composed of a total of…

Exploring Perceptions of University Students Pertaining to Grades over Knowledge and Skills

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Hasnain, Asma; Bhamani, Shelina

2014-01-01

The aim of the research was to study the phenomenon surrounding the perspective of university students preferring grades to knowledge and skills. Three currently enrolled participants were selected from different private universities of Karachi. Participants' interviews were examined through thematic analysis. The findings suggested that students…

Students' Level of Boredom, Boredom Coping Strategies, Epistemic Curiosity, and Graded Performance

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Eren, Altay; Coskun, Hamit

2016-01-01

The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded…

The Impact of Early Grade Retention on the Academic Achievement and Self-Esteem of Seventh and Eighth Grade Students.

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Setencich, Jill

Retention has been the answer to the problem of what to do with students who are unprepared for the academic and social demands of the next grade. Studies contend that children view retention as punishment and experience emotions such as fear, anger, and sadness when not promoted. Retention or nonpromotion can be defined as the practice of…

Morphological awareness intervention with kindergartners and first and second grade students from low SES homes: a small efficacy study.

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Apel, Kenn; Diehm, Emily

2014-01-01

We investigated the efficacy of a morphological awareness intervention on the morphological awareness and reading skills of students from low-socioeconomic-status homes; we also examined whether the intervention was similarly effective for intervention students who differed in their initial morphological awareness abilities. The 8-week intervention was designed to increase awareness of affixes and the relations between base words and their inflected and derived forms for kindergarteners (n = 27) and first- (n = 22) and second-grade (n = 26) students. Students randomly assigned to the small group intervention were provided instruction four times a week, 25 min a day, whereas students assigned to the control group received "business as usual." Kindergarten and first- and second-grade students receiving the intervention showed statistically significant gains in morphological awareness with large effect sizes on most measures. Students in all three grades who received the intervention demonstrated nonsignificant gains in literacy abilities with null to small effect sizes. Further, students with low morphological awareness abilities at the onset of the study demonstrated similar gains from the intervention as their peers with typical morphological awareness abilities. Our results suggest that explicit morphological awareness instruction may produce gains of practical importance to young elementary students at risk for future literacy difficulties.

Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions?

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Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda

2017-06-01

Boys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs. We aimed to explain boys' lower language grades by applying the expectancy-value model while taking into account students' motivational beliefs as well as their aptitude, prior achievement, and socializers' beliefs. In addition, we aimed at exploring the incremental contribution of each potential mediator. Five hundred and twenty German students (age M = 17 years; 58% female) and 374 parents (age M = 47 years). Student-reported ability self-concept (ASC) and task values, parents' perceptions of students' ability, students' prior achievement as reported by schools, and students' verbal intelligence test scores were all tested as mediators of the effect of gender on grades in German while controlling for parents' socioeconomic status. Single-mediator models and a multiple-mediator model were estimated using structural equation modelling. All variables proved to be relevant for explaining boys' underachievement in language grades. Whereas students' ASC, task values, prior achievement, and parents' perceptions mediated the gender effect, verbal intelligence was identified as a suppressor variable increasing the gender effect. Our results challenge the stereotypic belief that boys' lower grades are due to lower verbal aptitude. Rather, students' motivational beliefs and parents' perceptions seem critical factors. Implications for both future research and practice are discussed. © 2017 The British Psychological Society.

A STUDY ON STUDENTS’ DIRECT LISTENING STRATEGIES IN COMPREHENDING A PASSAGE AT THE SECOND GRADE STUDENTS OF SMAN OLAHRAGA RIAU

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Kurniawan Kurniawan

2016-04-01

Full Text Available The purpose of this research was to identify the students’ directlistening strategies in comprehending a passage at the second grade students ofSMAN Olahraga Riau. The design of this research was survey attitudes andpractices. Sample of the research was 50 students at the second grade students ofSMAN Olahraga Riau. The instrument that was used was questionnaire. Thequestionnaire was design the students’ direct listening. The questionnaire wasanalyzed by using descriptive statistics and Likert scale. The result of analyzingdata in terms of memory strategy, the students’ mean score was 3.99 in moderatelevel. In terms of cognitive strategy, the students’ mean score was 3.74 inmoderate level, while in terms of compensation strategy, the students had meanscore 3.86 in moderate level. In conclusion, the students were interested usingmemory strategy as the main direct strategy in comprehending a passage at thesecond grade students of SMAN Olahraga Riau.Keywords : Direct Listening Strategy, Comprehension, and Passage

Navigating middle grades: role of social contexts in middle grade school climate.

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Kim, Ha Yeon; Schwartz, Kate; Cappella, Elise; Seidman, Edward

2014-09-01

During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study-Kindergarten Cohort 1998-1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k-8 schools, middle schools, and junior high schools) and how it relates to students' perceptions of school climate. We find that administrators and teachers in k-8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students' perceptions of their schools' social and academic climate. Implications for educational policy and practice are discussed.

Negotiating Discourses: Sixth-Grade Students' Use of Multiple Science Discourses during a Science Fair Presentation

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Gomez, Kimberley

2007-01-01

This study offers important insights into the coexistence of multiple discourses and the link between these discourses and science understanding. It offers concrete examples of students' movement between multiple discourses in sixth-grade science fair presentations, and shows how those multiple discourses in science practices illuminate students'…

Controversy in the classroom: How eighth-grade and undergraduate students reason about tradeoffs of genetically modified food

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Seethaler, Sherry Lynn

Current issues in science provide a rich context for learning because they can involve complex tradeoffs that cut across traditional disciplinary boundaries. Despite this potential benefit, and the need for citizens to make decisions about such issues, science controversy remains rare in the classroom. Consequently, there is much unknown about how students make sense of complex, multidisciplinary science. This research examined eighth-grade (n = 190) and undergraduate (n = 9) students' reasoning about tradeoffs in the genetically modified food controversy (main study). To extend the findings from the main study, undergraduate students' reasoning was followed as they learned about ten additional science controversies (extension). The studies took place in the context of curricula designed on the basis of the Scaffolded Knowledge Integration Framework, which posits a set of design principles that help students form a rich, integrated network of ideas about a topic. Two new methodologies were developed for this work. The Embedded Perspective of Science Controversy was used to study students' integration of content in their written arguments (main study) and oral and written questions (extension). The Perspective views science controversy as a set of nested levels, where tradeoffs are one of the levels, but connecting to other levels (underlying scientific details, bigger picture context, etc.) is important for the weighing of tradeoffs. A scheme based on Toulmin's (1958) work on argumentation provided a way of comparing the structure of students' arguments. As indicated by pre and post test scores, the curriculum helped both eighth-grade students (t = 11.7, p genetically modified food. In their final papers, both eighth-grade and undergraduate students presented evidence for and against their positions, in contrast with prior literature showing individuals have difficulty coming up with evidence against their positions. The students were also moving across the levels

The Impact of Using Student-Dictated Oral Review Stories on Science Vocabulary, Content Knowledge, and Non-Fiction Writing Skills of First Grade Students

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Bishoff, Sandra Wells

2010-01-01

The purpose of this study was to determine if using an intervention called Student Dictated Oral Review Stories (SDORS) had an effect on science vocabulary usage and content knowledge for ninety-three students in six first grade classrooms and the subgroup of economically disadvantaged students in a mid-sized north Texas school district. The…

Behind the Final Grade in Hybrid v. Traditional Courses: Comparing Student Performance by Assessment Type, Core Competency, and Course Objective

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Bain, Lisa Z.

2012-01-01

There are many different delivery methods used by institutions of higher education. These include traditional, hybrid, and online course offerings. The comparisons of these typically use final grade as the measure of student performance. This research study looks behind the final grade and compares student performance by assessment type, core…

Is the Use of Information and Communication Technology Related to Performance in Working Memory Tasks? Evidence from Seventh-Grade Students

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Garcia, Lucy; Nussbaum, Miguel; Preiss, David D.

2011-01-01

The main purpose of this study was to assess whether seventh-grade students use of information and communication technology (ICT) was related to performance on working memory tasks. In addition, the study tested whether the relationship between ICT use and performance on working memory tasks interacted with seventh-grade students' socioeconomic…

Scientific Approach to Improve Mathematical Problem Solving Skills Students of Grade V

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Roheni; Herman, T.; Jupri, A.

2017-09-01

This study investigates the skills of elementary school students’ in problem solving through the Scientific Approach. The purpose of this study is to determine mathematical problem solving skills of students by using Scientific Approach is better than mathematical problem solving skills of students by using Direct Instruction. This study is using quasi-experimental method. Subject of this study is students in grade V in one of state elementary school in Cirebon Regency. Instrument that used in this study is mathematical problem solving skills. The result of this study showed that mathematical problem solving skills of students who learn by using Scientific Approach is more significant than using Direct Instruction. Base on result and analysis, the conclusion is that Scientific Approach can improve students’ mathematical problem solving skills.

Story Telling: Research and Action to Improve 6th Grade Students' Views about Certain Aspects of Nature of Science

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Kahraman, Feray; Karatas, Faik Özgür

2015-01-01

This study is a four-week section of ongoing attempts that aim to improve 6th grade students' understandings of the nature of science. The study was carried out in a sixth grade science and technology class at a rural middle school with 15 students on the basis of action research methodology. During the study, four different stories based on the…

The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty

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Powell, Sarah R.; Driver, Melissa K.

2015-01-01

Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students' Proportional Reasoning: A Randomized Experiment

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Jitendra, Asha K.; Star, Jon R.; Dupuis, Danielle N.; Rodriguez, Michael C.

2013-01-01

This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a…

The effect of two grading systems on the performance of medical students during oral examinations

DEFF Research Database (Denmark)

Ba-Ali, Shakoor; Jemec, Gregor B E; Sander, Birgit

2017-01-01

INTRODUCTION: Either a pass/fail approach or a seven-point grading scale are used to evaluate students at the Danish universities. The aim of this study was to explore any effect of the assessment methods on student performances during oral exams. METHODS: In a prospective study including 1,037 e...

An Intervention Including an Online Game to Improve Grade 6 Students' Performance in Early Algebra

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Kolovou, Angeliki; van den Heuvel-Panhuizen, Marja; Koller, Olaf

2013-01-01

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve…

The Risk of a Halo Bias as a Reason to Keep Students Anonymous during Grading

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Malouff, John M.; Emmerton, Ashley J.; Schutte, Nicola S.

2013-01-01

Experts have advocated anonymous grading as a means of eliminating actual or perceived evaluator bias in subjective student assessment. The utility of anonymity in assessment rests on whether information derived from student identity can unduly influence evaluation. The halo effect provides a conceptual background for why a bias might occur. In…

African American English-speaking students: a longitudinal examination of style shifting from kindergarten through second grade.

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Craig, Holly K; Kolenic, Giselle E; Hensel, Stephanie L

2014-02-01

The purpose of this longitudinal study was twofold: to examine shifting from African American English (AAE) to mainstream American English (MAE) across the early elementary grades, when students are first exposed to formal instruction in reading; and to examine how metalinguistic and cognitive variables influenced the students' dialectal adaptations from AAE to MAE in a literacy context with higher expectations for MAE. Participants were 102 typically developing AAE-speaking students enrolled in public schools in the northern Midwest. They were enrolled in the project at kindergarten and tested 3 times a year, for 3 years. Approximately half were male and half female, and two-thirds were from low socioeconomic status homes. A style shifting coefficient (SSC) was created to measure amounts of dialect change between contexts and over time by individuals. Some students shifted to MAE in literacy contexts, and shifting was not related to grade. Metalinguistic skills and SSC predicted reading, and metalinguistic skills predicted the SSC at 2nd grade. The findings indicated that cognitive executive functions may contribute to the SSC. The results provide strong support for the dialect shifting-reading achievement hypothesis and indicated that metalinguistic and perhaps executive functioning are important influences on this linguistic adaptation.

Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade.

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Páez, Mariela; Rinaldi, Claudia

2006-10-01

This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered with 3 subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to monolingual norms whereas their Spanish word reading skills averaged 1 SD below the mean. English vocabulary, English phonological awareness, and Spanish word reading skills in kindergarten were found to be significant predictors of English word reading skills in first grade. Educational implications for screening language and reading skills and promising areas for targeted instruction for this population are discussed.

Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

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Mokhtari, Kouider; Niederhauser, Dale S.

2013-01-01

In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement

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Kizkapan, Oktay; Bektas, Oktay

2017-01-01

The purpose of this study is to investigate whether there is a significant effect of project based learning approach on seventh grade students' academic achievement in the structure and properties of matter. In the study, according to the characteristics of quantitative research methods, pretest-posttest control group quasi-experimental design was…

A better norm-referenced grading using the standard deviation criterion.

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Chan, Wing-shing

2014-01-01

The commonly used norm-referenced grading assigns grades to rank-ordered students in fixed percentiles. It has the disadvantage of ignoring the actual distance of scores among students. A simple norm-referenced grading via standard deviation is suggested for routine educational grading. The number of standard deviation of a student's score from the class mean was used as the common yardstick to measure achievement level. Cumulative probability of a normal distribution was referenced to help decide the amount of students included within a grade. RESULTS of the foremost 12 students from a medical examination were used for illustrating this grading method. Grading by standard deviation seemed to produce better cutoffs in allocating an appropriate grade to students more according to their differential achievements and had less chance in creating arbitrary cutoffs in between two similarly scored students than grading by fixed percentile. Grading by standard deviation has more advantages and is more flexible than grading by fixed percentile for norm-referenced grading.

Age-Related Grade Inflation Expectancies in a University Environment

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Donald A. Loffredo

2012-01-01

Full Text Available Grade inflation is a recognized problem in higher education in the United States. Age, gender, and ethnic differences in discrepancies between student reports of their expected grade in each course and their expectations for general university grading practices were explored in a survey of 166 (mostly female participants at a small upper-division university. Results revealed that while a small minority of students agreed that grading systems in college should only include A or B grades, a large majority of students expected A or B grades. Thus, student discrepancies between their expectations for grading systems and their expected class grades were in line with expectations that they should receive inflated grades. Results also revealed statistically significant age differences in grade expectation with students older than the age of 55 expecting lower grades relative to their younger counterparts.

Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison between Black, Hispanic, and White Students

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Andersen, Lori; Ward, Thomas J.

2014-01-01

Group differences in the effects of the expectancies and values that high-ability students have for science and mathematics on plans to persist in science, technology, engineering, and mathematics (STEM) were investigated. A nationally representative sample of ninth-grade students, the High School Longitudinal Study of 2009 (HSLS: 2009; n =…

Investigation of Intellectual Risk-Taking Abilities of Students According to Piaget's Stages of Cognitive Development and Education Grade

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Arzu Derya DAŞCI

2014-07-01

Full Text Available The purpose of this study is to determine the cognitive development stages of students of 4-8th class and is to research the effect to ability of intellectual risk-taking of this periods and education grade. Survey method and clinical method are used in the study which practices for this purpose. In the study which 20 students from every grade, in total 100 students, 6 different activities which are improved and used by different researchers are applied to determine the cognitive development stages whose classification is made by Piaget with Intellectual Risk-Taking and Predictor Scale which was improved by Beghetto (2009. Activities that students made individualistically are marked with observation form and their cognitive development stages are determined according to responses of each. Cognitive development stages and intellectual risk-taking level of students are analyzed with descriptive statistics. In the research result it is seen that majority of students is in the transitional stage and as long as class level increases it is passed to formal operational stage from concrete operational stage. While it is seen that as long as education grade rise intellectual risk-taking abilities of students decreases, it is determined that cognitive development stages has not any effect on this ability. The research is completed with suggestions based on results.

The Effect of (Think-Pair-Share) Strategy on the Achievement of Third Grade Student in Sciences in the Educational District of Irbid

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Hamdan, Ribhi Khaleel Ahmad

2017-01-01

The current research aims at knowing the impact of (Think-Pair-Share) strategy on the achievement of third grade student in sciences in the educational district of Irbid, it was used the semi experimental in this study, the sample of study consisted of (120) students of third grade student in the educational district of Irbid, They were…

Effect of obesity on academic grades among Saudi female medical students at College of Medicine, King Saud University: Pilot study.

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Suraya, Faryal; Meo, Sultan Ayoub; Almubarak, Zaid; Alqaseem, Yazeed Abdullah

2017-08-01

The aim was to investigate the effect of obesity on academic grades among Saudi female medical students. This cross sectional study was conducted in the Department of Plastic Surgery, College of Medicine, King Saud University, Riyadh, Saudi Arabia during the period November 2014 to June 2015. In all 191 second and third year female medical students with an average age of 21.31 years and body mass indices 15-40 were included. An English language questionnaire was established to obtain the information about age, gender, body mass index, level of study and the academic grades [Grade Point Average-GPA]. Female medical students with BMI 21-25 and 26-30 achieved high GPA while female medical students with higher BMI 31-35 and greater than 36 obtained low GPA. High BMI in female medical students impair the academic performance. The academic institutes must establish extra-curricular physical fitness policies to minimize the obesity and achieve better health and academic outcomes.

Examining Reliability of Reading Comprehension Ratings of Fifth Grade Students' Oral Retellings

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Bernfeld, L. Elizabeth Shirley; Morrison, Timothy G.; Sudweeks, Richard R.; Wilcox, Brad

2013-01-01

The purpose of this study was to rate oral retellings of fifth graders to determine how passages, raters, and rating occasions affect those ratings, and to identify what combination of those elements produce reliable retelling ratings. A group of 36 fifth grade students read and orally retold three contemporary realistic fiction passages. Two…

Relationships among Perceived Stress, Coping, and Grade Point Average in University Students

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Kewallal, Rajendra David

2013-01-01

This study explored the relationships among perceived stress, coping style, and academic performance in 210 students from a mid-sized public university and a small private college. Study participants were asked to complete the Perceived Stress Scale, the Brief COPE Questionnaire, and a demographic survey asking about their age, gender, grade point…

Elementary School Student Burnout Scale for Grades 6-8: A Study of Validity and Reliability

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Aypay, Ayse

2011-01-01

The purpose of this study is to develop an "Elementary School Student Burnout Scale for Grades 6-8". The study group included 691 students out of 10 schools in Eskisehir. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted on the data (Burnout stem from school activities, burnout stem from family, feeling of…

Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach

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Chitnork, Amporn; Yuenyong, Chokchai

2018-01-01

The research aimed to enhance Grade 10 Thai students' scientific argumentation in learning about electric field through science, technology, and society (STS) approach. The participants included 45 Grade 10 students who were studying in a school in Nongsonghong, Khon Kaen, Thailand. Methodology regarded interpretive paradigm. The intervention was the force unit which was provided based on Yuenyong (2006) STS approach. Students learned about the STS electric field unit for 4 weeks. The students' scientific argumentation was interpreted based on Toulmin's argument pattern or TAP. The TAP provided six components of argumentation including data, claim, warrants, qualifiers, rebuttals and backing. Tools of interpretation included students' activity sheets, conversation, journal writing, classroom observation and interview. The findings revealed that students held the different pattern of argumentation. Then, they change pattern of argumentation close to the TAP. It indicates that the intervention of STS electric field unit enhance students to develop scientific argumentation. This finding may has implication of further enhancing scientific argumentation in Thailand.

Grade Expectations: Rationality and Overconfidence

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Jan R. Magnus

2018-01-01

Full Text Available Confidence and overconfidence are essential aspects of human nature, but measuring (overconfidence is not easy. Our approach is to consider students' forecasts of their exam grades. Part of a student's grade expectation is based on the student's previous academic achievements; what remains can be interpreted as (overconfidence. Our results are based on a sample of about 500 second-year undergraduate students enrolled in a statistics course in Moscow. The course contains three exams and each student produces a forecast for each of the three exams. Our models allow us to estimate overconfidence quantitatively. Using these models we find that students' expectations are not rational and that most students are overconfident, in agreement with the general literature. Less obvious is that overconfidence helps: given the same academic achievement students with larger confidence obtain higher exam grades. Female students are less overconfident than male students, their forecasts are more rational, and they are also faster learners in the sense that they adjust their expectations more rapidly.

Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

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Williams, Richard L.; Yore, Larry D.

Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

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M. Bahaddin Acat

2016-01-01

Full Text Available The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is “Web Based Listening Scale”. In the process of the study, it was investigated that the level of differentiation listening skill and educational level of mother and father, family income level, Turkish Course grading note, the most popular and listened music genre. According to the results obtained that significant difference was found with listening skills and educational level of mother and father, family income level and the most popular and listened music genre. Also it was found that there is powerful relationship between listening skills and Turkish Course grading note. In the process of the research, it was observed the students used the web based system more attentive and motivated. Nevertheless, personalized measuring environment was provided by the web based system. Finally, it can be said that the web based systems can be used positively for language learning, teaching, and instruction, improving, measuring and assessing process.

An international comparison of grade 6 students' understanding of the equal sign.

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Capraro, Robert M; Capraro, Mary Margaret; Yetkiner, Z Ebrar; Ozel, Serkan; Kim, Hae Gyu; Küçük, Ali Riza

2010-02-01

This study extends the scope of international comparisons examining students' conceptions of the equal sign. Specifically, Korean (n = 193) and Turkish (n = 334) Grade 6 students were examined to assess whether their conceptions and responses were similar to prior findings published for Chinese and U.S. students and to hypothesize relationships about problem types and conceptual understanding of the equal sign. About 59.6% of the Korean participants correctly answered all items providing conceptually accurate solutions, as compared to 28.4% of the Turkish sample. Comparison with previous studies in China and the USA indicated that the Chinese sample outperformed those from other nations, followed by Korea, Turkey, and the USA. In large-scale international studies such as Trends in International Mathematics and Science (TIMSS) and the Programme for International Student Assessment (PISA), students from China and Korea have been among the high achievers.

Grade Inflation: An Issue for Higher Education?

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Caruth, Donald L.; Caruth, Gail D.

2013-01-01

Grade inflation impacts university credibility, student courses of study, choices of institution, and other areas. There has been an upward shift in grades without a corresponding upward shift in knowledge gained. Some of the most frequently mentioned causes of grade inflation are: (1) student evaluations of professors; (2) student teacher…

Student's Second-Language Grade May Depend on Classroom Listening Position.

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Hurtig, Anders; Sörqvist, Patrik; Ljung, Robert; Hygge, Staffan; Rönnberg, Jerker

2016-01-01

The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students' score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants' baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores-and hence students' grade in English-may depend on students' classroom listening position.

Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students

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Rifat Ramazan Berk

2017-01-01

Full Text Available The purpose of this study is to determine sixth, seventh and eighth grade students’ writing anxiety and dispositions and to examine to what extent they predict each other. The basis of this study is to determine whether writing disposition is the significant predictor of writing anxiety or not and whether students’ grade levels and genders are significant predictor of writing anxiety and dispositions or not. The research was designed according to survey model. The study group, selected through simple sampling method, is made up of 860 students studying at 6th, 7th and 8th grades in elementary schools of Şarkışla District, Sivas. While “Writing Anxiety Scale”, adapted into Turkish by Özbay and Zorbay (2011, was administered to determine the study group’s writing anxiety level, “Writing Disposition Scale”, adapted into Turkish by İşeri and Ünal (2010, was used to determine the writing disposition level. At the end of the study, it was found that writing disposition is a significant predictor of writing anxiety and students’ grade levels and genders are significant predictors of writing anxiety and dispositions. An education environment to create a strong writing disposition for students is recommended. Also, similar studies on different dimensions of the issue can be conducted.

Teachers' Motivating Methods to Support Thai Ninth Grade Students' Levels of Motivation and Learning in Mathematics Classrooms

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Nenthien, Sansanee; Loima, Jyrki

2016-01-01

The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…

Ninth Grade Student Responses to Authentic Science Instruction

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Ellison, Michael Steven

This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance. The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on

Grade Distribution Digests: A Novel Tool to Enhance Teaching and Student Learning in Laboratory Practicals

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Arthur, Peter G.; Zareie, Reza; Kirkwood, Paul; Ludwig, Martha; Attwood, Paul V.

2018-01-01

Assessment is a central component of course curriculums and is used to certify student learning, but it can also be used as a tool to improve teaching and learning. Many laboratory courses are structured such that there is only a grade for a particular laboratory, which limits the insights that can be gained in student learning. We developed a…

Traveling with Eighth-Grade Students to Learn about State and Local History

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Morris, Ronald V.

2016-01-01

Eighth-grade students from three school districts in three small towns in Crosby County, Texas, received academic credit for working together with the biannual Crosby County Pioneer Memorial Museum summer travel education program. Each of the three districts radiate from a small town. They were within one county, and the museum was located in the…

Calculating Student Grades.

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Allswang, John M.

1986-01-01

This article provides two short microcomputer gradebook programs. The programs, written in BASIC for the IBM-PC and Apple II, provide statistical information about class performance and calculate grades either on a normal distribution or based on teacher-defined break points. (JDH)

Searching for the Exit in a Maze? Or Setting Sail for New Horizons? Metaphors by Twelfth Grade Students for Learning Mathematics

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Guner, Necdet

2013-01-01

This study examines and classifies the metaphors that twelfth grade students formulated to describe the concept of "learning mathematics". The sample of the study consists of 669 twelfth grade students (317 female, 352 male) of two Anatolian and two vocational high schools located in the city center of Denizli. The following questions…

The Influence of an Internet-Based Formative Assessment Tool on Primary Grades Students' Number Sense Achievement

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Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard G.; Pugalee, David K.; Middleton, Catharina Win

2017-01-01

This study examined primary grades students' achievement on number sense tasks administered through an Internet-based formative assessment tool, Assessing Math Concepts Anywhere. Data were analyzed from 2,357 students in teachers' classrooms who had participated in a year-long professional development program on mathematics formative assessment,…

The Effects of Using Concept Cartoons in Astronomy Subjects on Critical Thinking Skills among Seventh Grade Student

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Demirci, Filiz; Özyürek, Cengiz

2017-01-01

The objective of this study is to research the effects of using concept cartoons in the "Solar System and Beyond" unit, which is included in seventh grade science lessons, on students' critical thinking skills. The study group consisted of 58 students, selected using an appropriate sampling method, who were students in a state secondary…

The Effect of Improved School Climate over Time on Fifth-Grade Students' Achievement Assessment Scores and Teacher Administered Grade Scores

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Marten, Dawn M.

2012-01-01

The purpose of the study was to determine the effect of improved school climate, as teachers' beliefs changed from negative to positive over time, on students' reading, math, and writing assessment scores and teacher administered grade scores in reading, math, and writing. Overall, findings indicate that lose, maintain, or improve…

Documenting Student Performance: An Alternative to the Traditional Calculation of Grade Point Averages

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Volwerk, Johannes J.; Tindal, Gerald

2012-01-01

Traditionally, students in secondary and postsecondary education have grade point averages (GPA) calculated, and a cumulative GPA computed to summarize overall performance at their institutions. GPAs are used for acknowledgement and awards, as partial evidence for admission to other institutions (colleges and universities), and for awarding…

The social status of aggressive students across contexts: the role of classroom status hierarchy, academic achievement, and grade.

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Garandeau, Claire F; Ahn, Hai-Jeong; Rodkin, Philip C

2011-11-01

This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed.

Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade

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Al Otaiba, Stephanie; Petscher, Yaacov; Williams, Rihana S.; Pappamihiel, N. Eleni; Dyrlund, Allison K.; Connor, Carol

2009-01-01

This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear model...

Health behaviours, body weight and self-esteem among grade five students in Canada.

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Wu, Xiuyun; Kirk, Sara F L; Ohinmaa, Arto; Veugelers, Paul

2016-01-01

This study sought to identify the principal components of self-esteem and the health behavioural determinants of these components among grade five students. We analysed data from a population-based survey among 4918 grade five students, who are primarily 10 and 11 years of age, and their parents in the Canadian province of Nova Scotia. The survey comprised the Harvard Youth and Adolescent Questionnaire, parental reporting of students' physical activity (PA) and time spent watching television or using computer/video games. Students heights and weights were objectively measured. We applied principal component analysis (PCA) to derive the components of self-esteem, and multilevel, multivariable logistic regression to quantify associations of diet quality, PA, sedentary behaviour and body weight with these components of self-esteem. PCA identified four components for self-esteem: self-perception, externalizing problems, internalizing problems, social-perception. Influences of health behaviours and body weight on self-esteem varied across the components. Better diet quality was associated with higher self-perception and fewer externalizing problems. Less PA and more use of computer/video games were related to lower self-perception and social-perception. Excessive TV watching was associated with more internalizing problems. Students classified as obese were more likely to report low self- and social-perception, and to experience fewer externalizing problems relative to students classified as normal weight. This study demonstrates independent influences of diet quality, physical activity, sedentary behaviour and body weight on four aspects of self-esteem among children. These findings suggest that school programs and health promotion strategies that target health behaviours may benefit self-esteem in childhood, and mental health and quality of life later in life.

Quartet cards as the media of career exploration for lower-grade primary school students

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Yulia Ayriza

2017-12-01

Full Text Available A career developed through the optimization of one’s potentials will irrevocably play a role in the development of self-identity as well as the psychological well-being of the individual. When children are introduced and allowed to explore as many career options as possible during their developmental stage, they are more likely to have a fruitful career development in the future. The preceding study showed that the career interests and knowledge of lower-grade primary students fit the Holland Career Categories: realistic, investigative, artistic, social, enterprising, and conventional (RIASEC. It was also found that the students’ career interest and knowledge levels varied, with most in the low level. This second-year study aims to expand the results of the previous study by developing the use of Quartet cards as the media of career exploration for lower-grade primary students. By using the research and development method, this study develops Quartet Career Cards into three difficulty levels: low, medium, and high. The Quartet cards media have undergone feasibility tests conducted by experts in theory and media, as well as a series of field testing consisting of preliminary, main, and operational stages among a total of 266 primary students of grades 1, 2, and 3. A revision was made on several components including the images, information, colors, font sizes, illustration styles, and card sizes. The findings show that Quartet Career Cards meet the feasibility standards for the media of career exploration

Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

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Salmah, Ummy; Putri, Ratu Ilma Indra; Somakim

2015-01-01

The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students' spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity.…

The Influence of Teacher Emotion on Grading Practices: A Preliminary Look at the Evaluation of Student Writing

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Brackett, Marc A.; Floman, James L.; Ashton-James, Claire; Cherkasskiy, Lillia; Salovey, Peter

2013-01-01

The evaluation of student work is a central aspect of the teaching profession that can affect students in significant ways. Although teachers use multiple criteria for assessing student work, it is not yet known if emotions are a factor in their grading decisions as has been found in other instances of professional evaluations. Reason to believe…

Technology and Man: The Humanities and Science (Selected Study Topics for Gifted Students in Grades 9-12).

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Abbott, Barbara; Diers, Russell

One in a series of units of instruction for gifted students, the booklet focuses on humanities and science. Three sample units are offered for students in grades 9-12. In "Man's Origins: Where Did He Come From?" students examine the conflicts over evolution versus creationism, impacts of genetic control, and the ecomonics and politics of the…

The Interaction Effects of Gender and Grade Level on Secondary School Students' Attitude towards Learning Chemistry

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Heng, Chua Kah; Karpudewan, Mageswary

2015-01-01

This quantitative study reports the effects of gender and grade level on secondary students' attitude towards chemistry lessons. For this purpose, the Attitude towards Chemistry Lessons Scale (ATCLS) was administered to 446 secondary school students between 16-19 years old. The ATCLS consists of four different subscales: liking for chemistry…

Student Evaluations of Teaching: Effects of the Big Five Personality Traits, Grades and the Validity Hypothesis

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Patrick, Carol Lynn

2011-01-01

The purpose of the current study was to examine whether the Big Five personality traits and expected student grades relate to student evaluations of teachers and courses at the college level. Extraversion, openness, agreeableness and conscientiousness were found to be personality traits favoured in instructors, whereas neuroticism was not. A…

Supporting students' strategic competence: a case of a sixth-grade mathematics classroom

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Özdemir, İ. Elif Yetkin; Pape, Stephen J.

2012-06-01

Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours.

The Effect of Goal Constraints on the Writing Performance of Urban Learning Disabled Students.

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Isaacson, Stephen; Mattoon, Cynthia Burt

1990-01-01

Forty-two inner city intermediate-grade learning-disabled students wrote fables when provided with the following stimuli: story starter, story ending with story content, and story ending with rhetorical purpose. The story ending groups did more story development planning than the story starter group, but composition quality was not significantly…

Clinical Validation of the 2005 ISUP Gleason Grading System in a Cohort of Intermediate and High Risk Men Undergoing Radical Prostatectomy.

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Sheila F Faraj

Full Text Available In 2005, the International Society of Urological Pathology (ISUP introduced several modifications to the original Gleason system that were intended to enhance the prognostic power of Gleason score (GS. The objective of this study was to clinically validate the 2005 ISUP Gleason grading system for its ability to detect metastasis. We queried our institutional RP database for men with NCCN clinically localized intermediate to high-risk disease undergoing radical prostatectomy (RP between 1992 and 2010 with no additional treatment until the time of metastatic progression. A case-cohort design was utilized. A total of 333 available RP samples were re-reviewed and GS was reassigned per the 2005 ISUP Gleason system. Cumulative incidence of metastasis was 0%, 8.4%, 24.5% and 44.4% among specimens that were downgraded, unchanged, had one point GS increase and two point GS increase, respectively. The hazard ratio for metastasis raised in GS 8 and 9 compared to GS 7 from 2.77 and 5.91 to 3.49 and 9.31, respectively. The survival c-index of GS increased from 0.70 to 0.80 when samples were re-graded at 5 years post RP. The c-index of the reassigned GS was higher than the original GS (0.77 vs 0.64 for predicting PCSM at 10 years post RP. The regraded GS improved the prediction of metastasis and PCSM. This validates the updated Gleason grading system using an unambiguous clinical endpoint and highlights the need for reassignment of Gleason grading according to 2005 ISUP system when considering comparisons of novel biomarkers to clinicopathological variables in archival cohorts.

The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students

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Gavin, M. Katherine; Casa, Tutita M.; Adelson, Jill L.; Firmender, Janine M.

2013-01-01

The primary goal of Project M[superscript 2] was to develop and field-test challenging geometry and measurement units for all K-2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open-response…

An Investigation of Mathematics Anxiety among Sixth through Eighth Grade Students in Turkey

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Birgin, Osman; Baloglu, Mustafa; Catlioglu, Hakan; Gurbuz, Ramazan

2010-01-01

The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for…

Grade Expectations: Rationality and Overconfidence

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Magnus, Jan R.; Peresetsky, Anatoly A.

2018-01-01

Confidence and overconfidence are essential aspects of human nature, but measuring (over)confidence is not easy. Our approach is to consider students' forecasts of their exam grades. Part of a student's grade expectation is based on the student's previous academic achievements; what remains can be interpreted as (over)confidence. Our results are based on a sample of about 500 second-year undergraduate students enrolled in a statistics course in Moscow. The course contains three exams and each student produces a forecast for each of the three exams. Our models allow us to estimate overconfidence quantitatively. Using these models we find that students' expectations are not rational and that most students are overconfident, in agreement with the general literature. Less obvious is that overconfidence helps: given the same academic achievement students with larger confidence obtain higher exam grades. Female students are less overconfident than male students, their forecasts are more rational, and they are also faster learners in the sense that they adjust their expectations more rapidly. PMID:29375449

The Effectiveness of Blended Learning in Improving Students' Achievement in Third Grade's Science in Bani Kenana

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Khader, Nisreen Saleh Khader

2016-01-01

The study aimed at identifying the effectiveness of blended learning in improving students' achievement in the third grade's science in the traditional method. The study sample consisted of (108) male and female students, who were divided into two groups: experimental and control. The experimental group studied the units and changes of the…

Implementation of the Social Decision-Making Skills Curriculum on Primary Students (Grades 1-3) in Lebanon

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El Hassan, Karma; Mouganie, Zeina

2014-01-01

This study investigated the effect of the Social Decision-Making Skills Curriculum (SDSC) on the emotional intelligence and the prosocial behaviors of primary students in Grades 1-3, in a private school in Lebanon. Students were trained in social problem-solving and social decision-making skills through the implementation of the SDSC. Participants…

The Effects of a Reader's Theater Instructional Intervention on Second Grade Students' Reading Fluency and Comprehension Skills

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Johnson, Diane D.

2011-01-01

An estimated 75% of students who are poor readers in third grade continue to be lower achieving readers in ninth grade. The National Reading Panel has identified fluency as a prominent cause of reading comprehension problems which ultimately affect overall reading development. The purpose of this study was to test the theoretical framework of…

Prevalence and Associated Factors of Peer Victimization (Bullying among Grades 7 and 8 Middle School Students in Kuwait

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Ahmad J. Abdulsalam

2017-01-01

Full Text Available Background. Peer victimization (bullying is a universal phenomenon with detrimental effects. The aim of this study is to determine the prevalence and factors of bullying among grades 7 and 8 middle school students in Kuwait. Methods. The study is a cross-sectional study that includes a sample of 989 7th and 8th grade middle school students randomly selected from schools. The Revised Olweus Bully/Victim Questionnaire was used to measure different forms of bullying. After adjusting for confounding, logistic regression identified the significant associated factors related to bullying. Results. Prevalence of bullying was 30.2 with 95% CI 27.4 to 33.2% (3.5% bullies, 18.9% victims, 7.8% bully victims. Children with physical disabilities and one or both non-Kuwaiti parents or children with divorced/widowed parents were more prone to be victims. Most victims and bullies were found to be current smokers. Bullies were mostly in the fail/fair final school grade category, whereas victims performed better. The logistic regression showed that male gender (adjusted odds ration = 1.671, p=0.004, grade 8 student (adjusted odds ratio = 1.650, p=0.004, and student with physical disabilities (adjusted odds ratio = 1.675, p=0.003, were independently associated with bullying behavior. Conclusions. There is a need for a school-wide professional intervention program and improvement in the students’ adjustment to school environment to control bullying behavior.

Student-Centred Teaching Strategies by Gender, Grade Level, and Teacher’s Self-Concept in Mexico

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PEDRO SÁNCHEZ-ESCOBEDO

2018-05-01

Full Text Available This study examined the student-centred teaching strategies of Mexican teachers by gender, grade level, and self-concept as an instructor. A conventional sample of 573 teachers from diverse school settings in the state of Yucatan in Mexico responded to a paper and pencil questionnaire. Results indicated, in general, that teachers prioritized classroom management and independent learning activities, in contrast with teaching strategies emphasized by policies and teacher´s training programs in the country, such as cooperative learning, differentiation, or promoting critical thinking. There were some gender and grade level differences. In general, female teachers promoted more independent activities than males. As expected, primary school teachers were more concerned with using differentiation teaching strategies than secondary education teachers, considering the greatest variance in younger students. Teachers self-concept had differential effects. Whilst self-efficacy feelings had no influence in the use of specific student-centred teaching strategies, high self-esteem teachers used more student-centred teaching strategies. The importance of asking teachers what they did, and how they felt as teachers was argued in light of results. Future research avenues regarding self-concept and teaching strategies are posited.

The "School Safety & Security Questionnaire": Middle Grades Students' Perceptions of Safety at School

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Miller, Janice Williams; Nickell, Linda K.

2008-01-01

This study presents the development and basic psychometric characteristics of the "School Safety and Security Questionnaire" (SSSQ). This new measure was constructed to assess middle grade students' perceptions of safety and security during the school year. The content validity of the theoretically-based instrument was assessed and the measure was…

Additive and Multiplicative Effects of Working Memory and Test Anxiety on Mathematics Performance in Grade 3 Students

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Korhonen, Johan; Nyroos, Mikaela; Jonsson, Bert; Eklöf, Hanna

2018-01-01

The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety…

Teaching Mathematical Functions Using Geometric Functions Approach and Its Effect on Ninth Grade Students' Motivation

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Akçakin, Veysel

2018-01-01

The purpose of this study is to investigate the effects of using geometric functions approach on 9th grade students' motivation levels toward mathematics in functions unit. Participants of this study were 87 students who were ongoing in the first year of high school in Turkey. In this research, pretest and posttest control group quasiexperimental…

Improving the Grade Point Average of Our At-Risk Students: A Collaborative Group Action Research Approach.

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Saurino, Dan R.; Hinson, Kenneth; Bouma, Amy

This paper focuses on the use of a group action research approach to help student teachers develop strategies to improve the grade point average of at-risk students. Teaching interventions such as group work and group and individual tutoring were compared to teaching strategies already used in the field. Results indicated an improvement in the…

Preparing student teachers for constructivist teaching about society in primary grades

OpenAIRE

Dvořáková, Michaela

2012-01-01

Preparing student teachers for constructivist teaching about society in primary grades Michaela Dvořáková Abstract The content of primary social studies could be described as cultural universals - domains of human existence that form part of everybody's experience. Despite that, children do need a skilled instruction helping them to elaborate these topics. We suppose that for the constructivist teachers, deep content knowledge and pedagogic content knowledge is necessary to elaborate and conc...

COMPARISON OF ABILITY OF OPPOSITION WORDS PROCESSING BETWEEN HEARING AND HEARING IMPAIRED STUDENT IN FIFTH GRADE IN TEHRAN

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B SHAFIEI

2003-12-01

Full Text Available Introduction: Hearing impaired Persons have disorders in Communication. Theu are not able to learning many aspects of language Structures in Paroper time; quantity and quality. They can not Process these factors as same as Partners. In this research we going to assess and comparison opposite word in hearing and hearing impaired Student in fifth grade. This is a semantic research.
Methods: Subjects of this research were hearing impaired students in fifth grade in tehramwohad + 70dbheaing loss in Best Binaural Average and in order to comparison with them, we selected hearing students in fifth grade. In this research four non linguistic factors were investigated (age, sex, words of Farsi language. The subjects must read these words and write an opposite Word in front of it. In this examination the quantity of types: right, false and without answers.
Findings: The sequence of right answers had significant different in two group. The Sequence of learned words had significant different two groups. The time of processing in hearing students was shorter than hearing impaired students. The female subjects gave right answers more than male subjects. Discussion: The differences between bearing and hearing impaired students were in the quantity of answers specially in right answers and time of doing the test. probably these differences were due to lack of proper lexicon words and/or poor of it. The hearing students had more right answers and were shorter in time of processing.

The Long and Winding Road: Grades, Psychological Disengagement and Motivation among Female Students in (Non-)Traditional Career Paths

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Rinfret, Natalie; Tougas, Francine; Beaton, Ann M.; Laplante, Joelle; Ngo Manguelle, Christiane; Lagacé, Marie Claude

2014-01-01

The purpose of this study was to evaluate the links between grades, psychological disengagement mechanisms (discounting evaluative feedback and devaluing school), and motivation among female students in traditional and non-traditional career paths. We predicted that the association between grades and discounting is affected by the importance of…

The Correlation between Academic Achievements, Self-Esteem and Motivation of Female Seventh Grade Students: A Mixed Methods Approach

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Henman, Karen

2010-01-01

During the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry,…

The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts

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Celikten, Oksan; Ipekcioglu, Sevgi; Ertepinar, Hamide; Geban, Omer

2012-01-01

The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction through cooperative learning (CCICL) and traditional science instruction (TI) on 4th grade students' understanding of earth and sky concepts and their attitudes toward earth and sky concepts. In this study, 56 fourth grade students from the…

Developing process approach-based reading textbook for grade IV students

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Dedy Irawan

2017-07-01

Full Text Available The objective of this research and development study is generating approach-based reading textbook which will be appropriate and feasible for implementation in order to improve the reading skills of Grade IV students. This research and development study referred to the steps of research and development proposed by Borg & Gall. The subjects in this study were the Grade IV students from the State Elementary Schools under the Regional Unit of Technical Implementation in Kutasari District, the Regency of Purbalingga which consist of SD Negeri 1 Cendana, of SD Negeri 1 Karangjengkol, SD Negeri 1 Sumingkir, and SD Negeri 2 Munjul. In gathering the data, the researcher made use of interview, document analysis, rating scale, test, and questionnaire. The results of this research and development study are a process approach-based reading textbook for Theme 9 “My Food is Healthy and Nutritious” which has been designed in five reading activities namely: (1 setting up; (2 reading; (3 responding; (4 understanding; and (5 expanding the understanding. This textbook has been considered feasible for implementation according to the material expert and the media expert with “Good” category and according to the book design expert with “Very Good” category. There are differences in the final results between the experimental group and the control group after the approach based-reading textbook has been applied with the significance < 0.05. These differences show the significant reading skills improvement with sig. value (2-tailed = 0.024.

Effective use of e-grading in the dental simulation clinic.

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Morrow, Jay A; Pulido, M Teresa; Smith, P Bradford; McDaniel, Thomas F; Willcox, Austin B

2014-06-01

The purpose of this article is to describe the development and implementation of a grading software system, accessible from any platform, that engages today's generation of students and replaces paper grading. Set up at one U.S. dental school in an all-access, anytime (24/7) web-based program accessed through tablets, the software allows for a comparison between students' self-grading and instructor grading. This comparison facilitates student-faculty interaction, promoting discussion and student learning. The software can also be used for practical examination grading in which blinded grading between instructors is possible. The data gathered can produce descriptive reports students can draw upon to encourage self-learning and guided learning, propelling students to a better understanding of critical principles as they progress through multiple psychomotor skill sets. Other reports generated by the software allow for instructor calibration, exporting of grades directly into the university grading report system, and visual analysis of trends within each class. In a post-course survey, students (56 percent response rate) and faculty (79 percent response rate) agreed that the electronic grading was more efficient and allowed more time for faculty-student interaction than the previous grading system, thus creating an environment more conducive to learning. Overall, the software has improved students' perception of enhanced kinetic skills, while facilitating administration of preclinical projects and practical examinations.

Grading Practices and Distributions Across Internal Medicine Clerkships.

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Fazio, Sara B; Torre, Dario M; DeFer, Thomas M

2016-01-01

Clerkship evaluation and grading practices vary widely between U.S. medical schools. Grade inflation continues to exist, and grade distribution is likely to be different among U.S. medical schools. Increasing the number of available grades curtails "grade inflation." A national survey of all Clerkship Directors in Internal Medicine members was administered in 2011. The authors assessed key aspects of grading. Response rate was 76%. Among clerkship directors (CDs), 61% of respondents agreed that grade inflation existed in the internal medicine clerkship at their school, and 43% believed that it helped students obtain better residency positions. With respect to grading practices, 79% of CDs define specific behaviors needed to achieve each grade, and 36% specify an ideal grade distribution. In addition, 44% have a trained core faculty responsible for evaluating students, 35% describe formal grading meetings, and 39% use the Reporter-Interpreter-Manager-Educator (RIME) scheme. Grading scales were described as follows: 4% utilize a pass/fail system, 13% a 3-tier (e.g., Honors/Pass/Fail), 45% 4-tier, 35% 5-tier, and 4% 6+-tier system. There was a trend to higher grades with more tiers available. Grade inflation continues in the internal medicine clerkship. Almost half of CDs feel that this practice assists students to obtain better residency positions. A minority of programs have a trained core faculty who are responsible for evaluation. About one third have formal grading meetings and use the RIME system; both have been associated with more robust and balanced grading practices. In particular, there is a wide variation between schools in the percentage of students who are awarded the highest grade, which has implications for residency applications. Downstream users of clinical clerkship grades must be fully aware of these variations in grading in order to appropriately judge medical student performance.

PRIMARY SCHOOL FIFTH GRADE STUDENTS IN MATH ARE DONE TO COMPREHEND TOPICS TEACHING SMART BOARD APPLICATIONS FOR STUDENT FEEDBACK

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Fatma Nur KIRALI

2013-01-01

Full Text Available The purpose of this study in teaching primary fifth grade students in math are done to comprehend topics is to their views about the smart boards applications.Research Working Group has established, in the education year 2012-2013,on 111 students in an primary school studying in Istanbul,Fatih. The scanning model was used in the research. In this application, aritmatik mean and standard deviation values were used in the distribution of the students view. In the students views about Smart Board Practices in math lesson,’ttest’ was used to determine if there is a meaningful difference in gender thinking. According to the research findings, through the use of the smart board in the course of mathematics, students told that they had better understood the phrase the lesson,had been getting the increase in their interest and wasn’t bored in the lesson. Another result obtained in research, students opinions has not been significantly different according to gender

Effects of Classwide Peer Tutoring on the Performance of Sixth Grade Students during a Volleyball Unit

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Ayvazo, Shiri; Ward, Phillip

2009-01-01

This investigation examined the effects of Classwide Peer Tutoring (CWPT), a variation of peer tutoring on the volleyball skills of four 6th grade middle school students purposefully selected from an intact class of 21 students. Participants were average to low skilled males and females. A single subject A-B-A-B withdrawal design was used to…

Developing a Screening Inventory Reading Test (IRT for the Isfahanian Students of the First to Fifth Grade

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Bijan Shafiei

2009-12-01

Full Text Available Background and aim: Reading is one of the most essential skills in this century. Reading disorders can cause several problems for the person who has reading disorder. Early assessment and diagnosis play an important role in treatment of this disorder. The main purpose of this study was to develope a screening inventory reading test (IRT for first to fifth grade student in Isfahan in order to early diagnosis of reading disorder.Materials and Methods: The test, consisting of 100 words context and four comprehension questions, named Inventory Reading Test (IRT, was evaluated by several speech therapists. It was standardized by testing on one thousand boys and girls, 200 students in every grade, that were selected through a multi-stage random sampling method. Test was performed on two other groups, a normal and a reading-disordered.Results: Scores of reading accuracy and velocity were highly correlated with the test total score. Test reliability was calculated as 0.77 by Cronbach`s alpha measure. There was significant difference between two groups mean score (p=0.01.Conclusion: IRT seems to be an appropriate tool for screening reading disorder of first to fifth grade students.

An Exploratory Study of the Relationships between Reading Comprehension Competence, Reading Attitude and the Vividness of Mental Imagery among Turkish Fourth-Grade Students

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Kocaarslan, Mustafa

2016-01-01

This study aimed to establish the possible relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. Participants were fourth grade students, selected using convenience sampling from two different public schools (n=103) in Bartin, Turkey. The research was…

What's Our Position? A Critical Media Literacy Study of Popular Culture Websites with Eighth-Grade Special Education Students

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Kesler, Ted; Tinio, Pablo P. L.; Nolan, Brian T.

2016-01-01

This article reports on an action research project with 9 eighth-grade special education students in a self-contained classroom in an urban public school. The 1st author, in collaboration with the classroom teacher (3rd author), taught the students a critical media literacy framework to explore popular culture websites. Students learned to analyze…

The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students

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McCown, Margaret Averill

2013-01-01

This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular…

Cutting edge intermediate : student's book

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Cunningham, Sarah

2004-01-01

A focus on high-frequency useful vocabulary helps students say what they want to say. Regular, well-structured speaking tasks encourage students to express themselves more extensively and fluently. ‘Do You Remember’ sections in every unit and extra. Consolidation modules provide regular review and consolidation Student Books include Mini-Dictionary to help learners study independently.

Demystify Learning Expectations to Address Grade Inflation

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Hodges, Linda C.

2014-01-01

This article describes the subject of "grade inflation," a reference to educators giving higher grades to student work than their expectations for student achievement warrant. Of the many reasons why this practice happens, Hodges specifically discusses inflating grades as "a natural consequence" when the faculty really…

Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades.

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McClowry, Sandra Graham; Snow, David L; Tamis-Lemonda, Catherine S; Rodriguez, Eileen T

2010-03-01

A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.

The effect of historical, non-fiction, trade books on third-grade students' perceptions of scientists

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Farland, Donna Lynn

Researchers do not know what, if any, specific influence such stereotypical images have on the shaping of children's perceptions in science (Schibeci & Sorenson, 1983), but the indications are that stereotypical images translate into negative perceptions of science. Commonly held stereotypic images are in direct opposition to what students should understand about science as identified by the National Science Education Standards (1996) in which learning about 'Science as a Human Endeavor' begins as early as grades K--4. Nationally, many schools are moving toward kit-based science instruction, which generally consists of a series of guided discovery activities that lead children toward description and understanding of scientific phenomena. It is proposed that by supplementing these kits with historical, non-fiction, trade books, children will gain a broader understanding of the diversity of scientists, their work, and the variety of places science is done. No studies, to date, have been conducted to examine students' understanding of the concepts included in 'Science as a Human Endeavor' as they receive kit-based science instruction. This research has been designed to answer the following question: Does the inclusion of historical, non-fiction, trade books, presenting scientists as people working with or developing an idea, as part of kit-based science instruction influence third grade students' representations of the contemporary scientist and his/her work? It was found that students who were read historical, non-fiction, trade books in conjunction with kit-based instruction demonstrated significant differences in their drawings of scientists from those produced by students who were not exposed to the trade books with respect to two criteria; appearance of scientists, and the activity performed by scientists. This study also revealed that students were able to maintain the improvement in their representations of scientists four weeks after the intervention had ended

The Correlation of Metacognition with Critical Thinking Skills of Grade XI Students on Human Excretion System Concept

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Dea Diella

2017-11-01

Full Text Available The aims of this study is to reveal metacognition and critical thinking skill of students grade XI, and also the correlation between metacognition with crititical thinking skill on human excretion system. The participants of this study consist of 100 students from grade XI of five different high schools in Tasikmalaya. Correlational method was used in this study. Instruments which used to obtain the data consist of metacognition test and critical thinking test. The students' metacognition was captured with the essay item related to the human excretion system concept. The multiple choice-reason item and essay item was used to capture the critical thinking skills. The results showed that students’ score at metacognition and critical thinking have a low average. The results also proved that metacognition has a positive correlation and moderately strong with critical thinking skills

Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement.

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McLean, Leigh; Connor, Carol McDonald

2018-06-01

Recent studies have observed connections among teachers' depressive symptoms and student outcomes; however, the specific mechanisms through which teachers' mental health characteristics operate in the classroom remain largely unknown. The present study used student-level observation methods to examine the relations between third-grade teachers' (N = 32) depressive symptoms and their academic feedback to students (N = 310) and sought to make inferences about how these factors might influence students' mathematics achievement. A novel observational tool, the Teacher Feedback Coding System-Academic (TFCS-A), was used that assesses feedback across 2 dimensions-teacher affect and instructional strategy, which have been shown to be important to student learning. Multilevel exploratory factor analysis of TFCS-A data suggested 2 primary factors: positive feedback and neutral/negative feedback. Hierarchical linear modeling revealed that positive feedback was related to higher math achievement among students who began the year with weaker math skills and that teachers who reported more depressive symptoms less frequently provided this positive feedback. Results offer new information about a type of instruction that may be affected by teachers' depressive symptoms and inform efforts aimed at improving teachers' instructional interactions with students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

A Mixed-Methods Study on the Impact of Socratic Seminars on Eighth Grade Students' Comprehension of Science Texts

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Roncke, Nancy

This formative, convergent-mixed methods research study investigated the impact of Socratic Seminars on eighth grade science students' independent comprehension of science texts. The study also highlighted how eighth grade students of varying reading abilities interacted with and comprehended science texts differently during and after the use of Socratic Seminars. In order to document any changes in the students' overall comprehension of science texts, this study compared the experimental and control groups' pre- and post-test performances on the Content Area Reading Assessment (Leslie & Caldwell, 2014) and self-perception surveys on students' scientific reading engagement. Student think-alouds and interviews also captured the students' evolving understandings of the science texts. At the conclusion of this sixteen-week study, the achievement gap between the experimental and control group was closed in five of the seven categories on the Content Area Reading Assessment, including supporting an inference with textual evidence, determining central ideas, explaining why or how, determining word meaning, and summarizing a science text. Students' self-perception surveys were more positive regarding reading science texts after the Socratic Seminars. Finally, the student think-alouds revealed that some students moved from a literal interpretation of the science texts to inquiries that questioned the text and world events.

Attitudes toward Science among Grades 3 through 12 Arab Students in Qatar: Findings from a Cross-Sectional National Study

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Said, Ziad; Summers, Ryan; Abd-El-Khalick, Fouad; Wang, Shuai

2016-01-01

This study assessed students' attitudes toward science in Qatar. A cross-sectional, nationwide probability sample representing all students enrolled in grades 3 through 12 in the various types of schools in Qatar completed the "Arabic Speaking Students' Attitudes toward Science Survey" (ASSASS). The validity and reliability of the…

Advancing Integrated STEM Learning through Engineering Design: Sixth-Grade Students' Design and Construction of Earthquake Resistant Buildings

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English, Lyn D.; King, Donna; Smeed, Joanna

2017-01-01

As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of…

Grades as Information

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Grant, Darren

2007-01-01

We determine how much observed student performance in microeconomics principles can be attributed, inferentially, to three kinds of student academic "productivity," the instructor, demographics, and unmeasurables. The empirical approach utilizes an ordered probit model that relates student performance in micro to grades in prior…

Cosmic Chemistry: A Proactive Approach to Summer Science for High School Students

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Parsley, Danette; Ristvey, John

2014-01-01

Though school is out for the summer, ninth- and tenth-grade students at Union Intermediate High School are burning off energy playing a game of tag on the soccer field. But that is not all they are doing. They are also synthesizing and applying key chemistry concepts they have just learned related to the conditions of the early solar system. They…

Determinants of College Grade Point Averages

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Bailey, Paul Dean

2012-01-01

Chapter 2: The Role of Class Difficulty in College Grade Point Averages. Grade Point Averages (GPAs) are widely used as a measure of college students' ability. Low GPAs can remove a students from eligibility for scholarships, and even continued enrollment at a university. However, GPAs are determined not only by student ability but also by the…

GRADE AS THE MOTIVATIONAL FACTOR IN LEARNING MATHEMATICS

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Sead Rešić

2017-09-01

Full Text Available In this research the motivation for learning mathematics was tested,as well as the effect of grades on the motivation of primary school level students. On a sample of N=100 participants, primary school students, we conducted a survey, the results of which show that the participants are more motivated with extrinsic factors, then intrinsic factors for learning mathematics. Grades are the main factor that has the most influence on the motivation level of students for learning mathematics, because students need good grades for their further education. The results also show that punishment and rewards from parents for bad and good grades has no effect on the motivation level of students

The development of learning competency and skills for the 21st century to integrate "TPCK" of world life with local environment in students grade 11

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Jedaman, Pornchai; Kinboon, Nittayaporn; Suksup, Chareon; Kinboon, Wutcharapong

2018-01-01

The teaching strategies of append were the technological pedagogical content knowledge; TPCK. This description knowledge in a content to corresponds of a effective teaching. This article aims to address the relevance of; 1) the learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment in the students grade 11, 2) the effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in the students grade 11 were the passing score of a percentage 80 upwards (EI.), and 3) the attitudes for learning activities in the students grade 11. The study employed both quantitative and qualitative approaches for 9teachers of third schools were the participatory action research (PAR) in collecting data including a instructional, a testing, and a questionnaire surveywith 33 students grade 11 of Phuwiengwittayakom school. The participants werecluster random sampling. The data analysis of descriptive statistical, percentage, mean average, standard deviation. The findings in the study were to learning competency and skills for the 21st Century to integrate "TPCK" of a world life with local environment on TK, PK, CK, and TCK at a excellent levels (X¯ = 3.62, 3.57, 3.54, 3.51) respectively, and PCK, TPK,TPCK at a good levels (X¯ = 3.36, 3.23, 3.17) respectively. The effective achievement of the learning competency and skills to integrate "TPCK" of world life with local environment in 30 students grade 11 were the passing score (EI.) of a percentage at 90.91. The attitudes for learning activities in the students grade 11 at a high levels (X¯ =3.29). In addition of the students grade 11 to understanding of the importance were a local learning resources including the value integrating technology of the knowledge technology and to choose the right were create of an effective information.

Depression, posttraumatic stress disorder, and grade point average among student servicemembers and veterans.

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Bryan, Craig J; Bryan, AnnaBelle O; Hinkson, Kent; Bichrest, Michael; Ahern, D Aaron

2014-01-01

The current study examined relationships among self-reported depression severity, posttraumatic stress disorder (PTSD) symptom severity, and grade point average (GPA) among student servicemembers and veterans. We asked 422 student servicemembers and veterans (72% male, 86% Caucasian, mean age = 36.29 yr) to complete an anonymous online survey that assessed self-reported GPA, depression severity, PTSD severity, and frequency of academic problems (late assignments, low grades, failed exams, and skipped classes). Female respondents reported a slightly higher GPA than males (3.56 vs 3.41, respectively, p = 0.01). Depression symptoms (beta weight = -0.174, p = 0.03), male sex (beta weight = 0.160, p = 0.01), and younger age (beta weight = 0.155, p = 0.01) were associated with lower GPA but not PTSD symptoms (beta weight = -0.040, p = 0.62), although the interaction of depression and PTSD symptoms showed a nonsignificant inverse relationship with GPA (beta weight = -0.378, p = 0.08). More severe depression was associated with turning in assignments late (beta weight = 0.171, p = 0.03), failed exams (beta weight = 0.188, p = 0.02), and skipped classes (beta weight = 0.254, p = 0.01). The relationship of depression with self-reported GPA was mediated by frequency of failed examns. Results suggest that student servicemembers and veterans with greater emotional distress also report worse academic performance.

The Effect of the 5E Instructional Model Enriched with Cooperative Learning and Animations on Seventh-Grade Students' Academic Achievement and Scientific Attitudes

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Dasdemir, Ikramettin

2016-01-01

The aim of this research is to determine the effect of the different teaching methods, on seventh-grade students' academic achievement and scientific attitudes. The research was carried out using quasi-experimental methods. The research sample consisted of 84 seventh grade students studying in three different classes. One of these classes an…

Hypofractionated stereotactic body radiotherapy in low- and intermediate-risk prostate carcinoma

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Kim, Hun Jung; Phak, Jeong Hoon; Kim, Woo Chul [Dept. of Radiation Oncology, Inha University Hospital, Inha University School of Medicine, Incheon (Korea, Republic of)

2016-12-15

Stereotactic body radiotherapy (SBRT) takes advantage of low α/β ratio of prostate cancer to deliver a large dose in few fractions. We examined clinical outcomes of SBRT using CyberKnife for the treatment of low- and intermediate-risk prostate cancer. This study was based on a retrospective analysis of the 33 patients treated with SBRT using CyberKnife for localized prostate cancer (27.3% in low-risk and 72.7% in intermediate-risk). Total dose of 36.25 Gy in 5 fractions of 7.25 Gy were administered. The acute and late toxicities were recorded using the Radiation Therapy Oncology Group scale. Prostate-specific antigen (PSA) response was monitored. Thirty-three patients with a median 51 months (range, 6 to 71 months) follow-up were analyzed. There was no biochemical failure. Median PSA nadir was 0.27 ng/mL at median 33 months and PSA bounce occurred in 30.3% (n = 10) of patients at median at median 10.5 months after SBRT. No grade 3 acute toxicity was noted. The 18.2% of the patients had acute grade 2 genitourinary (GU) toxicities and 21.2% had acute grade 2 gastrointestinal (GI) toxicities. After follow-up of 2 months, most complications had returned to baseline. There was no grade 3 late GU and GI toxicity. Our experience with SBRT using CyberKnife in low- and intermediate-risk prostate cancer demonstrates favorable efficacy and toxicity. Further studies with more patients and longer follow-up duration are required.

The Relationship between Interparental Conflict and Self-Reported Grade Point Average among College Students

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Hunt, S. Jane; Krueger, Lacy E.; Limberg, Dodie

2017-01-01

Interparental conflict has been shown to have a negative effect on the academic success of children and adolescents. This study examined the relationship between college students' (N = 143) perceived levels of interparental conflict, their living arrangement, and their current self-reported grade point average. Participants who experienced more…

A CLINICAL STUDY OF INTERMEDIATE UVEITIS IN A TERTIARY EYE CARE CENTRE

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Nandhini Arumugam

2017-07-01

Full Text Available BACKGROUND Intermediate Uveitis also known as pars planitis essentially affects the pars plana of ciliary body and periphery of choroid. It occurs particularly in young adults with female predominance. Determining the aetiology of intermediate uveitis is one of the most difficult problem in curing the patient. This is a study of presentation, progression and follow up of a group of people diagnosed as intermediate uveitis, seeking medical care in south Indian population. MATERIALS AND METHODS A prospective study was done to identify the pattern of uveitis in a uveitis clinic population of a major referral centre in South India. A total number of 25 patient and 30 eyes were followed from January 2016 to April 2017. A standard clinical protocol, laboratory investigations, were used for the final diagnosis. A standard treatment protocol was followed and patients were reviewed accordingly. RESULTS There were 13 female and 12 male patients. Mean age of presentation was 29 ± 3.6 years (with a range of 10- 47 years. Among the 25 patient 15 were bilateral rest being unilateral. Among the cases 3 presented with grade 1 vitritis, 15 with grade 2 vitritis, 5 with grade 3 vitritis and 2 with grade 4 vitritis. Snowballs were seen in inferior quadrant of 7 patients. Among the 25 cases, 10 had ocular tuberculosis, 6 had sarcoidosis, 2 had multiple sclerosis and 7 diagnosed to be pars planitis. All cases were given specific treatment according to their aetiology. In idiopathic cases periocular injection of triamcinolone was instituted. CONCLUSION Intermediate uveitis is a potentially vision threatening condition because of its chronic course and complications if appropriate therapy is not instituted. Thorough investigations to find out the underlying aetiology should be performed to institute cause specific treatment.

Uncovering student thinking about mathematics in the common core, grades 6-8 25 formative assessment probes

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Tobey, Cheryl Rose

2013-01-01

Pinpoint and reverse math misconceptions with laser-like accuracyQuickly and reliably uncover common math misconceptions in Grades 6-8 with these convenient and easy-to-implement diagnostic tools! Bestselling authors Cheryl Tobey and Carolyn Arline provide 25 new assessment probes that pinpoint subconcepts within the new Common Core Standards for Mathematics to promote deep learning and expert math instruction--while learning is already underway.Completely CCSM aligned, these grade-specific probes eliminate the guesswork and help teachers: Systematically address conceptual and procedural mistakes Help students better understand areas of struggle Plan targeted instruction that covers Grades 6-8 CCSM mathematical processes and proficiencies.

Comparative Study of Media Use Capacity for 8th Grade Students

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川上, 善郎; 鈴木, 裕久

1996-01-01

　The world is experiencing a variety of changes resulting from the widespread diffusion of information technology. It is very important to measure the information literacy which allows people to access or to use various information media including computers or wordprocessors.　The purpose of this paper is to measure and compare the media use capacity of 8th grade students in Japan, Taiwan and the United States. Specifically,　1. to determine media availability, media knowledge, media skills and...

Preparing for national implementation of an evidence-based, effective HIV prevention program among bahamian sixth-grade students.

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Knowles, Valerie; Wang, Bo; Deveaux, Lynette; Lunn, Sonja; Rolle, Glenda; Jones, Giavana; Harris, Carole; Kaljee, Linda; Li, Xiaoming; Koci, Veronica; Chen, Xinguang; Marshall, Sharon; Stanton, Bonita

2012-01-01

Using data from the preparatory phase prior to national implementation of an effective HIV prevention program (Focus on Youth in the Caribbean; FOYC) in all Bahamian government sixth-grade classes, we describe (1) actual FOYC implementation, (2) factors that influenced implementation, and (3) the relationship of implementation with intervention outcome. Six elementary schools (with 17 grade six classrooms) were selected to participate in the preparatory phase. The 17 teachers were invited to attend a training workshop, coordinate administration of questionnaires to the students, teach the 10 sessions of FOYC and complete self-assessment checklists. A total of 395 students submitted baseline and 311 students submitted year-end questionnaires. Thirteen teachers initiated FOYC; five completed all 10 sessions. Implementation of FOYC was not related to teacher FOYC workshop experience but did cluster by school. There were significant positive correlations between improved student knowledge of HIV/AIDS, protective health skills, perceived parental monitoring and reduced risk behaviours with the number of FOYC sessions delivered. Implementation was impeded by logistics issues, structural issues with the measures, and comfort-level issues, most of which can be addressed for national implementation. Degree of FOYC implementation is correlated with positive student outcomes.

How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades.

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Orosz, Gábor; Péter-Szarka, Szilvia; Bőthe, Beáta; Tóth-Király, István; Berger, Rony

2017-01-01

The present study examined the effectiveness of a Growth Mindset intervention based on Dweck et al.'s (1995) theory in the Hungarian educational context. A cluster randomized controlled trial classroom experiment was carried out within the framework of a train-the-trainer intervention among 55 Hungarian 10th grade students with high Grade Point Average (GPA). The results suggest that students' IQ and personality mindset beliefs were more incremental in the intervention group than in the control group 3 weeks after the intervention. Furthermore, compared to both the baseline measure and the control group, students' amotivation decreased. However, no intrinsic and extrinsic motivation change was found. Students with low grit scores reported lower amotivation following the intervention. However, in the second follow-up measurement-the end of the semester-all positive changes disappeared; and students' GPA did not change compared to the previous semester. These results show that mindset beliefs are temporarily malleable and in given circumstances, they can change back to their pre-intervention state. The potential explanation is discussed in the light of previous mindset intervention studies and recent findings on wise social psychological interventions.

Student explanations of their science teachers' assessments, grading practices and how they learn science

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del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

The Prediction of Reading Levels between Second and Third Grade Limited English Proficient Students in a Bilingual Program

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Moses, Britani Creel

2010-01-01

The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to…

Examining Master Schedule Practices in Rio Grande Valley Schools: Effects on Student Attendance, Discipline, and Grade Point Averages

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Carriaga, Benito T.

2012-01-01

This study evaluated the impact of the master schedule design on student attendance, discipline, and grade point averages. Unexcused and excused absences, minor and major infraction, and grade point averages in three high schools during the 2008-09 and 2009-10 school years were included in the study. The purpose was to examine if any difference…

Effects of Grading Leniency and Low Workload on Students' Evaluations of Teaching: Popular Myth, Bias, Validity, or Innocent Bystanders?

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Marsh, Herbert W.; Roche, Lawrence A.

2000-01-01

Discusses two studies that debunk the popular myths that student evaluations of teaching (SETs) are substantially biased by low workload and grading leniency. Results imply teaching effects were related to SETs. Contrary to predictions workload, expected grades, and their relations to SETs were stable over 12 years. (Author/MKA)

The Effects of Psychomotor Skills Instruction on Attitude toward Singing and General Music among Students in Grades 4-6.

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Phillips, Kenneth H.; Aitchison, Randall E.

1998-01-01

Investigates the relationship of psychomotor skills instruction on student attitudes in grades 4-6 towards singing and general music instruction. Finds females have more positive attitudes, interest declines as grade-level increases, group vocal instruction may produce more positive attitudes, and a positive relationship between liking to sing in…

Looking beyond Grades: Comparing Self-Esteem and Perceived Academic Control as Predictors of First-Year College Students' Well-Being

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Stupnisky, Robert H.; Perry, Raymond P.; Renaud, Robert D.; Hladkyj, Steve

2013-01-01

Previous research has found perceived academic control (PAC) to be a better predictor of first-year college students' grades than self-esteem; however, it is uncertain which construct is more important for students' well-being. The current study compared PAC and self-esteem on first-year college students' emotions, perceived stress, and…

Performance in grade 12 mathematics and science predicts student nurses' performance in first year science modules at a university in the Western Cape.

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Mthimunye, Katlego D T; Daniels, Felicity M

2017-10-26

The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence. The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman's rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions. Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

Educating Grade 6 students for higher-order thinking and its influence on creativity

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Wajeeh Daher

2017-08-01

Full Text Available Educating students for higher-order thinking provides them with tools that turn them into more critical thinkers. This supports them in overcoming life problems that they encounter, as well as becoming an integral part of the society. This students’ education is attended to by educational organisations that emphasise the positive consequences of educating students for higher-order thinking, including creative thinking. One way to do that is through educational programmes that educate for higher-order thinking. One such programme is the Cognitive Research Trust (CoRT thinking programme. The present research intended to examine the effect of the participation of Grade 6 students in a CoRT programme on their creative thinking. Fifty-three students participated in the research; 27 participated in a CoRT programme, while 26 did not participate in such programme. The ANCOVA test showed that the students who participated in the CoRT programme outperformed significantly, in creative thinking, the students who did not. Moreover, the students in the CoRT programme whose achievement scores were between 86 and 100 outperformed significantly the other achievement groups of students. Furthermore, students with reported high ability outperformed significantly the other ability groups of students. The results did not show statistically significant differences in students’ creativity attributed to gender.

ESL intermediate/advanced writing

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Munoz Page, Mary Ellen; Jaskiewicz, Mary

2011-01-01

Master ESL (English as a Second Language) Writing with the study guide designed for non-native speakers of English. Skill-building lessons relevant to today's topics help ESL students write complete sentences, paragraphs, and even multi-paragraph essays. It's perfect for classroom use or self-guided writing preparation.DETAILS- Intermediate drills for improving skills with parallel structure, mood, correct shifting errors & dangling participles- Advanced essay drills focusing on narrative, descriptive, process, reaction, comparison and contrast- Superb preparation for students taking the TOEFL

A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

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Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.

2015-01-01

This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

Process Writing in the Intermediate Grades: Magical Panacea or Oversold Cliche?

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Balajthy, Ernest

Noting that the principles of writing process instruction typically offered to elementary teachers are less readily adaptable to intermediate classrooms emphasizing content area learning rather than basic skills, this paper explores two key themes important to the successful implementation of writing process instruction: (1) teachers' needs to…

Interest of Grade Ten Students toward Physics among Other Science Subjects, Case of Wolaita Soddo Town Governmental Secondary Schools, Ethiopia

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Hamelo, Shewangzaw

2016-01-01

This paper has proposed to investigate the interest in students towards physics among other science subjects. The investigation was carried out with 490 samples of grade ten students in Wolaita Soddo town governmental schools. Thus, overall result indicates that the interest in students towards physics is low and students hate to learn physics in…

Project-Based Social Justice Mathematics: A Case Study of Five 6th Grade Students

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McHugh, Maighread L.

2015-01-01

The purpose of this qualitative multiple case study was to explore how five sixth grade female students navigated the process of project-based learning as they designed and implemented their own project centered on mathematics while using a social justice lens. The theoretical frameworks of Authentic Intellectual Work and Social Justice…

Native American Students' Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students' Understanding of Earth's Geologic History

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Nam, Younkyeong; Karahan, Engin; Roehrig, Gillian

2016-01-01

Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American--particularly Ojibwe tribe--students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also…

Turkish students' perceptions of their biology learning environments: the effects of gender and grade level

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Telli, S.; Brok, den P.J.; Tekkaya, C.; Cakiroglu, J.

2009-01-01

This study investigates the effects of gender and grade level on Turkish secondary school students’ perceptions of their biology learning environment. A total of 1474 high school students completed the What is Happening in This Classroom (WIHIC) questionnaire. The WIHIC maps several important

Virginia Standards of Learning (Grades 6 through 12) That Are Covered When Students Attend Live Performances of Shakespeare's Plays.

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Brookshire, Cathy A.

This paper outlines Standards of Learning for grades 6-12 students in Virginia that are covered when they attend live performances of William Shakespeare's plays. The paper details separate standards for each grade in English, subdivided into standards which fulfill requirements in Oral Language, Reading/Literature, Writing, and Research, along…

The Effect of Brain Based Learning on Second Grade Junior Students' Mathematics Conceptual Understanding on Polyhedron

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Suarsana, I. Made; Widiasih, Ni Putu Santhi; Suparta, I. Nengah

2018-01-01

The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students? conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as…

Is the Sky Falling? Grade Inflation and the Signaling Power of Grades.

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Pattison, Evangeleen; Grodsky, Eric; Muller, Chandra

2013-06-01

Grades are the fundamental currency of our educational system; they signal academic achievement and non-cognitive skills to parents, employers, postsecondary gatekeepers, and students themselves. Grade inflation compromises the signaling value of grades, undermining their capacity to achieve the functions for which they are intended. We challenge the 'increases in grade point average' definition of grade inflation and argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples, we find that in the decades following 1972: (a) grades have risen at high schools and dropped at four-year colleges, in general, and selective four-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all.

Use of tactual materials on the achievement of content specific vocabulary and terminology acquisition within an intermediate level science curriculum

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Terry, Brian H.

In this quasi-experimental study, the researcher investigated the effectiveness of three tactual strategies and one non-tactual strategy of content specific vocabulary acquisition. Flash cards, task cards, and learning wheels served as the tactual strategies, and vocabulary review sheets served as a non-tactual strategy. The sample (n=85) consisted of all middle school students in a small high performing middle school located in the northern suburbs of New York City. All of the vocabulary words and terms came from the New York State Intermediate Level Science Core Curriculum. Pre-tests and post-tests were used to collect the data. A repeated measures ANOVA was conducted on the gain scores from each of the treatments. Multiple paired sample t-tests were conducted to analyze the results. Repeated measures ANOVAs were used to determine if there was a variance between the academic achievement levels of the students, gender, and grade level for each of the treatments. All of the treatments significantly improved the science achievement of the students, but significance was found between them. Significance was found between the achievement groups with the above average students attaining a higher mean on the pre-test and post-test for each treatment, whereas the below average students had the lowest mean on both assessments. The sixth grade students showed significant improvement over the seventh grade students while using the flash cards (p=.004) and learning wheel (p=.007). During the learning wheel treatment, the males scored significantly better (p=.021) than the females on the pre-test and post-test. During the worksheet treatment, significance (p=.034) was found between gender and achievement group. The below average male students had the greatest gain from the pre-test to the post-test, but the post-test mean was still the lowest of the groups. Limitations, implications for future research and current practice are discussed. Key words are: flash cards, task cards

Math Games 180 Reproducible Activities to Motivate, Excite, and Challenge Students, Grades 6-12

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Muschla, Judith A

2011-01-01

Math Games offers a dynamic collection of 180 reproducible activity sheets to stimulate and challenge your students in all areas of math - from whole numbers to data analysis - while emphasizing problem solving, critical thinking, and the use of technology for today's curriculum! Each of the book's activities can help you teach students in grades 6 through 12 how to think with numbers, recognize relationships, and make connections between mathematical concepts. You pick the activity appropriate for their needs . . . encourage the use of a calculator . . . or provide further challenges with act

The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self

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Briede, Liene

2016-01-01

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…

Proportional Reasoning and Related Concepts: Analysis of Gaps and Understandings of Middle Grade Students

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Ojose, Bobby

2015-01-01

This study investigated proportional reasoning and the related concepts of decimal, percent, and ratio. In particular, the research focused on analyzing the gaps and understandings that grades 6, 7, and 8 students have and advanced factors for such gaps and understandings. The study employed a mixed method approach in which quantitative data was…

The Relationship between Oral Narrative Production and Expository Text Comprehension of Fifth-Grade Students

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Marron, Jill K.

2017-01-01

The purpose of this study is to determine if there is a relationship between oral narrative production and the reading comprehension of expository text. The research questions are: (1) What is the relationship between oral narrative production and reading comprehension of expository text in fifth-grade students?; (2) Which components of oral…

DEVELOPING SIGNS AND SONGS MATERIALS DEALING WITH THE 2013 CURRICULUM FOR THE SEVENTH GRADE STUDENTS IN MTSN BALANG-BALANG

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Mardiana

2016-04-01

Full Text Available This research aimed to develop Signs and Songs Materials based on 2013 curriculum for the Seventh Grade Student at MTsN. BalangBalang, Gowa. It was Research and Development (R&D applied ADDIE model standing for Analysis, Design, Develop, Implement, and Evaluate. The procedures were; 1 analyzing materials needed by students; 2designing the blueprint; 3 developing the materials through the syllabus of 2013 Curriculum; 4 implementing the product (try-out product; and 5 evaluating the product. The product was tried out to the seventh grade students at MTsN Balang-balang. Type of data obtained in this study was qualitative. The instruments used in this study were questionnaire and rubrics for teacher and expert. Then, the teacher and expert were involved in order to validate the product. They validated three systematic aspects of the product, namely; the organization of the Materials, English Teaching strategies or method, and the content of the materials. Finally, based on the teacher and expert judgment as well as try-out design result, it was found that the developed materials were applicable to be taught for the Seventh Grade of Junior High School as additional learning and teaching materials which help both students and teachers in learning process based on 2013 Curriculum.

The correlation between academic achievements, self-esteem and motivation of female seventh grade students: A mixed methods approach

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Henman, Karen

During the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry, physics, and engineering. This study used quantitative data to investigate the correlation between female students' motivation, self-esteem, and standards-based state science achievement tests combined with a qualitative survey of student's perceptions of parents' attitudes toward science. The Children's Science Motivation Inventory (CAIMI) determined students' levels of motivation toward science. The Coopersmith Self-esteem Inventory (CSEI) ascertained female students' overall self-esteem. The ISTEP+ exam given in the 6th grade measured the students' academic achievement in science. Trained examiners who interviewed students comprised the qualitative component of the study. Each examiner elaborated on selected questions from the CSEI and CAIMI to determine the students' perceptions of parental attitudes toward science. A multiple regression was used to determine the correlation between self-esteem, motivation, and achievement in science. The correlation was strongest between motivation. Interviews revealed parents and teachers had the most influence on students' perception of science. In understanding the correlation between female students' motivation, achievement, and self-esteem, schools will gain further knowledge into how students relate to the academic field of science and can thus promote females' participation in more science courses in high school. This then will provide females the necessary background knowledge to pursue a greater number of science majors in college.

Confidence in Science and Achievement Outcomes of Fourth-Grade Students in Korea: Results from the TIMSS 2011 Assessment

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House, J. Daniel; Telese, James A.

2017-01-01

Findings from assessments of fourth-grade science have indicated that students in Korea scored higher than international averages. Research results have also shown that attitudes toward science were related to achievement outcomes for Korean students. The purpose of this study was to examine the relationship between confidence in science and…

Comparing the Factors That Predict Completion and Grades among For-Credit and Open/MOOC Students in Online Learning

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Almeda, Ma. Victoria; Zuech, Joshua; Utz, Chris; Higgins, Greg; Reynolds, Rob; Baker, Ryan S.

2018-01-01

Online education continues to become an increasingly prominent part of higher education, but many students struggle in distance courses. For this reason, there has been considerable interest in predicting which students will succeed in online courses and which will receive poor grades or drop out prior to completion. Effective intervention depends…

Examination of the 8th grade students' TIMSS mathematics success in terms of different variables

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Kaleli-Yılmaz, Gül; Hanci, Alper

2016-07-01

The aim of this study is to determine how the TIMSS mathematics success of the 8th grade students differentiates according to the school type, gender, mathematics report mark, parents' education level, cognitive domains and cognitive domains by gender. Relational survey method was used in the study. Six-hundred fifty two 8th grade students studying in the same city in Turkey participated in this study. In this study, a 45 question test that was made up by choosing TIMSS 2011 mathematics questionnaire was used as a data collection tool. Quantitative data analysis methods were used in the data analysis, frequency, percentage, average, standard deviation, independent sample test, one-way analysis of variance and post-hoc tests were applied to data by using SPSS packaged software. At the end of the study, it was determined that the school type, mathematics school mark, parents' education level and cognitive domains influenced the students' TIMSS mathematics success but their gender was a neutral element. Moreover, it was seen that schools which are really successful in national exams are more successful in TIMSS exam; students whose mathematics school marks are 5 and whose parents graduated from university are more successful in TIMSS exams than others. This study was produced from Alper HANCİ's master thesis that is made consulting Asst. Prof. Gül KALELİ YILMAZ.

The association of self-reported sleep, weight status, and academic performance in fifth-grade students.

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Stroebele, Nanette; McNally, Janise; Plog, Amy; Siegfried, Scott; Hill, James O

2013-02-01

To improve support and justification for health promotion efforts in schools, it is helpful to understand how students' health behaviors affect academic performance. Fifth-grade students completed an online school-administered health survey with questions regarding their eating behavior, physical activity, academic performance, and sleep patterns. Differences in health behaviors were examined by sex, self-reported weight status, and sufficient (≥9 hours) versus insufficient sleep. Logistic regression was used to determine the relationship between academic performance and the health behaviors. One third of the sample did not get the recommended amount of physical activity and more than half of the students watched television ≥ 2 hours/day. Self-reported overweight status was related to lower self-reported academic performance, fewer lunch and breakfast occasions, less physical activity, not meeting the recommendations for vegetable and soda consumption as well as hours of television watching. Sufficient sleep (≥9 hours/night) was associated with better grades, meeting the recommended hours of daily television watching and video game playing, being more physically active and increased breakfast and lunch frequency. Percentage of serving free/reduced lunch, soda consumption, breakfast frequency, amount of physical activity, and television watching were associated with academic performance. More positive health behaviors generally were associated with better academic performance. Promoting healthy behaviors in schools might improve not only students' health academic performance as well. © 2013, American School Health Association.

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

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Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

Supporting Social and Cognitive Growth Among Disadvantaged Middle-Grades Students in TASC After-School Projects

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Christina A. Russell

2006-09-01

Full Text Available The field of after-school programming remains rife with unanswered questions. What constitutes quality in after-school programs? Are after-school opportunities valuable for participants regardless of their quality? Are differences in quality associated with differences in participant benefit? This sub-study of the longitudinal evaluation of The After-School Corporation (TASC looks at how after-school opportunities with varying features affect urban middle-grades (6-8 adolescents who live in impoverished circumstances. Supported by the William T. Grant Foundation, the study explores the associations between after-school project features and the social and cognitive outcomes of disadvantaged middle-grades participants in TASC programs. The study relies on data collected during the 2001-02 and 2002-03 school years in eight TASC projects serving middle-grades students.

Physical activity levels and motor skills of 5 th to 7 th grade students ...

African Journals Online (AJOL)

The physical activity (PA) and motor skill levels (MS) (flexibility, balance, speed, sit-up, hand grip strength, standing long jump) were determined for 5th to 7th grade students from central schools in Nigde Province, Turkey according to age and gender and to investigate the relationships. PAL was determined by means of ...

Comparing Dropout Predictors for Two State-Level Panels Using Grade 6 and Grade 8 Data

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Franklin, Bobby J.; Trouard, Stephen B.

2016-01-01

The purpose of this study was to examine the effectiveness of dropout predictors across time. Two state-level high school graduation panels were selected to begin with the seventh and ninth grades but end at the same time. The first panel (seventh grade) contained 29,554 students and used sixth grade predictors. The second panel (ninth grade)…

A study on the knowledge and attitudes towards radiation therapy and cancer: a questionnaire survey of 142 third grade medical students

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