WorldWideScience

Sample records for monitoring student achievement

  1. Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

    Science.gov (United States)

    Covarrubias, Rebecca; Stone, Jeff

    2015-01-01

    We examined how self-monitoring (i.e., regulating one's behaviors; Snyder, 1987) relates to Latino male achievement. In Study 1, college students (N = 413) completed self-monitoring items and reported SAT math scores. As hypothesized, self-monitoring was positively correlated with achievement for Latino male students but was unrelated to…

  2. Disciplinary climate and student achievement

    DEFF Research Database (Denmark)

    Sortkær, Bent; Reimer, David

    Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association...... between the perceived disciplinary climate in the classroom and students’ mathematics performance in Canada, Denmark and Norway. Furthermore we exploit country specific class-size rules in order to single out a subsample with classroom-level data (PISA is sampled by age and not by classes) and find...... that the estimates based on school-level data might underestimate the relationship between disciplinary climate and student achievement. Finally we find evidence for gender differences in the association between disciplinary climate and student achievement that can partly be explained by gender-specific perceptions...

  3. Teacher Quality and Student Achievement

    Directory of Open Access Journals (Sweden)

    Linda Darling-Hammond

    2000-01-01

    Full Text Available Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS, and the National Assessment of Educational Progress (NAEP, this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.

  4. Mathematic Achievement of Canadian Private School Students

    Science.gov (United States)

    Cadigan, Francoise Jane; Wei, Yichun; Clifton, Rodney A.

    2013-01-01

    Very little Canadian research has examined the academic achievement of private school students. Data from The Programme for International Student Assessment (PISA) 2003 were used to examine the achievement of private school students. The study found that private school students outperformed their public school peers. In addition, the students'…

  5. Monitoring the Results of the Tutoring Program in Its Face-to-Face and Virtual Modalities on the Academic Achievement of Students at a Mexican University

    Science.gov (United States)

    Salazar, Omar Cuevas; López, Ramona Imelda García; Garcia, Javier José Vales; Medina, Isidro Roberto Cruz

    2017-01-01

    The tutorship program is aimed at supporting students throughout their university career and its objective is to prevent future problems of adaptation in the educational ambience as well as intervening in matters of academic achievement. At the Instituto Tecnológico de Sonora (Technological Institute of Sonora) (ITSON), the individual tutorship…

  6. Will Flexible Learning Raise Student Achievement?

    Science.gov (United States)

    Guest, Ross

    2005-01-01

    This paper presents both theoretical and survey evidence on the effect of flexible learning--in particular, the shift to a more student-centred approach to learning--on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and…

  7. The Methodological Nettle: ICT and Student Achievement

    Science.gov (United States)

    Chandra, Vinesh; Lloyd, Margaret

    2008-01-01

    A major challenge for researchers and educators has been to discern the effect of ICT use on student learning outcomes. This paper maps the achievements in Year 10 Science of two cohorts of students over two years where students in the first year studied in a traditional environment while students in the second took part in a blended or e-learning…

  8. ethiopian students' achievement challenges in science education

    African Journals Online (AJOL)

    IICBA01

    Oli Negassa. Adama Science and Technology University, Ethiopia ... achievement in science education across selected preparatory schools of Ethiopia. The .... To what extent do students' achievements vary across grade levels, regions,.

  9. Social Perceptions of Achieving Students and Achievement Goals of Students in Malaysia and the Philippines

    Science.gov (United States)

    Bernardo, Allan B. I.; Ismail, Rosnah

    2010-01-01

    The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and…

  10. High academic achievement in psychotic students.

    Science.gov (United States)

    Defries, Z; Grothe, L

    1978-02-01

    The authors studied 21 schizophrenic and borderline college students who achieved B+ or higher grade averages and underwent psychotherapy while in college. High academic achievement was found to provide relief from feelings of worthlessness and ineffectuality resulting from poor relationships with parents, siblings, and peers. Psychotherapy and the permissive yet supportive college atmosphere reinforced the students' self-esteem.

  11. Information Technology Diffusion: Impact on Student Achievement

    Science.gov (United States)

    Lee, Gregory M.; Lind, Mary L.

    2011-01-01

    For student achievement, the diffusion and adoption of information technology (IT) infrastructure enabled by special funding was posited to have a positive impact on student achievement. Four urban school districts provided the context for this study to assess the impact of IT adoption on standardized test scores.

  12. Students' Achievement Goals, Learning-Related Emotions and Academic Achievement

    Directory of Open Access Journals (Sweden)

    Marko eLüftenegger

    2016-05-01

    Full Text Available In the present research, the recently proposed 3x2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3x2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3x2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.

  13. Code Compliant School Buildings Boost Student Achievement

    Directory of Open Access Journals (Sweden)

    Ronald B. Lumpkin

    2014-11-01

    Full Text Available Much of the focus in the literature in raising student achievement has included parental involvement, principal leadership, quality of instruction, students’ socioeconomic status, curriculum, and use of technology. Limited empirical research relates the condition of the school building as a variable that affects student achievement. Furthermore, there is no research that has examined the impact of building codes on achievement outcomes in the state of Florida. This research determined whether academic achievement of 4th-, 8th-, 9th-, and 10th-grade students as measured by the mathematics and reading subtests of the Florida Comprehensive Achievement Test (FCAT increased in new school buildings compliant to the 2000 Florida State Requirements for Educational Facilities. A causal-comparative design determined whether the independent variables, old and new school building influenced student achievement as measured by students’ FCAT mathematics and reading subtest scores. The control group was two cohorts of 4th-, 8th-, 9th-, and 10th-grade students who attended school in old buildings. The experimental group was two cohorts of 4th-, 8th-, 9th-, and 10th-grade students who attended school in new buildings. Transition from an old school into a new school was the treatment. Two hypotheses were formulated for testing and the research question for the inquiry was whether the percentage of students passing the FCAT mathematics and reading subtests increases after transitioning from an old school building into a new 2000 UBC (Uniform Building Code compliant facility.

  14. Student prosocial behavior and academic achievement

    OpenAIRE

    Spasenović Vera Z.

    2004-01-01

    The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful lear...

  15. Military Deployment and Elementary Student Achievement

    Science.gov (United States)

    Phelps, Terri; Dunham, Mardis; Lyons, Robert

    2010-01-01

    This study investigated the impact that military deployment has upon academic achievement of elementary school students. TerraNova test scores of 137 fourth and fifth grade students in two elementary schools with a high proportion of military dependent children were examined for two consecutive years. Although the academic test performance fell…

  16. Student Involvement in Learning and School Achievement.

    Science.gov (United States)

    Anderson, Lorin W.

    The purpose of the study was to investigate the relationship between selected student characteristics, student involvement in learning, and achievement. Both naturalistic (n = 28, 27) and experimental studies were conducted. In the experimental study, two classes (n = 29, 26) learned a sequence of matrix arithmetic by mastery learning strategies.…

  17. Student Achievement in Title I Schools

    Science.gov (United States)

    Diaz, Abby T.

    2017-01-01

    This researcher seeks to answer the following question: How did two elementary Title I schools, identified as "high performing" on the first Smarter Balanced assessment, address elements of Maslow's hierarchy of needs when developing school-wide initiatives to enhance student achievement? Many students in Title I schools face barriers to…

  18. Motivation and academic achievement in medical students.

    Science.gov (United States)

    Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

    2012-01-01

    Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.

  19. Student self-esteem and academic achievement

    Directory of Open Access Journals (Sweden)

    Milošević Nikoleta M.

    2005-01-01

    Full Text Available There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and

  20. Attitudes and achievement of Bruneian science students

    Science.gov (United States)

    Dhindsa, Harkirat S.; Chung, Gilbert

    2003-08-01

    The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.

  1. Academic Achievement of University Students with Dyslexia.

    Science.gov (United States)

    Olofsson, Åke; Taube, Karin; Ahl, Astrid

    2015-11-01

    Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students. Copyright © 2015 John Wiley & Sons, Ltd.

  2. Student prosocial behavior and academic achievement

    Directory of Open Access Journals (Sweden)

    Spasenović Vera Z.

    2004-01-01

    Full Text Available The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful learning and work. Also, correlation is interpreted by means of teacher’s preferences of prosocial students, which is reflected in teacher expectations and behavior towards students but in evaluating their work too. In addition, prosocial behavior may produce direct effects, for it is through peer prosocial interactions that positive intellectual exchange is performed, which contributes to more successful mastering of teaching content. The paper provides a survey of investigations whose results indicate that there exists correlation between student prosocial behavior and academic achievement. Also, consideration is given to possible methods and treatments for encouraging prosocial behavior in school context, especially the role of teacher in the process and the importance of the program for promoting student prosocial skills.

  3. Gender and Student Achievement in English Schools

    OpenAIRE

    Stephen Machin; Sandra McNally

    2006-01-01

    The widening gap between the average educational achievement of boys and girls has been the subject of much discussion. This gap is especially controversial for students taking national exams at the end of their compulsory education. However, the gender gap is also apparent at earlier and at later stages of education. In this paper, we analyse changes over time in the gender achievement gap at the different stages of compulsory education. We first use a combination of data sources to paint a ...

  4. Principals' Leadership Styles and Student Achievement

    Science.gov (United States)

    Harnish, David Alan

    2012-01-01

    Many schools struggle to meet No Child Left Behind's stringent adequate yearly progress standards, although the benchmark has stimulated national creativity and reform. The purpose of this study was to explore teacher perceptions of principals' leadership styles, curriculum reform, and student achievement to ascertain possible factors to improve…

  5. Factors Affecting Turkish Students' Achievement in Mathematics

    Science.gov (United States)

    Demir, Ibrahim; Kilic, Serpil; Depren, Ozer

    2009-01-01

    Following past researches, student background, learning strategies, self-related cognitions in mathematics and school climate variables were important for achievement. The purpose of this study was to identify a number of factors that represent the relationship among sets of interrelated variables using principal component factor analysis and…

  6. Resource Allocation Patterns and Student Achievement

    Science.gov (United States)

    James, Lori; Pate, James; Leech, Donald; Martin, Ellice; Brockmeier, Lantry; Dees, Elizabeth

    2011-01-01

    This quantitative research study was designed to examine the relationship between system resource allocation patterns and student achievement, as measured by eighth grade Criterion-Referenced Competency Test (CRCT) mathematics, eighth grade CRCT reading, eleventh grade Georgia High School Graduation Test (GHSGT) mathematics, eleventh grade and…

  7. Leadership, Self-Efficacy, and Student Achievement

    Science.gov (United States)

    Grayson, Kristin

    2013-01-01

    This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the "Leadership Behavior Description Question" (LBDQ) Form XII by Stogdill (1969),…

  8. Student Perceptions of High-Achieving Classmates

    Science.gov (United States)

    Händel, Marion; Vialle, Wilma; Ziegler, Albert

    2013-01-01

    The reported study investigated students' perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in…

  9. How Teacher Turnover Harms Student Achievement

    Science.gov (United States)

    Ronfeldt, Matthew; Loeb, Susanna; Wyckoff, James

    2013-01-01

    Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York…

  10. Student Monitoring in Distance Education.

    Science.gov (United States)

    Holt, Peter; And Others

    1987-01-01

    Reviews a computerized monitoring system for distance education students at Athabasca University designed to solve the problems of tracking student performance. A pilot project for tutors is described which includes an electronic conferencing system and electronic mail, and an evaluation currently in progress is briefly discussed. (LRW)

  11. District Fiscal Policy and Student Achievement

    Directory of Open Access Journals (Sweden)

    Gary G. Huang

    2002-09-01

    Full Text Available School restructuring raises questions about the role of school districts in improving student learning. Centralization by state governments and decentralization to individual schools as proposed in systemic reform leave districts' role unsettled. Empirical research on the district role in the context of ongoing reform is inadequate. This analysis of combined data from the NAEP and the Common Core of Data (CCD was intended to address the issue. We analyzed 1990, 1992, and 1996 NAEP 8th grade mathematics national assessment data in combination with CCD data of corresponding years to examine the extent to which student achievement was related to districts' control over instructional expenditure, adjusting for relevant key factors at both district and student levels. Upon sample modification, we used hierarchical linear modeling (HLM to estimate the relationships of student achievement to two district fiscal policy indictors, current expenditure per pupil (CEPP and districts' discretionary rates for instructional expenditure (DDR. Net of relevant district factors, DDR was found unrelated to districts' average 8th grade math performance. The null effect was consistent in the analysis of the combined NAEP-CCD data for 1990, 1992, and 1996. In contrast, CEPP was found related to higher math performance in a modest yet fairly consistent way. Future research may be productive to separately study individual states and integrate the findings onto the national level.

  12. Online Mathematics Homework Increases Student Achievement

    Directory of Open Access Journals (Sweden)

    Jeremy Roschelle

    2016-10-01

    Full Text Available In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a provides timely feedback and hints to students as they do homework and (b gives teachers timely, organized information about students’ work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that provides every seventh-grade student with a laptop to take home. Results showed that the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices. Students with low prior mathematics achievement benefited most. The intervention has potential for wider adoption.

  13. Improving Student Achievement in Math and Science

    Science.gov (United States)

    Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.

    1998-01-01

    As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order

  14. The Interplay between Reflective Thinking, Critical Thinking, Self-Monitoring, and Academic Achievement in Higher Education

    Science.gov (United States)

    Ghanizadeh, Afsaneh

    2017-01-01

    The present study assessed the associations among higher-order thinking skills (reflective thinking, critical thinking) and self-monitoring that contribute to academic achievement among university students. The sample consisted of 196 Iranian university students (mean age = 22.05, SD = 3.06; 112 females; 75 males) who were administered three…

  15. Monitoring Students' Academic & Disciplinary Progression.

    Science.gov (United States)

    McDonald, Fred; Kellogg, Larry J.

    This document outlines the objectives and procedures of a program at a New Mexico school district whose purpose is to enable school personnel to systematically monitor students' academic and disciplinary progression. The objectives of the program are to diagnose academic or disciplinary problems and prescribe remedies, to establish an oncampus…

  16. Flipping College Algebra: Effects on Student Engagement and Achievement

    Science.gov (United States)

    Ichinose, Cherie; Clinkenbeard, Jennifer

    2016-01-01

    This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…

  17. Perceptions around teacher's social support with student achievement motivation

    Directory of Open Access Journals (Sweden)

    Maria Oktasari

    2017-11-01

    Full Text Available Several indications that indicate student in low achievement motivation, among others: (1 lack of enthusiasm to follow the lesson, (2 less attention to the teacher, (3 the students have not targeted yet, (4 students tend to ignore the task, (5 (6 students are less harmonious with teachers, (7 students are lazy to learn, and (8 some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.

  18. Computer game assisted instruction and students' achievement in ...

    African Journals Online (AJOL)

    Computer game assisted instruction and students' achievement in social studies. ... This paper examines the effects of computer game assisted instructional method, student's achievement in social studies in ... AJOL African Journals Online.

  19. Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

    Science.gov (United States)

    Regner, Isabelle; Loose, Florence; Dumas, Florence

    2009-01-01

    The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

  20. A Comparative Study of Students' Achievement in Botany and Zoology

    Science.gov (United States)

    Tamir, P.

    1974-01-01

    A comparative study of student achievement in botany and zoology based on data of 10 studies conducted in 20 countries. Up to age 14, students achieve better in zoology; after age 14, students achieve better in botany. Based on the findings, recommendations are suggested regarding curriculum planning, laboratory work and the need for specific…

  1. Student Participation and Parental Involvement in Relation to Academic Achievement

    Science.gov (United States)

    Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats

    2015-01-01

    This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…

  2. Student Engagement and Classroom Variables in Improving Mathematics Achievement

    Science.gov (United States)

    Park, So-Young

    2005-01-01

    The study explored how much student engagement and classroom variables predicted student achievement in mathematics. Since students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results indicated that student engagement had positive effects on student academic growth per month in math after…

  3. The effect of formative feedback on students achievement in ...

    African Journals Online (AJOL)

    The effect of formative feedback on students achievement in graphical element of economic curriculum. ... Journal of Educational Foundations ... Students achievement in graphical elements of economics curriculums has been a problem over the years, students have been performing poorly in SSCE (WAEC & NECO).

  4. Motivation and Achievement of Middle School Mathematics Students

    Science.gov (United States)

    Herges, Rebecca M.; Duffield, Stacy; Martin, William; Wageman, Justin

    2017-01-01

    Mathematics achievement among K-12 students has been a long-standing concern in schools across the United States. A possible solution to this mathematics achievement problem is student motivation. A survey was administered to 65 mathematics students at a Midwestern middle school to determine their beliefs and attitudes related to motivation and…

  5. Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

    Science.gov (United States)

    Scantlebury, Kathryn

    2008-10-01

    Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

  6. Self-Concept and Achievement Motivation of High School Students

    Science.gov (United States)

    Lawrence, A. S. Arul; Vimala, A.

    2013-01-01

    The present study "Self-concept and Achievement Motivation of High School Students" was investigated to find the relationship between Self-concept and Achievement Motivation of High School Students. Data for the study were collected using Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT)…

  7. Essays on Academic Achievement and Student Behavior in Public Schools

    Science.gov (United States)

    Moussa, Wael Soheil

    2013-01-01

    This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English test…

  8. Evaluation feedback as a predictor of students' achievement in ...

    African Journals Online (AJOL)

    Evaluation feedback as a predictor of students' achievement in technical education. ... The major purpose of evaluation is to assess the strength and weaknesses of the learner. Therefore, for evaluation to be meaningful, students should ...

  9. Harnessing two language games to enhance students' achievement ...

    African Journals Online (AJOL)

    Harnessing two language games to enhance students' achievement in English vocabulary: implications for ... This study investigated the use of games strategies on Senior Secondary One (SS1) students' ... AJOL African Journals Online.

  10. The Effect of Extrinsic Motivational Factors Towards Iba Student Achievement

    OpenAIRE

    Pangemanan, Sifrid S.; Saerang, David Paul Elia; Rondonuwu, Mariska

    2014-01-01

    The reason students can facing the world of competition because they have a motivation. A thing that help students to get their motivation when they are not get a motivation by themself is through extrinsic motivational factors. There are two objectives of this research are to analyze the effect of extrinsic motivational factors towards student achievement and to identify the most influental factors on student achievement. The method is multiple linear regression analysis to examine the effec...

  11. Achievement Goals of Medical Students and Physicians

    Science.gov (United States)

    Babenko, Oksana; Daniels, Lia M.; White, Jonathan; Oswald, Anna; Ross, Shelley

    2018-01-01

    In achievement settings, the types of motivation individuals develop are crucial to their success and to the ways in which they respond to challenges. Considering the competitive nature of medical education and the high stakes of medical practice, it is important to know what types of motivation (conceptualized here as achievement goals) medical…

  12. Temperament, Personality and Achievement Goals among Chinese Adolescent Students

    Science.gov (United States)

    Chen, Chen; Zhang, Li-Fang

    2011-01-01

    Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 x 2 achievement goal framework among 775 Chinese adolescent students.…

  13. School Facility Conditions and Student Academic Achievement

    OpenAIRE

    Earthman, Glen I.

    2002-01-01

    This paper shows that the condition of school facilities has an important impact on student performance and teacher effectiveness. In particular, research demonstrates that comfortable classroom temperature and noise level are very important to efficient student performance. The age of school buildings is a useful proxy in this regard, since older facilities often have problems with thermal environment and noise level. A number of studies have measured overall building condition and its conne...

  14. Learning motivation and student achievement : description analysis and relationships both

    Directory of Open Access Journals (Sweden)

    Ari Riswanto

    2017-03-01

    Full Text Available Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.

  15. Homework Involvement and Academic Achievement of Native and Immigrant Students.

    Science.gov (United States)

    Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio

    2016-01-01

    Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.

  16. Identifying Achievement Goals and Their Relationship to Academic Achievement in Undergraduate Pharmacy Students

    Science.gov (United States)

    Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

    2014-01-01

    Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students’ grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement. PMID:25258438

  17. Family Status and Students' Academic Achievement in Agricultural ...

    African Journals Online (AJOL)

    Annals of Modern Education ... This study investigated the relationship between family status and students' academic achievements in agricultural science subject. To achieve this goal, students from Katsina State Science and Technical Education Board (STEB) were purposively selected for the study.Random sampling ...

  18. The Phantom Collapse of Student Achievement in New York

    Science.gov (United States)

    Cronin, John; Jensen, Nate

    2014-01-01

    When New York state released the first results of the exams under the Common Core State Standards, many wrongly believed that the results showed dramatic declines in student achievement. A closer look at the results showed that student achievement may have increased. Another lesson from the exams is that states need to closely coordinate new data…

  19. Immigrant Students' Achievements in Croatia, Serbia and Slovenia in Context

    Science.gov (United States)

    Šori, Iztok; Šušteric, Nika; Gaber, Slavko

    2011-01-01

    Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In…

  20. Does tutor subject-matter expertise influence student achievement in ...

    African Journals Online (AJOL)

    Objective. To establish whether or not tutor subject-matter expertise influences student achievement in content-based examinations in the problem-based learning (PBL) curriculum at the University of Transkei (UNITRA) Medical School. Design. A retrospective study of MB ChB III student achievement in end-of-block ...

  1. Personality Type and Academic Achievement of Secondary School Students

    Science.gov (United States)

    Lawrence, Arul A. S.; Lawrence, John A.

    2014-01-01

    Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students…

  2. School Personnel-Student Racial Congruence and the Achievement Gap

    Science.gov (United States)

    Moore, Allison B.; MacGregor, Cynthia; Cornelius-White, Jeffrey

    2017-01-01

    Purpose: This paper aims to examine the relationship between student achievement and racial congruence of school personnel and students to help educators and policy makers narrow the achievement gap. Design/methodology/approach: This quasi-experimental, correlational study used publicly available data from 158 elementary schools in the Houston…

  3. Using Student Achievement Data Effectively to Inform Instruction

    Science.gov (United States)

    Bunns, Sandra D.

    2012-01-01

    The use of student achievement data to improve teaching and learning is a national concern driven by accountability requirements of the No Child Left Behind Act of 2002. Research studies that examine how schools use student achievement data document the need for teachers to connect data to instructional practices. Bruner's social constructivist…

  4. Student Alienation, Academic Achievement, and WebCT Use

    Science.gov (United States)

    Johnson, Genevieve Marie

    2005-01-01

    The current investigation sought to understand the relationships between college student alienation, academic achievement, and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data: 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four…

  5. School Autonomy, Leadership and Student Achievement: Reflections from Finland

    Science.gov (United States)

    Saarivirta, Toni; Kumpulainen, Kristiina

    2016-01-01

    Purpose: The purpose of this paper is to provide national information on school autonomy, leadership and student achievements in Finland. Design/methodology/approach: The paper is a literature review on Finnish studies focusing on school autonomy, leadership and student achievement. The studies have been reviewed on the basis of a content…

  6. Improving Student Achievement in a Multidisciplinary Context

    Science.gov (United States)

    Chapman, Amanda; Bloxham, Sue

    2004-01-01

    This article analyses interim findings of an ongoing action research project into the use of assessment criteria and grade descriptors in the assessment process. The project is multidisciplinary and covers areas as diverse as Sports Sociology, Economics, Youth and Community Studies, and Education. The idea is to equip first-year students with the…

  7. Designing Personalized Spaces that Impact Student Achievement

    Science.gov (United States)

    Fielding, Randy

    2009-01-01

    "Yes we can!" Those famous three words of the Obama campaign could serve as the theme for the culture of hope and excellence at the Cristo Rey Jesuit High School in Minneapolis, Minnesota. Many of the students arrive in the 9th grade with reading and math skills at an early elementary school level. Others lack the basic life skills to…

  8. School Nurses: An Investment in Student Achievement

    Science.gov (United States)

    Maughan, Erin D.

    2018-01-01

    School nurses help students with the prevention and management of chronic physical and mental health issues, but not all schools have a full-time registered nurse on their staff. The author argues that investing in school nursing has benefits that extend beyond the school and into the community.

  9. Using PISA 2003, Examining the Factors Affecting Students' Mathematics Achievement

    Science.gov (United States)

    Demir, Ibrahim; Kilic, Serpil

    2010-01-01

    The purpose of this study is to examine the effects of learning strategies on mathematics achievement. The sample was compiled from students who participated in Programme for International Student Assessment (PISA) in Turkey. The data consisted of 4493 15 years old Turkish students in 158 schools, and analyzed by two levels Bernoulli model as a…

  10. Assessing Student Achievement in Physical Education for Teacher Evaluation

    Science.gov (United States)

    Mercier, Kevin; Doolittle, Sarah

    2013-01-01

    While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

  11. Professional Learning Communities: Teachers' Perceptions and Student Achievement

    Science.gov (United States)

    Peters, Erica

    2013-01-01

    Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…

  12. Exploring High-Achieving Students' Images of Mathematicians

    Science.gov (United States)

    Aguilar, Mario Sánchez; Rosas, Alejandro; Zavaleta, Juan Gabriel Molina; Romo-Vázquez, Avenilde

    2016-01-01

    The aim of this study is to describe the images that a group of high-achieving Mexican students hold of mathematicians. For this investigation, we used a research method based on the Draw-A-Scientist Test (DAST) with a sample of 63 Mexican high school students. The group of students' pictorial and written descriptions of mathematicians assisted us…

  13. IRIS, Gender, and Student Achievement at University of Genova

    Science.gov (United States)

    Bonfa, Antonella; Freddano, Michela

    2012-01-01

    The article analyses the gender effects on student achievement at University of Genova and it is a part of the research performed by the University of Genova called "Benchmarks interfaculty students: Development of a gender perspective to find strategies to understand what leads students to success in their studies", financed by the…

  14. Academic Self-Efficacy of High Achieving Students in Mexico

    Science.gov (United States)

    Camelo-Lavadores, Ana Karen; Sánchez-Escobedo, Pedro; Pinto-Sosa, Jesus

    2017-01-01

    The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high school students. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, high achieving students showed significantly higher academic self-efficacy that their peers. However, interesting gender…

  15. Establishment of a New Magnet School: Effects on Student Achievement.

    Science.gov (United States)

    Thacker, Jerry L.

    1997-01-01

    Describes a study of an Indiana magnet school's effects on student achievement. The school has a diverse student body and offers programs in foreign languages and cultures, economics, politics, history, ecology, and social systems. On the Comprehensive Test of Basic Skills, the group of 560 students performed significantly better than they had…

  16. CSCOPE and Impact on Student Achievement

    Directory of Open Access Journals (Sweden)

    Kathryn Korelich

    2013-06-01

    Full Text Available Curriculum models number many in the world of education. One particular curriculum SCOPE, a comprehensive web based curriculum management program, implemented in Texas schools, has drawn the interest of various educators throughout the state. The purpose of this paper was to carry out a quasi-experimental study to test that the CSCOPE curriculum will improve math TAKS scores for eleventh grade students in a south central Texas urban school district. This paper reviewed three studies in particular pertaining to CSCOPE and its effects on improving math TAKS scores of eleventh grade students in south central Texas urban school districts. The independent variable(s were the curriculum used by the districts. The dependent variable(s are the TAKS math scores. The results were mixed. Ultimately, the studies should expand by further disaggregating commended performance, college career and readiness, dig deeper into the subpopulations and subjects of English and Spanish language arts, and social studies.

  17. CSCOPE and Impact on Student Achievement

    Directory of Open Access Journals (Sweden)

    Kathryn Korelich

    2013-06-01

    Full Text Available Curriculum models number many in the world of education. One particular curriculum SCOPE, a comprehensive web based curriculum management program, implemented in Texas schools, has drawn the interest of various educators throughout the state. The purpose of this paper was to carry out a quasi-experimental study to test that the CSCOPE curriculum will improve math TAKS scores for eleventh grade students in a south central Texas urban school district. This paper reviewed three studies in particular pertaining to CSCOPE and its effects on improving math TAKS scores of eleventh grade students in south central Texas urban school districts. The independent variable(s were the curriculum used by the districts. The dependent variable(s are the TAKS math scores. The results were mixed. Ultimately, the studies should expand by further disaggregating commended performance, college career and readiness, dig deeper into the subpopulations and subjects of English and Spanish language arts, and social studies.  

  18. Science Motivation of University Students: Achievement Goals as a Predictor

    Science.gov (United States)

    Arslan, Serhat; Akcaalan, Mehmet; Yurdakul, Cengiz

    2017-01-01

    The objective of this investigation is to make a study of the relationship between achievement goals and science motivation. Research data were collected from 295 university students. Achievement goals and science motivation scales were utilized as measure tools. The link between achievement goals orientation and science motivation was…

  19. Achieving desired images while avoiding undesired images: exploring the role of self-monitoring in impression management.

    Science.gov (United States)

    Turnley, W H; Bolino, M C

    2001-04-01

    A study was conducted to test the hypothesis that high self-monitors more effectively manage impressions than low self-monitors do. Students in work groups indicated the extent to which they used 5 impression-management tactics over the course of a semester-long project. At the project's conclusion, students provided their perceptions of the other members of their group. The relationship between impression management and image favorability was then examined across 339 student-student dyads. The results generally suggest that high self-monitors can use impression-management tactics more effectively than can low self-monitors. In particular, high self-monitors appear to be more adept than low self-monitors at using ingratiation, self-promotion, and exemplification to achieve favorable images among their colleagues.

  20. Threats and Supports to Female Students' Math Beliefs and Achievement.

    Science.gov (United States)

    McKellar, Sarah E; Marchand, Aixa D; Diemer, Matthew A; Malanchuk, Oksana; Eccles, Jacquelynne S

    2018-03-23

    This study examines how student perceptions of teacher practices contribute to female high school students' math beliefs and achievement. Guided by the expectancy-value framework, we hypothesized that students' motivation beliefs and achievement outcomes in mathematics are fostered by teachers' emphasis on the relevance of mathematics and constrained by gender-based differential treatment. To examine these questions, structural equation modeling was applied to a longitudinal panel of 518 female students from the Maryland Adolescent Development in Context Study. While controlling for prior achievement and race, gendered differential treatment was negatively associated with math beliefs and achievement, whereas relevant math instruction was positively associated with these outcomes. These findings suggest inroads that may foster positive math motivational beliefs and achievement among young women. © 2018 Society for Research on Adolescence.

  1. Personality, Motivation, and Math Achievement Among Turkish Students.

    Science.gov (United States)

    Akben-Selcuk, Elif

    2017-04-01

    Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

  2. Physics Learning using Inquiry-Student Team Achievement Division (ISTAD and Guided Inquiry Models Viewed by Students Achievement Motivation

    Directory of Open Access Journals (Sweden)

    S. H. Sulistijo

    2017-04-01

    Full Text Available This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1 there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2 There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3 There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.

  3. Linking Teacher Quality, Student Attendance, and Student Achievement

    Science.gov (United States)

    Gershenson, Seth

    2016-01-01

    Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…

  4. Teacher Research Programs = Increased Student Achievement

    Science.gov (United States)

    Dubner, J.

    2011-12-01

    Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.

  5. What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

    Science.gov (United States)

    Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

    2014-04-01

    Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

  6. Reading Achievement, Attitude toward Reading, and Reading Self-Esteem of Historically Low Achieving Students

    Science.gov (United States)

    Kaniuka, Theodore S.

    2010-01-01

    The main purpose of schools is to improve the academic performance of all students and more recently with special regard to those that have historically struggled to meet state achievement goals. In an effort to attain these goals, educators have utilized many approaches including enhancing student self-esteem as a precursor to improving the…

  7. 2 x 2 Achievement Goals and Achievement Emotions: A Cluster Analysis of Students' Motivation

    Science.gov (United States)

    Jang, Leong Yeok; Liu, Woon Chia

    2012-01-01

    This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the…

  8. Schooling Background and Academic Academic Achievement of Agricultural Students

    Directory of Open Access Journals (Sweden)

    N. Jayakumar

    2016-05-01

    Full Text Available In our society academic achievement is considered as a key criterion to judge one’s total potentiality and capability. Academic achievement is seen as a students’ grade point averages in many academic settings. Academic achievement has become an index of students’ future in this highly competitive world and Agricultural education is no exception.  Hence it becomes necessary to find out the factors that determine better academic performance. In this context the present study had been carried out to find out the possible relationship between schooling background and academic achievement of agriculture students. The students admitted in Adhiparasakthi Agricultural College, Kalavai, Vellore between 1999 and 2009 formed the subjects of the study. Findings of the study revealed that determinants like gender, type of school and stream of education had a significant role in the academic achievement of the students. Medium of instruction in HSC did influence the academic achievement but not significantly. It was also found that students who performed well in their HSC did perform well in their undergraduate programme also. This confirms that previous educational outcomes are the most important indicators of student’s future achievement and schooling background has a significant role in academic achievement of students.

  9. Internal Accountability and District Achievement: How Superintendents Affect Student Learning

    Science.gov (United States)

    Hough, Kimberly L.

    2014-01-01

    This quantitative survey study was designed to determine whether superintendent accountability behaviors or agreement about accountability behaviors between superintendents and their subordinate central office administrators predicted district student achievement. Hierarchical multiple regression and analyses of covariance were employed,…

  10. 413 Classroom Climate and Students' Academic Achievement in ...

    African Journals Online (AJOL)

    Nekky Umera

    the variance in students' academic achievement in Social Studies. It was ... probably the most popular and most widely used technique of the methods of measuring the ..... methods and statistics in education and social sciences (3rd ed).

  11. Career preference and medical students' biographical characteristics and academic achievement

    NARCIS (Netherlands)

    Soethout, M.B.M.; Heijmans, M.W.; ten Cate, O.T.J.

    2008-01-01

    Background: We know that medical students' biographical characteristics and academic achievement influence career preference. Less is known about the differential association of these characteristics with preference for distinct specialties at different stages of medical training. Aim: To

  12. Impact of cognitive absorption on Facebook on students' achievement.

    Science.gov (United States)

    Rouis, Sana

    2012-06-01

    In the great expansion of the social networking activity, young people are the main users whose choices have vast influence. This study uses the flow theory to gauge the impact of Facebook usage on Tunisian students' achievements, with the presumption that the high usage level might reduce students' scholar achievements. The research design suggests that this impact would vary among students with different interests for the university and multitasking capabilities. Facebook usage would develop students' satisfaction with friends and family, which could enhance their academic performance. Analyses from 161 Tunisian students show that Facebook usage does not affect significantly students' academic performance and their satisfaction with the family, whereas it decreases their actual satisfaction with friends. Yet, a high level of satisfaction of the student with his family continues to enhance his academic performance. Overall, though, Facebook usage appears to do not have a significant effect on undergraduate students' academic performance. However, this interdependency is significantly moderated by the student's interest for the university and his multitasking capabilities. Students with multitasking skills and students with initial interest for the university might experience a positive effect of Facebook usage on their studies, as they keep control over their activity and make it a beneficial leisure activity. However, students who do not have these characteristics tend to not have any significant effect. Results help to understand the psychological attitude and consequent behavior of the youths on this platform. Implications, limitations, and further research directions are offered.

  13. Student Perception of Academic Achievement Factors at High School

    OpenAIRE

    Bahar, Mustafa

    2015-01-01

    Measuring the quality of the ‘product’ is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size etc. But there is little evidence of learner perceptions. 553 students from two different universities, who graduated from 3 high school types, were asked to respond to two fundamental questions to reflect on schoo...

  14. Structure of Black Male Students Academic Achievement in Science

    Science.gov (United States)

    Rascoe, Barbara

    Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.

  15. Student attendance and student achievement: a tumultuous and ...

    African Journals Online (AJOL)

    Administrator

    2001-12-21

    Dec 21, 2001 ... students must be present in school in order to benefit from academic program in .... attend class but passed with sometimes very high scores (e.g. 83% in CBS ..... done outside class or interaction forms, through online learning plat-form. ... also has obliged all journalism students to possess either an iPhone.

  16. Parenting Style as a Moderator for Students' Academic Achievement

    Science.gov (United States)

    Ishak, Zahari; Low, Suet Fin; Lau, Poh Li

    2012-01-01

    Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the…

  17. EFFECTIVENESS OF FOLK MATHEMATICS ON ACHIEVEMENT AT SECONDARY LEVEL STUDENT

    OpenAIRE

    Mrs. K. K. Sumathi

    2016-01-01

    The present study is aimed at finding the effectiveness of folk mathematics on achievement at secondary level student. It was an experimental method conducted on secondary school students in teaching mathematics for seventh standard. The result concluded by the investigator was that the effect of folk mathematics was better than the traditional method of teaching.

  18. The Impact of Principal Instructional Leadership Practices on Student Achievement

    Science.gov (United States)

    Nason, Kristen Kendrick

    2011-01-01

    The problem addressed in this cross-sectional, quantitative study was a continual stagnation in student achievement in one U.S. state, which is critical to stakeholders responsible for increasing student advancement in college and the 21st century workforce. Specifically, the objective was to identify the relationship between principal-perceived…

  19. Magnitude of stress and academic achievement of female students ...

    African Journals Online (AJOL)

    Stress is a universal phenomenon which no human being is free from. This paper examined the magnitude of stress and academic achievement of female students of the University of Ilorin. It was a description survey type. The target population comprised the 400 level female students from the four randomly selected ...

  20. Educator Gender and Student Achievement in Algebra I

    Science.gov (United States)

    Sykes, Curtis

    2017-01-01

    Dedicated educators strive to ensure the achievement of all their students. Much research has been done to determine which factors may lead to success in the classroom, particularly that of the math classroom. As the study of mathematics is fundamental for many careers, a solid foundation is vital for students. This study examined whether or not…

  1. Frequency of Examinations and Student Achievement in a Randomized Experiment

    Science.gov (United States)

    De Paola, Maria; Scoppa, Vincenzo

    2011-01-01

    We carry out a randomized experiment involving undergraduate students enrolled at an Italian University attending two introductory economics classes to evaluate the impact on achievement of examination frequency and interim feedback provision. Students in the treated group were allowed to undertake an intermediate exam and were informed about the…

  2. Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students

    Science.gov (United States)

    Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.

    2010-01-01

    Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…

  3. Assessing Goal Intent and Achievement of University Learning Community Students

    Science.gov (United States)

    Pfeffer-Lachs, Carole F.

    2013-01-01

    The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…

  4. Students' Aspirations, Expectations and School Achievement: What Really Matters?

    Science.gov (United States)

    Khattab, Nabil

    2015-01-01

    Using the Longitudinal Study of Young People in England (LSYPE), this study examines how different combinations of aspirations, expectations and school achievement can influence students' future educational behaviour (applying to university at the age of 17-18). The study shows that students with either high aspirations or high expectations have…

  5. Co-operative Learning Approach and Students' Achievement in ...

    African Journals Online (AJOL)

    This study set out to investigate cooperative learning approach and students' achievement in Sociology. One research question and one hypothesis tested at 0.05 level of significance were formulated to guide the study. The study adopted a quasi-experimental design. One hundred and one (101) students of the schools of ...

  6. Computer Games for the Math Achievement of Diverse Students

    Science.gov (United States)

    Kim, Sunha; Chang, Mido

    2010-01-01

    Although computer games as a way to improve students' learning have received attention by many educational researchers, no consensus has been reached on the effects of computer games on student achievement. Moreover, there is lack of empirical research on differential effects of computer games on diverse learners. In response, this study…

  7. Academic achievement of physics education students' in two ...

    African Journals Online (AJOL)

    The objective of this study was to find out factors affecting the academic achievement of physics education students' in Benue State University and University of Agriculture, Makurdi. The study sought answers to four research questions. The research was carried out using a sample size of 108 students of the department of ...

  8. The Interdependence of Principal School Leadership and Student Achievement

    Science.gov (United States)

    Soehner, David; Ryan, Thomas

    2011-01-01

    This review illuminated principal school leadership as a variable that impacted achievement. The principal as school leader and manager was explored because these roles were thought to impact student achievement both directly and indirectly. Specific principal leadership behaviors and principal effectiveness were explored as variables potentially…

  9. The Effect of School Improvement Planning on Student Achievement

    Science.gov (United States)

    Huber, David J.; Conway, James M.

    2015-01-01

    This study evaluated the hypothesis that schools in Connecticut's Alliance Districts (lowest-performing districts) with higher-quality school improvement plans (SIPs) would have higher levels of student achievement. An exploratory research question evaluated whether SIPs predicted achievement of particular subgroups. SIPs were obtained and scored…

  10. Good Schools: What Research Says about Improving Student Achievement.

    Science.gov (United States)

    Hawley, Willis D.; And Others

    1985-01-01

    This journal, presented in monograph form, reviews research findings in order to identify elements that influence student academic achievement. Sections focus on effective teaching, effect of school leadership on achievement, schoolwide learning environment, learning resources, and parent involvement. An extensive bibliography is included. (DF)

  11. Massage Therapy Education Online: Student Satisfaction and Achievement, Part I

    Science.gov (United States)

    McQuillan, David James

    2010-01-01

    In recent years, providers of massage therapy education have, in growing numbers, started to use online technologies to support the learning processes of their students. Using a narrative review of the existing online learning literature, this paper aims to provide a solid pedagogical foundation for these early explorations. It identifies five key factors—instructional pedagogy, quality of instruction, interaction and communication, individual learner qualities, and the online interface—that contribute to student satisfaction and achievement in the online context. The relationships between those factors and the experience of the online learner are discussed with reference to maximization of student satisfaction and achievement. PMID:21589705

  12. Second-year medical students' motivational beliefs, emotions, and achievement.

    Science.gov (United States)

    Artino, Anthony R; La Rochelle, Jeffery S; Durning, Steven J

    2010-12-01

    A challenge for medical educators is to better understand the personal factors that lead to individual success in medical school and beyond. Recently, educational researchers in fields outside medicine have acknowledged the importance of motivation and emotion in students' learning and performance. These affective factors have received less emphasis in the medical education literature. This longitudinal study examined the relations between medical students' motivational beliefs (task value and self-efficacy), achievement emotions (enjoyment, anxiety and boredom) and academic achievement. Second-year medical students (n=136) completed motivational beliefs and achievement emotions surveys following their first and second trimesters, respectively. Academic achievement was operationalised as students' average course examination grades and national board shelf examination scores. The results largely confirmed the hypothesised relations between beliefs, emotions and achievement. Structural equation modelling revealed that task value beliefs were positively associated with course-related enjoyment (standardised regression coefficient [β] = 0.59) and were negatively related to boredom (β= -0.25), whereas self-efficacy beliefs were negatively associated with course-related anxiety only (β = -0.47). Furthermore, student enjoyment was positively associated with national board shelf examination score (β = 0.31), whereas anxiety and boredom were both negatively related to course examination grade (β= -0.36 and -0.27, respectively). The overall structural model accounted for considerable variance in each of the achievement outcomes: R(2) = 0.20 and 0.14 for the course examination grade and national board shelf examination score, respectively. This study suggests that medical students' motivational beliefs and achievement emotions are important contributors to their academic achievement. These results have implications for medical educators striving to understand the

  13. The Impact of Linking Distinct Achievement Test Scores on the Interpretation of Student Growth in Achievement

    Science.gov (United States)

    Airola, Denise Tobin

    2011-01-01

    Changes to state tests impact the ability of State Education Agencies (SEAs) to monitor change in performance over time. The purpose of this study was to evaluate the Standardized Performance Growth Index (PGIz), a proposed statistical model for measuring change in student and school performance, across transitions in tests. The PGIz is a…

  14. Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

    OpenAIRE

    Becker, Bronwyn E.; Luthar, Suniya S.

    2002-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspecti...

  15. Effect of Emotional Intelligence on Student Learning Achievement

    Directory of Open Access Journals (Sweden)

    Hendra Hadiwijaya

    2017-08-01

    Full Text Available The Effect of Emotional Intelligence Against Student Achievement aims to determine the effect of emotional intelligence which consists of self awareness, self management, Motivation, social awareness, relationship management partially and simultaneously on learning achievement. Respondents are students of SMP Negeri 4 Lalan Bumi Agung  Vilage Musi Banyuasin Regency to be 135 people. Methods of data analysis using regression analysis techniques. Partial assay results (t-test showed emotional intelligence consists of Self awareness, self management, Motivation, social awareness, relationship management positive and significant effect on learning achievement. Simultaneous Test Results (Test-F emotional intelligence consists of Self awareness, self management, motivation, social awareness, relationship management and significant positive effect on learning achievement. Social awareness is more dominant influence on learning achievement.

  16. Achievement of Serbian eighth grade students in science

    Directory of Open Access Journals (Sweden)

    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. .

  17. Gender, abilities, cognitive style and students' achievement in cooperative learning

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2003-12-01

    Full Text Available The purpose of the study was to investigate the effects of cooperative learning on achievement in mathematics and native language and to analyze students' achievement in cooperative learning according to their gender, abilities and cognitive style. Three hundred and seventy three (170 in the experimental and 203 in the control group fifth grade students from nine different primary schools participated in the study. In experimental group, cooperative learning was introduced in one quarter of the hours dedicated to mathematics and Slovene language during the school year. Control group received the traditional way of teaching in both courses. The results were analyzed with ANOVA. Positive effects of cooperative learning were found in both courses. Results in cooperative learning group were further analyzed according to students' gender, abilities and cognitive style. No significant interaction between students' achievement and their gender or abilities were found. Statistically significant interactions between students' cognitive style and achievement were found in both courses. Field-dependent students benefited most from cooperative learning.

  18. [Academic achievement, engagement and burnout among first year medical students].

    Science.gov (United States)

    Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea

    2015-07-01

    Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.

  19. Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects

    Science.gov (United States)

    Everingham, Yvette L.; Gyuris, Emma; Connolly, Sean R.

    2017-11-01

    Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.

  20. The Relationship between Students' Attitudes towards School, Values of Education, Achievement Motivation and Academic Achievement in Gondar Secondary Schools, Ethiopia

    Science.gov (United States)

    Dagnew, Asrat

    2017-01-01

    The current study investigated the relationship between students' attitudes towards school, values of education, achievement motivation and academic achievement. Accordingly, the study adopted a correlation research design. To achieve the objectives of the study, 362 students using systematic sampling technique were taken from grade 9 students of…

  1. Class size, type of exam and student achievement

    DEFF Research Database (Denmark)

    Madsen, Erik

    Education as a road to growth has been on the political agenda in recent years and promoted not least by the institutions of higher education. At the same time the universities have been squeezed for resources for a long period and the average class size has increased as a result. However......, the production technology for higher education is not well known and this study highlights the relation between class size and student achievement using a large dataset of 80.000 gradings from the Aarhus School of Business. The estimations show a large negative effect of larger classes on the grade level...... of students. The type of exam also has a large and significant effect on student achievements and oral exam, take-home exam and group exam reward the student with a significantly higher grade compared with an on-site written exam....

  2. Class Size, Type of Exam and Student Achievement

    DEFF Research Database (Denmark)

    Madsen, Erik Strøjer

    2011-01-01

    Education as a road to growth has been on the political agenda in recent years and promoted not least by the institutions of higher education. At the same time the universities have been squeezed for resources for a long period and the average class size has increased as a result. However......, the production technology for higher education is not well known and this study highlights the relation between class size and student achievement using a large dataset of 80.000 gradings from the Aarhus School of Business. The estimations show a large negative effect of larger classes on the grade level...... of students. The type of exam also has a large and significant effect on student achievements and oral exam, take-home exam and group exam reward the student with a significantly higher grade compared with an on-site written exam....

  3. [Learning objectives achievement in ethics education for medical school students].

    Science.gov (United States)

    Chae, Sujin; Lim, Kiyoung

    2015-06-01

    This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics.

  4. Association between substandard classroom ventilation rates and students' academic achievement.

    Science.gov (United States)

    Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J

    2011-04-01

    This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel. © 2010 John Wiley & Sons A/S.

  5. The Achievement Gap: Factors That Influenced the Achievement of Successful Black Students

    Science.gov (United States)

    Morton, Kwame R., Sr.

    2011-01-01

    The academic underperformance of Black students when compared to their White peers has confounded educators nationwide. This discrepancy in academic performance commonly referred to as the achievement gap has become a national crisis which has led to one of the most significant educational reforms undertaken in the United States of America in the…

  6. Parental involvement in homework: relations with parent and student achievement-related motivational beliefs and achievement.

    Science.gov (United States)

    Gonida, Eleftheria N; Cortina, Kai S

    2014-09-01

    Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. The study examined whether different types of parents' involvement in homework (autonomy support, control, interference, cognitive engagement) (1) are predicted by their mastery and performance goals for their child and their beliefs of the child's academic efficacy, and (2) predict student achievement goal orientations, efficacy beliefs, and achievement. Grade-level differences were also investigated. The sample consisted of 282 elementary school (5th grade) and junior high school students (8th grade) and one of their parents. Surveys were used for data collection. Structural equation modelling was applied for data analysis. (1) Autonomy support during homework was predicted by parent mastery goal, parents' control and interference by their performance goal and perceptions of child efficacy, and cognitive engagement as supplementary to homework by parent perceptions of child efficacy. (2) Parental autonomy support, control, and interference were differentially associated with student mastery and performance goal orientations, whereas parent cognitive engagement was associated with student efficacy beliefs. (3) The structural model was the same for elementary and junior high school students but the latent means for a number of variables were different. Different types of parental involvement in homework were associated with different outcomes with parent autonomy support to be the most beneficial one. © 2014 The British Psychological Society.

  7. Factors Which Affect Academic Achievement of University Students

    OpenAIRE

    RENÇBER, Bahman Alp

    2012-01-01

    The purpose of this study is to investigate by analysing factors affecting academic achievement of university students. Also effects of these factors are studied. For this purpose, the students attending “Statistics and Transport Technology” course at Gazi University, Industrial Arts Education and Arts Faculty, Industrial Technology Education Department, in the 2008-2009 academic year have been identified as the study universe. Analysis has been done by taking examples for this universe. The ...

  8. Review of Research on the Relationship between School Buildings, Student Achievement, and Student Behavior.

    Science.gov (United States)

    Earthman, Glen, I.; Lemasters, Linda

    The most persistent question in the field of school facility planning relates to that of the relationship between the built environment and the performance and behavior of users, particularly students. Ways in which the built environment affects two student variables--student achievement and student behavior--are explored. The first variable is…

  9. Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

    Science.gov (United States)

    Becker, Bronwyn E; Luthar, Suniya S

    2002-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

  10. College students' motivation to achieve and maintain a healthy weight.

    Science.gov (United States)

    Furia, Andrea C; Lee, Rebecca E; Strother, Myra L; Huang, Terry T-K

    2009-01-01

    To develop and refine a scale of motivational factors related to healthy weight achievement and maintenance and to examine differences by gender and weight status. A cross-sectional survey of 300 university students aged 18-24 years. Factor analysis yielded 6 factors-Intrinsic (Cronbach's alpha=0.73): affective motivation, self-efficacy/interest; Extrinsic (Cronbach's alpha=0.68): social reward, peer pressure, lack of choice, and authority influence. Males and normal-weight students showed higher affective motivation and overall intrinsic motivation compared to females and overweight students, (PIntrinsic motivational factors and gender differences should be considered in developing obesity prevention interventions in this age-group.

  11. The effect of technology on student science achievement

    Science.gov (United States)

    Hilton, June Kraft

    2003-10-01

    Prior research indicates that technology has had little effect on raising student achievement. Little empirical research exists, however, studying the effects of technology as a tool to improve student achievement through development of higher order thinking skills. Also, prior studies have not focused on the manner in which technology is being used in the classroom and at home to enhance teaching and learning. Empirical data from a secondary school representative of those in California were analyzed to determine the effects of technology on student science achievement. The quantitative analysis methods for the school data study included a multiple linear path analysis, using final course grade as the ultimate exogenous variable. In addition, empirical data from a nationwide survey on how Americans use the Internet were disaggregated by age and analyzed to determine the relationships between computer and Internet experience and (a) Internet use at home for school assignments and (b) more general computer use at home for school assignments for school age children. Analysis of data collected from the a "A Nation Online" Survey conducted by the United States Census Bureau assessed these relationships via correlations and cross-tabulations. Finally, results from these data analyses were assessed in conjunction with systemic reform efforts from 12 states designed to address improvements in science and mathematics education in light of the Third International Mathematics and Science Survey (TIMSS). Examination of the technology efforts in those states provided a more nuanced understanding of the impact technology has on student achievement. Key findings included evidence that technology training for teachers increased their use of the computer for instruction but students' final science course grade did not improve; school age children across the country did not use the computer at home for such higher-order cognitive activities as graphics and design or spreadsheets

  12. Hyper-Achievement, Perfection, and College Student Resilience

    Science.gov (United States)

    Eells, Gregory T.

    2017-01-01

    Over the past decade, there has been considerable attention given to college students' experience of pressure to pursue perfection through hyper-achievement and the psychological and emotional toll this process takes on them. The popular press has highlighted this phenomenon and raised specific questions about some of the related consequences like…

  13. Impact of Teacher's Income on Student's Educational Achievements

    Science.gov (United States)

    Lukaš, Mirko; Samardžic, Darko

    2014-01-01

    The aim of this paper is to provide an objective overview of the impact of teacher salaries on the educational achievements of students. It is often debated about teacher salaries and improvement or jeopardizing their standard, but educational consequences that may ensue as a result of these intentions are rarely addressed. Teacher's role in…

  14. International Group Heterogeneity and Students' Business Project Achievement

    Science.gov (United States)

    Ding, Ning; Bosker, Roel J.; Xu, Xiaoyan; Rugers, Lucie; van Heugten, Petra PAM

    2015-01-01

    In business higher education, group project work plays an essential role. The purpose of the present study is to explore the relationship between the group heterogeneity of students' business project groups and their academic achievements at both group and individual levels. The sample consists of 536 freshmen from an International Business School…

  15. Effective Board Leadership: Factors Associated with Student Achievement

    Science.gov (United States)

    Johnson, Paul A.

    2013-01-01

    The purpose of this study was to establish the content, construct, and predictive validity of the Effective Board Leadership Practices Survey (EBLPS). The EBLPS was designed to measure the leadership practices of boards of education that support student achievement. A literature review identified 12 board leadership practices supportive of student…

  16. Students\\' Academic Achievement in Mathematics as Correlate of ...

    African Journals Online (AJOL)

    The main purpose of this study was to assess the relationship between students' achievement in mathematics and teacher factors. The study was conducted in the in Lesotho, Southern Africa. Stratified random sampling based on school ownership was used to draw a sample of 40 teachers from the population of Grade 10 ...

  17. Factors Affecting Academic Achievement of Students in Senior ...

    African Journals Online (AJOL)

    The study investigated the factors affecting academic achievement ofstudents in Senior School Certificate Examination (SSCE) in ChristianReligious Knowledge. A total of three hundred students in SS III from five secondary schools were randomly selected and used as sample for the study. Five hypotheses were tested, ...

  18. College Students' Motivation to Achieve and Maintain a Healthy Weight

    Science.gov (United States)

    Furia, Andrea C.; Lee, Rebecca E.; Strother, Myra L.; Huang, Terry T-K.

    2009-01-01

    Objectives: To develop and refine a scale of motivational factors related to healthy weight achievement and maintenance and to examine differences by gender and weight status. Methods: A cross-sectional survey of 300 university students aged 18-24 years. Results: Factor analysis yielded 6 factors--Intrinsic (Cronbach's alpha = 0.73): affective…

  19. Influence of Gender and Cognitive Styles on Students' Achievement ...

    African Journals Online (AJOL)

    The study investigated the influence of gender and cognitive styles on students' achievement in biology in senior secondary schools in Anambra State. One research question and one null hypothesis tested at 0.05 level of significance guided the study. A causal comparative research design and a population of 12,000 (SSII) ...

  20. Self-Esteem and Academic Achievement of High School Students

    Science.gov (United States)

    Moradi Sheykhjan, Tohid; Jabari, Kamran; Rajeswari, K.

    2014-01-01

    The primary purpose of this study was to determine the influence of self-esteem on academic achievement among high school students in Miandoab City of Iran. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes male and female high…

  1. Evaluating the Instructional Sensitivity of Four States' Student Achievement Tests

    Science.gov (United States)

    Polikoff, Morgan S.

    2016-01-01

    As state tests of student achievement are used for an increasingly wide array of high- and low-stakes purposes, evaluating their instructional sensitivity is essential. This article uses data from the Bill and Melinda Gates Foundation's Measures of Effective Project to examine the instructional sensitivity of 4 states' mathematics and English…

  2. Personal Goals and Academic Achievement among Theology Students

    Science.gov (United States)

    Litmanen, Topi; Hirsto, Laura; Lonka, Kirsti

    2010-01-01

    Studying in higher education requires long-term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work-life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related…

  3. Impact of School Autonomy on Student Achievement: Cases from Australia

    Science.gov (United States)

    Caldwell, Brian John

    2016-01-01

    Purpose: The purpose of this paper is to report four case studies in Australia that respond to the question: "How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement"?…

  4. Parent Involvement Practices of High-Achieving Elementary Science Students

    Science.gov (United States)

    Waller, Samara Susan

    This study addressed a prevalence of low achievement in science courses in an urban school district in Georgia. National leaders and educators have identified the improvement of science proficiency as critical to the future of American industry. The purpose of this study was to examine parent involvement in this school district and its contribution to the academic achievement of successful science students. Social capital theory guided this study by suggesting that students achieve best when investments are made into their academic and social development. A collective case study qualitative research design was used to interview 9 parent participants at 2 elementary schools whose children scored in the exceeds category on the Science CRCT. The research questions focused on what these parents did at home to support their children's academic achievement. Data were collected using a semi-structured interview protocol and analyzed through the categorical aggregation of transcribed interviews. Key findings revealed that the parents invested time and resources in 3 practices: communicating high expectations, supporting and developing key skills, and communicating with teachers. These findings contribute to social change at both the local and community level by creating a starting point for teachers, principals, and district leaders to reexamine the value of parent input in the educational process, and by providing data to support the revision of current parent involvement policies. Possibilities for further study building upon the findings of this study may focus on student perceptions of their parents' parenting as it relates to their science achievement.

  5. Selected personality traits and achievement motivation in university students of physical culture, education and natural sciences

    Directory of Open Access Journals (Sweden)

    Martin Sigmund

    2013-09-01

    Full Text Available BACKGROUND: Understanding personality variables and other important psychological traits in the university population appears topical particularly with respect to personality, motivation, health as well as overall academic achievement. A significant role is played by correlations of the monitored variables in relation to selected study specialization. OBJECTIVE: The main objective of the present study is to extend the knowledge on selected personality traits and the level of achievement motivation in a specific group of university students with respect to the diversity of their study specialization. METHODS: The study included a total of 522 students from Palacký University. These were students from the Faculty of Physical Culture (n = 118, Faculty of Education (n = 218 and Faculty of Science (n = 186. In terms of age, the study focused on young adults aged 19 to 26. In the research, psychodiagnostic methods were used to perform diagnostics and to fulfil the overall research plan. All diagnostic methods used are fully standardized and contain domestic normative values. We monitored variables such as personality, achievement motivation and achievement anxiety. Statistical result processing was conducted using the Statgraphics programme v. 9.0. Result processing was made using parametric as well as non-parametric statistical methods (Shapiro-Wilk, Mann-Whitney, Kruskal-Wallis, Spearman’s correlation. RESULTS: University students specialized in physical culture showed the highest values of extraversion and psychoticism, and clearly the lowest values of neuroticism compared to the students of education and natural sciences. The highest values of openness were observed in the students specialized in sports. In terms of the overall achievement motivation related to study specialization, almost identical values were observed. However, the students of physical culture showed significantly lower values of achievement debilitating anxiety

  6. Achievement and Demographics of Home School Students: 1998

    Directory of Open Access Journals (Sweden)

    Lawrence M. Rudner

    1999-03-01

    Full Text Available This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS or the Tests of Achievement and Proficiency (TAP, depending on their current grade. The parents responded to a questionnaire requesting background and demographic information. Major findings include: the achievement test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile; 25% of home school students are enrolled one or more grades above their age-level public and private school peers; this group of home school parents has more formal education than parents in the general population; the median income for home school families is significantly higher than that of all families with children in the United States; and almost all home school students are in married couple families. Because this was not a controlled experiment, the study does not demonstrate that home schooling is superior to public or private schools and the results must be interpreted with caution. The report clearly suggests, however, that home school students do quite well in that educational environment.

  7. Teacher Tweets Improve Achievement for Eighth Grade Science Students

    Directory of Open Access Journals (Sweden)

    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.

  8. Academic achievement of junior high school students with sleep disorders

    Directory of Open Access Journals (Sweden)

    Fijri Auliyanti

    2015-03-01

    Full Text Available Background Sleep disorders are prevalent in adolescents and may influence their academic achievement. To date, no study has been done in Indonesia on academic achievement in students with sleep disorders and its related factors. Objective To assess for relationships between academic achievement and related factors, including gender, motivation and learning strategies, IQ level, maternal educational level, socioeconomic status, family structure, after-hours education program, presence of TV/computer in the bedroom, sleep duration during school days, as well as bedtime and wakeup time difference in junior high school students with sleep disorders. Methods This cross-sectional study was performed from January to March 2013. Subjects were students from five junior high schools in Jakarta who fulfilled the criteria for sleep disorders based on the Sleep Disturbance Scale for Children questionnaire. Results There were 111 study subjects. The prevalence of sleep disorders was 39.7%, mostly in difficulties initiating and maintaining sleep (70.2%. Below-average academic achievement was seen in 47.6% of subjects. Factors significantly related to below-average academic achievement were after-hours education program (prevalence ratio 5.6; 95%CI 1.36 to 23.18; P = 0.017, average IQ level (prevalence ratio 3.26; 95%CI 1.38 to 7.71; P = 0.007, and male gender (prevalence ratio 2.68; 95%CI 1.06 to 6.78; P = 0.037. Conclusion Among junior high school students with sleep disorders, factors related to below-average academic achievement are afterhours education program (more than 2 types, the average IQ level, and male gender.

  9. Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

    Science.gov (United States)

    Madike, Victor N.

    Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

  10. School Administrators' Perceptions of the Achievement Gap between African American Students and White Students

    Science.gov (United States)

    Royle, Jonathan; Brown, Casey Graham

    2014-01-01

    This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…

  11. Parenting Style as a Moderator for Students' Academic Achievement

    Science.gov (United States)

    Ishak, Zahari; Low, Suet Fin; Lau, Poh Li

    2012-08-01

    Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the Parental Authority Questionnaire (Buri in J Pers Assess 57:110-119, 1991). Academic achievement is measured based on the students' performance in the Lower Secondary Assessment. Data were analyzed using structural equation modelling. Results demonstrated that model of authoritative and model of authoritarian fit the data of this study well. Both authoritative and authoritarian parenting styles are the most common practice of the parents. Parenting styles have been found to be a moderator of this study. The results indicated that parenting styles moderated the effect of academic self-concept on academic achievement. The impact of academic self-concept on academic achievement is found to be greater for the authoritative than the authoritarian parenting style.

  12. Using IT to Enhance the Educational Achievement of Students

    Directory of Open Access Journals (Sweden)

    Asya Stoyanova-Doycheva

    2016-03-01

    Full Text Available This article presents the use of information technology (IT in the education of students in Software Engineering and in English at the Faculty of Mathematics and Informatics at Plovdiv University. The teaching process incorporates traditional methods with applications based on the E-learning standards QTI and SCORM. The use of IT has been applied to the education of full-time and part-time Bachelor degree students from the 1st to the 4th year of studies. Based on the statistics from the teaching some conclusions have been drawn regarding the students’ performance and possible ways of enhancing their educational achievement.

  13. Why Try? Factors that Differentiate Underachieving Gifted Students from High Achieving Gifted Students.

    Science.gov (United States)

    McCoach, D. Betsy; Siegle, Del

    This report discusses the outcomes of a study that investigated the relationship between student scores on the five sub-scales of the School Attitude Assessment Survey-Revised (SAAS-R) and the academic achievement of known groups of gifted achievers and gifted underachievers. The study examined whether gifted achievers and gifted underachievers…

  14. National Board Certified Teachers andTheir Students' Achievement

    Directory of Open Access Journals (Sweden)

    Leslie G. Vandevoort

    2004-09-01

    Full Text Available Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance, using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the

  15. Mindmapping: Its effects on student achievement in high school biology

    Science.gov (United States)

    Cunningham, Glennis Edge

    The primary goal of schools is to promote the highest degree of learning possible. Yet teachers spend the majority of their time engaged in lecturing while students spend the majority of their time passively present (Cawelti, 1997, Grinder, 1991; Jackson & Davis, 2000; Jenkins, 1996). Helping students develop proficiency in learning, which translates into using that expertise to construct knowledge in subject domains, is a crucial goal of education. Students need exposure to teaching and learning practices that prepare them for both the classroom and their places in the future workforce (Ettinger, 1998; Longley, Goodchild, Maguire, & Rhind, 2001; NRC, 1996; Texley & Wild, 1996). The purpose of this study was to determine if achievement in high school science courses could be enhanced utilizing mindmapping. The subjects were primarily 9th and 10th graders (n = 147) at a suburban South Texas high school. A pretest-posttest control group design was selected to determine the effects of mindmapping on student achievement as measured by a teacher-developed, panel-validated instrument. Follow-up interviews were conducted with the teacher and a purposive sample of students (n = 7) to determine their perceptions of mindmapping and its effects on teaching and learning. Mindmapping is a strategy for visually displaying large amounts of conceptual, hierarchical information in a concise, organized, and accessible format. Mindmaps arrange information similar to that found on the traditional topic outline into colorful spatial displays that offer the user a view of the "forest" as well as the "trees" (Hyerle, 1996; Wandersee, 1990b). An independent samples t-test and a one-way analysis of covariance (ANCOVA) determined no significant difference in achievement between the groups. The experimental group improved in achievement at least as much as the control group. Several factors may have played a role in the lack of statistically significant results. These factors include the

  16. Monitoring the achievement of the millennium development goals

    International Development Research Centre (IDRC) Digital Library (Canada)

    barism

    2009-01-21

    Jan 21, 2009 ... Initiatives and Poverty Reduction Using CBMS: Action Plan and Future ...... They are far less likely to contract malaria and tuberculosis and .... problem areas in each barangay in response to the call of the MDGs. ... out rates among high school students due to lack of money to pay for ...... The Mexican NGO.

  17. STUDENT TEAMS-ACHIEVEMENT DIVISION TO IMPROVE STUDENTS’ WRITING SKILL

    Directory of Open Access Journals (Sweden)

    Sri Wahyuni

    2015-09-01

    Full Text Available Acquiring writing skill needs a lot of practices, and to produce a piece of writing needs a long process; hence, the appropriate method of the teaching and learning is very important to help students master writing skill. This article aims at reporting a research on the implementation of Student Teams-Achievement Division (STAD as an alternative teaching method to improve students’ writing skill. Through Classroom Action Research design, the researcher did the research at fourth semester students of English Education study program of STAIN Kediri in academic year 2012-1013. The research procedures are planning, implementing, observing, and reflecting. The findings show that the implementation of STAD can improve the students’ writing skill which were indicated by the high percentage of the students’ active involvement and positive response on the implementation, and the students’ product of writing in which all of writing components can achieve good level in marking scheme as the minimum level.

  18. Teacher Research Experience Programs = Increase in Student Achievement

    Science.gov (United States)

    Dubner, J.

    2010-12-01

    Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.

  19. Quality Science Teacher Professional Development and Student Achievement

    Science.gov (United States)

    Dubner, J.

    2007-12-01

    Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

  20. Examining classroom interactions related to difference in students' science achievement

    Science.gov (United States)

    Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan

    2003-01-01

    The current study examines the cognitive supports that underlie achievement in science by using a cultural historical framework (L. S. Vygotsky (1934/1986), Thought and Language, MIT Press, Cambridge, MA.) and the activity setting (AS) construct (R. G. Tharp & R. Gallimore (1988), Rousing minds to life: Teaching, learning and schooling in social context, Cambridge University Press, Cambridge, MA.) with its five features: personnel, motivations, scripts, task demands, and beliefs. Observations were made of the classrooms of seventh-grade science students, 32 of whom had participated in a prior achievement-related parent-child interaction or home study (P. R. Portes, M. F. Zady, & R. M. Dunham (1998), Journal of Genetic Psychology, 159, 163-178). The results of a quantitative analysis of classroom interaction showed two features of the AS: personnel and scripts. The qualitative field analysis generated four emergent phenomena related to the features of the AS that appeared to influence student opportunity for conceptual development. The emergent phenomenon were science activities, the building of learning, meaning in lessons, and the conflict over control. Lastly, the results of the two-part classroom study were compared to those of the home science AS of high and low achievers. Mismatches in the AS features in the science classroom may constrain the opportunity to learn. Educational implications are discussed.

  1. Superstorm Sandy and the academic achievement of university students.

    Science.gov (United States)

    Doyle, Matthew D; Lockwood, Brian; Comiskey, John G

    2017-10-01

    Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid-sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.

  2. The Impact of Inclusive STEM High Schools on Student Achievement

    Directory of Open Access Journals (Sweden)

    Jennifer Gnagey

    2016-05-01

    Full Text Available This study is one of the first to estimate the impact of “inclusive“ science, technology, engineering, and mathematics (STEM high schools using student-level data. We use multiple statistical strategies to estimate the effect on student achievement from 2 years of attendance at six such high schools in Ohio. The results indicate that two schools had positive effects on science achievement that appear to come at the expense of achievement in social studies. The other schools had negligible or, often, negative effects across both STEM and, particularly, non-STEM subjects. These results are consistent with studies indicating that inclusive STEM schools typically focus on problem-based, personalized learning rather than science and mathematics content. The analysis also reveals the importance of accounting for students’ prior test scores in science, in addition to math and reading, when estimating models that use only 1 year of prior test score data—something that existing studies fail to do.

  3. Teacher Morale, Student Engagement, and Student Achievement Growth in Reading: A Correlational Study

    Science.gov (United States)

    Sabin, Jenny T.

    2015-01-01

    This research study explored the current state of teacher morale in fourth and fifth grade classrooms in three low socio-economic schools in North Carolina. Additional research questions address correlational relationships among the variables of teacher morale, student engagement, and student achievement growth as measured by the NC Teacher…

  4. Personality Similarity between Teachers and Their Students Influences Teacher Judgement of Student Achievement

    Science.gov (United States)

    Rausch, Tobias; Karing, Constance; Dörfler, Tobias; Artelt, Cordula

    2016-01-01

    This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their…

  5. INFORMATION SYSTEM DESIGN OF PERFORMANCE ACHIEVEMENTS MONITORING IN THE UNIVERSITY: A CASE STUDY IN BINUS UNIVERSITY

    Directory of Open Access Journals (Sweden)

    Irma Irawati Ibrahim

    2012-05-01

    Full Text Available Dashboard is a computer interface that displays a variety of charts, graphs, tables, which are selected reports from various data that are considered important to display rapidly, with an attractive appearance, dynamic, and relevant so that it can immediately be seen quickly to analyze a condition. Dashboard information system is widely used in various companies as a support system for decision-making where Dashboard usually displays data business trends of the company or the achievement of KPI (Key Performance Indicator of a company. The method used is descriptive analysis by means of collecting information that areimportant for universities to be considered asthe Key Success Factors (KSF of the university, and then, the design of the dashboard is made in accordance with these important factors.The result of this study is a grand design of information systems for the university performance monitoring, starting from the reception of students, faculty performance, student academic achievement, effectiveness and efficiency of services, including graduates. It is expected that by the time the system has been fully implemented, the university can take action quickly and accurately with respect to the required conditions.Keywords: Information System Dashboard; Dashboard; Academic Dashboard; University Dashboard

  6. Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement.

    Science.gov (United States)

    Klug, Julia; Lüftenegger, Marko; Bergsmann, Evelyn; Spiel, Christiane; Schober, Barbara

    2016-01-01

    There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students' LLL, and (3) is there a correlation of students' LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students - independent from domain and sex - know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students' self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students' goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta

  7. The association between educational achievements, career aspirations, achievement motives and oral hygiene behavior among dental students of Udaipur, India.

    Science.gov (United States)

    Asawa, Kailash; Chaturvedi, Pulkit; Tak, Mridula; Nagarajappa, Ramesh; Bhat, Nagesh; Bapat, Salil; Gupta, Vivek; Jalihal, Sagar

    2014-10-01

    There are several factors which influence oral hygiene behavior of an individual. Educational achievements, career aspirations and achievement motives of individuals are some of those factors. The objective of this study was to investigate whether educational achievements, career aspirations and achievement motives have associations with oral hygiene behavior among dental students of Udaipur, India. A descriptive cross-sectional study was conducted among all (n=200) 1st year dental students from all dental colleges of Udaipur City, India. Self-administered structured questions were used to assess their educational achievements, career aspirations and oral hygiene behavior (OHB). Achievement motives were assessed using Achievement Motive Scale developed by Lang and Fries (2006). Chi-square test and multivariate logistic regression tests were used in data analysis. Confidence level and level of significance were set at 95% and 5% respectively. Students with better educational achievements undergone regular dental check-up (30.48%) (p=0.03) and used other oral hygiene aids (90.24%) (p=0.01). Tooth brushing frequency, time and replacement time of tooth brush were found to be significantly associated with career aspiration (p=0.007; p=0.002; p=0.00 respectively). Achievement motives did not have statistically significant association with oral hygiene behavior. Educational achievements and career aspirations appear to be associated with oral hygiene behavior of young dental students. Students with higher career aspirations practiced better oral hygiene behavior. There was no significant relationship between achievement motives and oral hygiene behavior.

  8. Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course

    Directory of Open Access Journals (Sweden)

    Jo Boaler

    2018-04-01

    Full Text Available This study reports on the impact of a “massive, open, online course” (MOOC designed to change students' ideas about mathematics and their own potential and improve their mathematics achievement. Many students hold damaging fixed mindsets, believing that their intelligence is unchangeable. When students shift to a growth mindset (believing that their intelligence is malleable, their achievement increases. This study of a MOOC intervention differs from previous mindset research in three ways (1 the intervention was delivered through a free online course with the advantage of being scalable nationwide (2 the intervention infused mindset messages into mathematics, specifically targeting students' beliefs about mathematics (3 the research was conducted with a teacher randomized controlled design to estimate its effects. Results show that the treatment group who took the MOOC reported more positive beliefs about math, engaged more deeply in math in class, and achieved at significantly higher levels on standardized mathematics assessments.

  9. Student perceptions of their biology teacher's interpersonal teaching behaviors and student achievement and affective learning outcomes

    Science.gov (United States)

    Smith, Wade Clay, Jr.

    The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.

  10. Monitoring the Achievement of Deaf Pupils in Sweden and Scotland

    DEFF Research Database (Denmark)

    Hendar, Nils Ola Ebbe; O'Neill, Rachel

    2016-01-01

    Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore...... patterns of achievements of deaf pupils to see if these reforms had improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show...... that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform...

  11. A Review of the Effects of Self-Monitoring on Reading Performance of Students with Disabilities

    Science.gov (United States)

    Joseph, Laurice M.; Eveleigh, Elisha L.

    2011-01-01

    The purpose of this review was to synthesize the effects of self-monitoring methods on reading achievement for students with disabilities. Studies examining the self-monitoring of reading behaviors that were published in peer-reviewed journals from 1987 to 2008 were synthesized with regard to types of participants, settings, research designs,…

  12. Goal Setting and Self-Monitoring for Students with Disabilities: Practical Tips and Ideas for Teachers

    Science.gov (United States)

    Lee, Suk-Hyang; Palmer, Susan B.; Wehmeyer, Michael L.

    2009-01-01

    This article provides teachers with practical tips and ideas about how self-monitoring works in conjunction with goal-setting strategies to support students to set and achieve different types of academic goals. In addition, specific examples of academic goals and self-monitoring forms are provided to give teachers an example of such goals. To…

  13. The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest

    Science.gov (United States)

    Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.

    2017-01-01

    This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

  14. Does High School Facility Quality Affect Student Achievement? A Two-Level Hierarchical Linear Model

    Science.gov (United States)

    Bowers, Alex J.; Urick, Angela

    2011-01-01

    The purpose of this study is to isolate the independent effects of high school facility quality on student achievement using a large, nationally representative U.S. database of student achievement and school facility quality. Prior research on linking school facility quality to student achievement has been mixed. Studies that relate overall…

  15. Student Achievement in Ohio Charter Schools: A Comparative and Longitudinal Study

    Science.gov (United States)

    Kotler, Ruth M.

    2012-01-01

    The purpose of this study was to investigate fifth-grade student achievement in Ohio public charter schools as compared to student achievement in traditional public schools, and to determine whether the performance of charter schools changed over time. Research questions asked 1) how does student achievement in Ohio's public charters compare to…

  16. Student Achievement Goal Setting: Using Data to Improve Teaching and Learning

    Science.gov (United States)

    Stronge, James H.; Grant, Leslie W.

    2009-01-01

    The first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement. The book is divided into three parts: (1) How Student Achievement Data Can Be…

  17. The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

    Science.gov (United States)

    Fan, Weihua; Dempsey, Allison G.

    2017-01-01

    This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high…

  18. Women Student Leaders: Self-Perceptions of Empowering Leadership and Achieving Style.

    Science.gov (United States)

    Komives, Susan R.

    1994-01-01

    Assessed self-perceptions of empowering leadership and achieving style practiced by female student leaders. Administered Achieving Styles Inventory and revised student version of Leadership Practices Inventory to 27 female college students. Found female student leaders to be most comfortable with empowering leadership practices of "enabling others…

  19. Attitudes toward Electronic Monitoring among Monitored Offenders and Criminal Justice Students.

    Science.gov (United States)

    Payne, Brian K.; Gainey, Randy R.

    1999-01-01

    Examines what 180 students think about electronic monitoring and compares their perceptions to those of 29 electronically-monitored offenders. Results show that students were less supportive of electronic monitoring but when asked about what offenders have to give up, they viewed the sanction more punitively than did offenders. Implications…

  20. The Association Between Student Reports of Classmates’ Disruptive Behavior and Student Achievement

    Directory of Open Access Journals (Sweden)

    Carmel Blank

    2016-06-01

    Full Text Available Classroom disciplinary climate and its correlation to students’ performance is a widely debated issue. Policy reports tend to assume that classroom disruptions interfere with the learning experience. Empirical evidence for this assumption, however, which carefully distinguishes classroom climate from the school climate in general, is still wanting. This study examines the relation between student reports regarding disciplinary infractions to student achievement, with a special focus on classroom disruptions. Multilevel regressions were used to estimate the contribution of classroom and school disciplinary infractions on eighth-grade students’ test scores. Reports of disruptive behavior proved to correlate negatively with test scores, whereas the effect of other school and classroom characteristics, including teachers’ attitudes and school disciplinary policy, were insignificant (controlling for students’ prior achievements. We conclude that a disruptive classroom climate can hinder the learning process and lower the achievement of the entire class, regardless of the conduct of any particular student. Therefore, a special focus on disruptions in the classroom, in contradistinction with school disciplinary climate in general—which is lacking in most studies—emerges as instrumental to the understanding of how school climate relates to student achievement.

  1. Student Achievement in Middle Grades: Gauging the Effect of Teacher Training on Student Learning

    Science.gov (United States)

    Gnedko, Natalya S.

    2013-01-01

    In the United States, teacher certification has been a baseline measure of teacher quality and gateway to the teaching profession for many decades. Research suggests that teacher certification is beneficial to student achievement, with findings particularly promising when content area of teacher certification is taken into account. Positive…

  2. Filipino students' reported parental socialization of academic achievement by socioeconomic group.

    Science.gov (United States)

    Bernardo, Allan B I

    2009-10-01

    Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.

  3. USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES FOR ASSESSMENT LEVEL EDUCATIONAL ACHIEVEMENTS OF UNIVERSITY STUDENTS

    Directory of Open Access Journals (Sweden)

    Tetiana O. Oliinyk

    2014-09-01

    Full Text Available The article proves the necessity of internal (formative evaluation, the purpose of which is to intensify and optimize the process of the formation of digital citizenship of future specialists. Implementation of competence-based approach and informatization of education allows increasing efficiency of existing evaluation models, requires deep changes in all components of the education system. The attention is focused on a new generation of educational standards through improvement of innovative technologies of evaluation, providing open educational process (transparency of monitoring procedures and equal opportunities of students to achieve educational goals, help the student as a personality of learning activities to solve the problem of self-determination, self-control, self-realization.

  4. An analysis of science conceptual knowledge in journals of students with disabilities and normally achieving students

    Science.gov (United States)

    Grigg, Gail S.

    Science education reforms of the last two decades have focused on raising the bar for ALL students which includes students with mild to moderate disabilities. Formative assessment can be used to assess the progress of these students to inquire, understand scientific concepts, reason scientifically, make decisions, and communicate effectively in science. The purpose of this study is to examine the use of science journals as a formative assessment in a guided inquiry unit of study for students with learning disabilities. Two normally achieving students (NA) and five students with learning disabilities (SLD) participated in a study of mammals that utilized journals to record the development of student knowledge through the course of study. Students were interviewed after the lessons were complete using the same prompts required in the journals. Themes were developed from the student writings and their verbal discourse using Grounded Theory. Journals and verbal discourse were rated following the themes of Knowledge Telling (KT) and Knowledge Transformation (KTR). Concept maps were developed for the Pre and Post test lessons (written and verbal discourses) by the raters in an attempt to further explain the knowledge that the students conveyed. The results of this study suggest that SLD are able to demonstrate knowledge about mammals better through verbal discourse than written discourse. While the NA students wrote more and used more technical discourse than did their SLD peers, the conceptual understanding of the topic by the SLD was no less inclusive than their NA peers when accessed verbally. The journals demonstrated limited conceptual growth for the SLD. Further, while lexical density is important to the development of knowledge in science, this study suggests the "conceptual density" may be another important indicator to examine.

  5. Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform

    OpenAIRE

    Yi-Chun Yeh; Cheng-Fang Yen; Chung-Sheng Lai; Chun-Hsiung Huang; Keh-Min Liu; In-Ting Huang

    2007-01-01

    This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program ...

  6. Students' Self-Concept and Their Achievement in Basic Science ...

    African Journals Online (AJOL)

    The study investigated the relationship between students self-concept andtheir academic performance in Basic Science. It further examines genderdifference in students performance. The study adopted ex-post factorresearch design and made use of 300 students all from Public Schools. Theadapted Version of ...

  7. Explaining the Substantial Inter-Domain and Over-Time Correlations in Student Achievement: The Importance of Stable Student Attributes

    Science.gov (United States)

    Marks, Gary N.

    2016-01-01

    Multi-domain and longitudinal studies of student achievement routinely find moderate to strong correlations across achievement domains and even stronger within-domain correlations over time. The purpose of this study is to examine the sources of these patterns analysing student achievement in 5 domains across Years 3, 5 and 7. The analysis is of…

  8. Secondary school students' LLL competencies, and their relation with classroom structure and achievement

    Directory of Open Access Journals (Sweden)

    Julia eKlug

    2016-05-01

    Full Text Available There is a strong urge to foster lifelong learning (LLL competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1 how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2 can perceived classroom structure predict students’ LLL, and (3 is there a correlation of students’ LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female from Thirty-six Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD=2.45, which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students – independent from domain and sex - know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students’ self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students’ goals, interest, self-efficacy and learning strategies. Self

  9. Exploring the Impacts of Accelerated Delivery on Student Learning, Achievement and Satisfaction

    Science.gov (United States)

    Wilkins, Stephen; Martin, Susan; Walker, Ian

    2010-01-01

    This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated…

  10. Weighing in on Education: A Study of Childhood Obesity and Student Achievement

    Science.gov (United States)

    Guindon, John R., Sr.

    2014-01-01

    This quantitative causal comparative study looked to see if there was a relationship between childhood obesity and student achievement. Because of the many conflicting results in the research available, it was not known if there was a relationship between childhood obesity and student achievement among inner-city middle school students in a school…

  11. Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation

    Science.gov (United States)

    Dotson, Lauren; Foley, Virginia

    2016-01-01

    This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement the focus of this paper. Recognizing the impact of poverty on student achievement as measured by…

  12. EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement

    Science.gov (United States)

    Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid

    2016-01-01

    This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…

  13. Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

    Science.gov (United States)

    Al-Qahtani, Awadh A. Y.; Higgins, S. E.

    2013-01-01

    The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…

  14. The Impact of Structured Note Taking Strategies on Math Achievement of Middle School Students

    Science.gov (United States)

    Wilkinson, Gregory Ashley

    2012-01-01

    Student math achievement continues to be a national, state, and local concern. Research suggests that note taking can improve academic achievement, but current research has failed to report how low achievers might benefit from using note taking during math classes. The purpose of this study was to determine if teaching students structured note…

  15. Selected medical students achieve better than lottery-admitted students during clerkships.

    Science.gov (United States)

    Urlings-Strop, Louise C; Themmen, Axel P N; Stijnen, Theo; Splinter, Ted A W

    2011-10-01

    A recent controlled study by our group showed that the dropout rate in the first 2 years of study of medical students selected for entry by the assessment of a combination of non-cognitive and cognitive abilities was 2.6 times lower than that of a control group of students admitted by lottery. The aim of the present study was to compare the performance of these two groups in the clinical phase. A prospective cohort study was performed to compare the performance of 389 medical students admitted by selection with that of 938 students admitted by weighted lottery between 2001 and 2004. Follow-up of these cohorts lasted 5.5-8.5 years. The main outcome measures were the mean grade obtained on the first five discipline-specific clerkships by all cohorts and the mean grade achieved on all 10 clerkships by the cohorts of 2001 and 2002. Selected students obtained a significantly higher mean grade during their first five clerkships than lottery-admitted students (mean ± standard error [SE] 7.95 ± 0.03, 95% confidence interval [CI] 7.90-8.00 versus mean ± SE 7.84 ± 0.02, 95% CI 7.81-7.87; p students achieved a grade of ≥ 8.0 1.5 times more often than lottery-admitted students. An analysis of all mean grades awarded on 10 clerkships revealed the same results. Moreover, the longer follow-up period over the clerkships showed that the relative risk for dropout was twice as low in the selected student group as in the lottery-admitted student group. The selected group received significantly higher mean grades on their first five clerkships, which could not be attributed to factors other than the selection procedure. Although the risk for dropout before the clinical phase increased somewhat in both groups, the actual dropout rate proved to be twice as low in the selected group. © Blackwell Publishing Ltd 2011.

  16. Student Enrollment Patterns and Achievement in Ohio's Online Charter Schools

    Science.gov (United States)

    Ahn, June; McEachin, Andrew

    2017-01-01

    We utilize state data of nearly 1.7 million students in Ohio to study a specific sector of online education: K-12 schools that deliver most, if not all, education online, lack a brick-and-mortar presence, and enroll students full-time. First, we explore e-school enrollment patterns and how these patterns vary by student subgroups and geography.…

  17. The influence of professional teachers on Padang vocational school students' achievement

    Directory of Open Access Journals (Sweden)

    Ramli Bakar

    2018-01-01

    Full Text Available This study determined: (1 the competency of professional teachers teaching in the classroom, (2 students' achievement in vocational schools in Padang, and (3 the influence of professional teachers on vocational school students' achievement in Padang. The population was 2,647 students in vocational schools. The sample, consisting of 160 students, was selected using a multistage, random sampling technique. Data were collected using questionnaires and documentation, and then analyzed and presented using the SPSS software. The results showed: (1 overall, the professional teachers of vocational schools in Padang had good qualifications in pedagogical competence, professional competence, social competence, and personal competence, (2 the learning process of vocational schools in Padang was going well and in general, student achievement was at a good level of performance, and (3 there was a significant influence of professional teachers on vocational school students' achievement in Padang. Keywords: professional teacher, student achievement, vocational school

  18. Fostering Students' Preparation and Achievement in Upper Level Mathematics Courses

    Science.gov (United States)

    Celik, Mehmet; Shaqlaih, Ali

    2017-01-01

    This study describes an intervention to address both motivation, student engagement and preparation in upper-level mathematics courses. The effect of the intervention regarding students' achievements is investigated via students' opinions and data analysis from students' assessments. The results of this study show the featured intervention…

  19. Achieving a Global Mind-Set at Home: Student Engagement with Immigrant Children

    Science.gov (United States)

    Dallinger, Carolyn

    2017-01-01

    Developing a global mind-set in college students is a goal of many colleges and universities. Most often this goal is met by encouraging students to study abroad. This article explains how a service learning student engagement program at home achieves this goal by pairing Introduction to Sociology students with young immigrant children in a weekly…

  20. Student achievement in science: A longitudinal look at individual and school differences

    Science.gov (United States)

    Martinez, Alina

    The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for

  1. Print exposure, reading habits, and reading achievement among deaf and hearing college students.

    Science.gov (United States)

    Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah

    2012-01-01

    This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations.

  2. 191 Students' Self-Concept and Their Achievement in Basic Science ...

    African Journals Online (AJOL)

    User

    2011-07-21

    Jul 21, 2011 ... Achievement Test in Basic showed Science (SATBS) were employed as .... Higher Studies; Teacher-Students opinion and found out that students .... Factors and Pupils Leaning Outcome in Bended Primary Science Project,.

  3. The Diffusion of Academic Achievements: Social Selection and Influence in Student Networks

    OpenAIRE

    Sofia Dokuka; Diliara Valeeva; Maria Yudkevich

    2015-01-01

    Peer group effects show the influence of student social environments on their individual achievements. Traditionally, a social environment is considered by researchers of peer effects as exogenously given. However, significant peers that affect performance are often those that are deliberately chosen. Students might choose their friends among peers with similar academic achievements. A dynamic analysis of student social networks and academic achievements is needed to disentangle social select...

  4. International note: between-domain relations of Chinese high school students' academic achievements.

    Science.gov (United States)

    Yangyang, Liu

    2012-08-01

    The present study examined the between-domain relations of Chinese high school students' academic achievements. In a sample of 1870 Chinese 10th grade students, the results indicated that Chinese high school students' academic achievements were correlated across nine subjects. In line with the previous Western findings, the findings suggested that academic achievement was largely domain-general in nature. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  5. The Relationships between School Poverty and Student Achievement in Maine

    Science.gov (United States)

    Silvernail, David L.; Sloan, James E.; Paul, Chelsea R.; Johnson, Amy F.; Stump, Erika K.

    2014-01-01

    The goal of this study was to examine the relationships between school level poverty found in Maine schools and student academic performance. The evidence clearly shows that there is a relationship. As the percent of poverty increases in a school, student performance declines. But the poverty level alone does not explain the wide variations in…

  6. The Effect of Realistic Mathematics Education Approach on Students' Achievement And Attitudes Towards Mathematics

    OpenAIRE

    Effandi Zakaria; Muzakkir Syamaun

    2017-01-01

    This study was conducted to determine the effect of Realistic Mathematics Education Approach on mathematics achievement and student attitudes towards mathematics. This study also sought determine the relationship between student achievement and attitudes towards mathematics. This study used a quasi-experimental design conducted on 61 high school students at SMA Unggul Sigli. Students were divided into two groups, the treatment group $(n = 30)$ namely, the Realistic Mathematics Approach group ...

  7. Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.

    Science.gov (United States)

    Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

    2017-01-01

    Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

  8. Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

    Directory of Open Access Journals (Sweden)

    Fernando Doménech-Betoret

    2017-07-01

    Full Text Available Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM. The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

  9. Achieving student diversity in dental schools: a model that works.

    Science.gov (United States)

    Lacy, Ernestine S; McCann, Ann L; Miller, Barbara H; Solomon, Eric; Reuben, Jayne S

    2012-05-01

    It is well known that there is a large disparity between the proportions of African Americans, Hispanics, and American Indians in the general U.S. population and in the nation's dental profession. While these underrepresented minorities (URMs) together make up almost 30 percent of the population, they comprise only about 6 percent of U.S. dentists. For years, the American Dental Education Association has been diligently working with U.S. dental schools to reduce this disparity by increasing the diversity of their student bodies. However, with approximately 13 percent of first-year dental students coming from URM groups, the proportion of URM students entering dental school continues to remain significantly below that of the general population. Diversifying the dental profession is important for improving access to care for underrepresented groups, and student diversity provides better educational experiences for all students. Texas A&M Health Science Center Baylor College of Dentistry's strategy for increasing the number of URM dentists was to create a series of initiatives that together form a successful comprehensive program addressing students' awareness of and attraction to a dental career, academic enrichment, admissions, and graduation. The cumulative impact of this program is that the college enrolled greater numbers and proportions of URM students than any other non-minority U.S. dental school from 2006 to 2009. This article describes the program that led to these successes.

  10. An Examination of an Online Tutoring Program's Impact on Low-Achieving Middle School Students' Mathematics Achievement

    Science.gov (United States)

    Chappell, Shanan; Arnold, Pamela; Nunnery, John; Grant, Melva

    2015-01-01

    The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics…

  11. Achievement goals and perfectionism of high school students

    Directory of Open Access Journals (Sweden)

    Milojević Milica

    2009-01-01

    Full Text Available This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 senior year high school participants. The following instruments were used: Multi-dimensional scale of perfectionism (MSP and Test of achievement goals (TCP. The research results indicate that there is significant positive correlation between: perfectionism with performance approach goals and performance avoidance goals, concern over mistakes and parental expectations with performance approach goals and performance avoidance goals, personal standards and organization with mastery goals and performance approach goals, parental criticism and doubts about action with performance avoidance goals. Significant negative correlation was found between parental criticism and mastery goals. The results concerning the second goal indicates the female subjects have higher average scores in mastery goals.

  12. Early Adolescents' Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement

    Science.gov (United States)

    Hagenauer, Gerda; Hascher, Tina

    2014-01-01

    While many studies confirm that positive emotions, including enjoyment, lead to better student achievement, less empirical evidence exists about possible mediator variables that link achievement to enjoyment. It is proposed that achievement and enjoyment form a circular dependency; enjoyment in learning leads to higher achievement but a degree of…

  13. Modeling the Relations among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement

    Science.gov (United States)

    Kizilgunes, Berna; Tekkaya, Ceren; Sungur, Semra

    2009-01-01

    The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…

  14. Comparing Student Achievement in Single-Gender and Coeducational Classrooms Using the Tennessee Comprehensive Achievement Program

    Science.gov (United States)

    Young, La Sandra M.

    2016-01-01

    Schools across the nation are faced with an increased urgency to seek innovative strategies to improve low academic performance of students as mandated by No Child Left Behind Legislation (Friend, 2006). Specifically, in the state of Tennessee in schools such as those located in the Shelby County Schools District who have experienced low student…

  15. Effect of streaming by gender on student achievement in ...

    African Journals Online (AJOL)

    related differences in cerebral organization. In: Wilting MA 85 Patterson AC (eds). Sex related difference in cognitive functioning. New York: Academic Press. Changeiywo JM 2000. Students' images of science in Kenya: A comparison of gender.

  16. Teacher Tweets Improve Achievement for Eighth Grade Science Students

    OpenAIRE

    Carol Van Vooren; Corey Bess

    2013-01-01

    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...

  17. Mathematical thinking styles of undergraduate students and their achievement in mathematics

    Science.gov (United States)

    Risnanosanti

    2017-08-01

    The main purpose of this study is to analyze the role of mathematical thinking styles in students' achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students' mathematical thinking styles during problem solving, the second to asses students' achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students' achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.

  18. Assessing the Effect of Cooperative Learning on Financial Accounting Achievement among Secondary School Students

    Directory of Open Access Journals (Sweden)

    Umar Inuwa

    2017-07-01

    Full Text Available This study examined the effect of cooperative learning approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 120 students participated in the study were selected randomly from six schools. The students were divided into two equal groups, namely: experimental (i.e., cooperative learning approach and control group (i.e., conventional approach, both at random. A Financial Accounting Achievement Test (FAAT was used as an instrument for data collection. The study found that at the pre-test stage, there was no statistically significant difference between the achievement of cooperative learning students and conventional approach students, the results suggested that the students were initially equal in terms of their achievements. Nevertheless, at the post-test stage, the achievement of students who were exposed to the cooperative learning was found to be significantly better than the achievement of students who were exposed to the conventional approach. The findings further suggested that cooperative learning approach effectively enhanced the financial accounting achievement of the secondary school students. It is, therefore, recommended that government should encourage both curriculum planners and secondary schools’ teachers to adopt cooperative learning approach as an instructional approach for teaching financial accounting in secondary schools to improve students’ achievement in the subject.

  19. The relationship between autonomous motivation and autonomy support in medical students' academic achievement.

    Science.gov (United States)

    Feri, Rose; Soemantri, Diantha; Jusuf, Anwar

    2016-12-29

    This study applied self-determination theory (SDT) to investigate the relationship between students' autonomous motivation and tutors' autonomy support in medical students' academic achievement. This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Mean score (±standard deviation) of the autonomous motivation, tutors' autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students' autonomous motivation was associated with improvement of students' academic achievement (β=15.2, p=0.004). However, augmentation of tutors' autonomy support was not reflected in the improvement of students' academic achievement (β = -12.6, p = 0.019). Both students' autonomous motivation and tutors' autonomy support had a contribution of about 4.2% students' academic achievement (F = 4.343, p = 0.014, R 2 = 0.042). Due to the unique characteristic of our medical students' educational background, our study shows that tutors' autonomy support is inconsistent with students' academic achievement. However, both autonomous motivation and support are essential to students' academic achievement. Further study is needed to explore students' educational background and self-regulated learning competence to improve students' academic achievement.

  20. 342 Effects of Improvised Materials on Students' Achievement and ...

    African Journals Online (AJOL)

    FIRST LADY

    2011-01-18

    Jan 18, 2011 ... Richardson formula 20 and a reliability index of 0.78 was obtained. Theory. The improvised ... removed and stored in a separate container. .... group taught with improvised material achieved higher than the control group.

  1. The effectiveness of Family Science and Technology Workshops on parental involvement, student achievement, and student curiosity

    Science.gov (United States)

    Kosten, Lora Bechard

    The literature suggests that parental involvement in schools results in positive changes in students and that schools need to provide opportunities for parents to share in the learning process. Workshops are an effective method of engaging parents in the education of their children. This dissertation studies the effects of voluntary Family Science and Technology Workshops on elementary children's science interest and achievement, as well as on parents' collaboration in their child's education. The study involved 35 second and third-grade students and their parents who volunteered to participate. The parental volunteers were randomly assigned to either the control group (children attending the workshops without a parent) or the treatment group (children attending the workshops with a parent). The study was conducted in the Fall of 1995 over a four-week period. The Analysis of Variance (ANOVA) and Kruskal-Wallis tests were used to determine the effects of the workshops on children's science achievement and science curiosity, as well as on parents' involvement with their child's education. The study revealed that there was no significant statistical difference at the.05 level between the treatment/control groups in children's science achievement or science curiosity, or in parent's involvement with their children's education. However, the study did focus parental attention on effective education and points the way to more extensive research in this critical learning area. This dual study, that is, the effects of teaching basic technology to young students with the support of their parents, reflects the focus of the Salve Regina University Ph.D. program in which technology is examined in its effects on humans. In essence, this program investigates what it means to be human in an age of advanced technology.

  2. Relationship between attainment of recommended physical activity guidelines and academic achievement: undergraduate students in Egypt.

    Science.gov (United States)

    El Ansari, Walid; Stock, Christiane

    2014-07-14

    We assessed and compared by gender, students' achievement of recommended guidelines of four PA forms, and the association between guideline achievement of each of the four PA forms and students' academic performance. Data (2009-2010) comprised 3,271 students (11 faculties) at Assiut University, Egypt. A self-administered questionnaire measured: moderate PA (MPA), vigorous PA (VPA), moderate to vigorous PA (MVPA), muscle-strengthening PA; five socio-demographic variables (gender, age, year of study, father's education, living arrangements during semester); self-rated health; and, academic performance. We compared the levels of four PA forms, socio-demographic variables, and academic performance by gender. Binary logistic regression examined the factors associated with achieving the guidelines of the four PA forms. Linear regression examined the association between frequency of four PA forms and level of academic performance. Nearly equal proportions of males and females (37%, 36%) achieved the MPA guidelines. Significantly more males achieved the VPA, MVPA, and muscle strengthening PA guidelines. Father's education was positively associated with achieving all four PA guidelines (with each increasing educational achievement of the father, student's odds of achieving PA guidelines increased by 7-9%). Students living with their parents or room mates off campus were more likely to achieve the VPA and MVPA guidelines. Students who achieved VPA and MVPA guidelines were more likely to report better academic performance. For all PA forms (except MPA), increasing academic achievement was positively associated with increasing frequency of PA, but standardised Beta (0.05-0.07) suggested a modest correlation between academic achievement and PA frequency. The linear association between frequency of PA and academic achievement, and the finding that the proportions of students who achieved the recommended levels of several forms of PA were below half of the sample call for higher

  3. Employee Perceptions of Progress with Implementing a Student-Centered Model of Institutional Improvement: An Achieving the Dream Case Study

    Science.gov (United States)

    Cheek, Annesa LeShawn

    2011-01-01

    Achieving the Dream is a national initiative focused on helping more community college students succeed, particularly students of color and low-income students. Achieving the Dream's student-centered model of institutional improvement focuses on eliminating gaps and raising student achievement by helping institutions build a culture of evidence…

  4. Teacher enactment of an inquiry-based science curriculum and its relationship to student interest and achievement in science

    Science.gov (United States)

    Dimichino, Daniela C.

    relationships among the factors compared. The results of this study demonstrate that teachers' attitudes must be taken into account for science reform to be successful because they impact not only their implementation but also students' attitudes and achievement. Implications for future research include promoting the use of similar qualitative tools to monitor factors such as teacher enactment in order to identify potential roadblocks to curricular change and encourage student interest and achievement in the classroom.

  5. Accessible mathematics ten instructional shifts that raise student achievement

    CERN Document Server

    Leinwand, Steven

    2009-01-01

    Accessible Mathematics is Steven Leinwand's latest important book for math teachers. He focuses on the crucial issue of classroom instruction. He scours the research and visits highly effective classrooms for practical examples of small adjustments to teaching that lead to deeper student learning in math. Some of his 10 classroom-tested teaching shifts may surprise you and others will validate your thinking. But all will improve students' performance. Read Accessible Mathematics, try its 10 suggestions, and discover how minor shifts in teaching can put learning into high gear.

  6. Simulation technology achievement of students in physical education classes.

    Directory of Open Access Journals (Sweden)

    Тіmoshenko A.V.

    2010-06-01

    Full Text Available Technology of evaluation of progress was studied during employments by physical exercises. Possibility of the use of design method was probed in an educational process during determination of progress of students. The value of mathematical models in pedagogical activity in the field of physical culture and sport is certain. Mathematical models are offered for the evaluation of success of student young people during employments swimming. Possibility of development of models of evaluation of success is rotined on sporting games, track-and-field, gymnastics.

  7. Promoting Error Monitoring in Middle School Students with LD.

    Science.gov (United States)

    Shannon, Ted R.; Polloway, Edward A.

    1993-01-01

    Middle school students with learning disabilities were successfully taught the COPS monitoring strategy to revise and correct writing mistakes. Steps in the strategy include capitalization of appropriate letters, overall appearance of paper, punctuation used correctly, and spelling accuracy. (JDD)

  8. A Systematic Review of the Relationships between Principal Characteristics and Student Achievement. REL 2016-091

    Science.gov (United States)

    Osborne-Lampkin, La'Tara; Folsom, Jessica Sidler; Herrington, Carolyn D.

    2015-01-01

    This systematic review of the relationships between principal characteristics and student achievement was created for educators, administrators, policy-makers, and other individuals interested in a comprehensive catalogue of research on relations between principal characteristics and student achievement. It synthesizes what is known about…

  9. The Effect of Teaching Strategies and Curiosity on Students' Achievement in Reading Comprehension

    Science.gov (United States)

    Gurning, Busmin; Siregar, Aguslani

    2017-01-01

    The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching…

  10. Correlates of Academic Procrastination and Mathematics Achievement of University Undergraduate Students

    Science.gov (United States)

    Akinsola, Mojeed Kolawole; Tella, Adedeji; Tella, Adeyinka

    2007-01-01

    Procrastination is now a common phenomenon among students, particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a…

  11. Predicting Pre-Service Teachers' Intention of Implementing Peer Assessment for Low-Achieving Students

    Science.gov (United States)

    Yim, Su Yon; Cho, Young Hoan

    2016-01-01

    Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers' intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey…

  12. Instructional, Transformational, and Managerial Leadership and Student Achievement: High School Principals Make a Difference

    Science.gov (United States)

    Valentine, Jerry W.; Prater, Mike

    2011-01-01

    This statewide study examined the relationships between principal managerial, instructional, and transformational leadership and student achievement in public high schools. Differences in student achievement were found when schools were grouped according to principal leadership factors. Principal leadership behaviors promoting instructional and…

  13. What Effective Principals Do to Improve Instruction and Increase Student Achievement

    Science.gov (United States)

    Turner, Elizabeth Anne

    2013-01-01

    The purposes of this mixed method study were to (a) Examine the relationships among principal effectiveness, principal instructional leadership, and student achievement; (b) examine the differences among principal effectiveness, principal instructional leadership and student achievement; and (c) investigate what effective principals do to improve…

  14. Leading in the Middle: Leadership Behaviors of Middle Level Principals that Promote Student Achievement

    Science.gov (United States)

    Minus, Eric L.

    2010-01-01

    This study sought to investigate the relationship between middle school principals' instructional leadership behaviors and student achievement. In particular, this study investigated the specific principal leadership behaviors of middle level principals that promote student achievement in school. A secondary variable for consideration was student…

  15. Social Adaptation and Its Relationship to Achievement Motivation among High School Students in Jordan

    Science.gov (United States)

    AlZboon, Saleem Odeh

    2013-01-01

    The study amid at exploring and detecting the level of social adaptation and its relationship with the achievement motivation of the secondary school students in Jordan, the study sample consisted of 495 secondary school students in the province of Jerash, and to achieve the objective of this study comes the development of two tools: the first one…

  16. Comparing the Effects of Instructional and Transformational Leadership on Student Achievement: Implications for Practice

    Science.gov (United States)

    Shatzer, Ryan H.; Caldarella, Paul; Hallam, Pamela R.; Brown, Bruce L.

    2014-01-01

    The purpose of this study was to compare transformational and instructional leadership theories, examine the unique impact that school leaders have on student achievement, and determine which specific leadership practices are associated with increased student achievement. The sample for this study consisted of 590 teachers in 37 elementary schools…

  17. A Study of Leadership Styles that Lead to Academic Achievement of Hispanic Students

    Science.gov (United States)

    Smith, Mitzi Harris

    2010-01-01

    The purpose of this study was to determine the relationship between secondary principal leadership style and Hispanic student achievement. Student achievement was measured by the graduation rate for each school. The principals' leadership styles were defined by scores in the Leadership Orientations Profile. The online survey was sent to 549…

  18. In Their Own Words: Reasons Underlying the Achievement Striving of Students in Schools

    Science.gov (United States)

    Lee, Minhye; Bong, Mimi

    2016-01-01

    By analyzing the open-ended reasons for studying generated by 3 different groups of Korean middle school students, we aimed to provide partial answers to current issues in achievement goal research that are difficult to resolve solely with the use of survey ratings. We categorized student responses using the achievement goal frameworks of Midgley…

  19. Turning State Data and Research into Information: An Example from Washington State's Student Achievement Initiative

    Science.gov (United States)

    Prince, David; Seppanen, Loretta; Stephens, Deborah; Stewart, Carmen

    2010-01-01

    This chapter discusses Washington State's Student Achievement Initiative, a new performance funding system for community and technical colleges. Its purposes are to improve public accountability by more accurately describing what students achieve from enrolling in state colleges each year and provide incentives through financial rewards to…

  20. Financial Incentives and Student Achievement: Evidence from Randomized Trials. NBER Working Paper No. 15898

    Science.gov (United States)

    Fryer, Roland G., Jr.

    2010-01-01

    This paper describes a series of school-based randomized trials in over 250 urban schools designed to test the impact of financial incentives on student achievement. In stark contrast to simple economic models, our results suggest that student incentives increase achievement when the rewards are given for inputs to the educational production…

  1. Do Algorithms Homogenize Students' Achievements in Secondary School Better than Teachers' Tracking Decisions?

    Science.gov (United States)

    Klapproth, Florian

    2015-01-01

    Two objectives guided this research. First, this study examined how well teachers' tracking decisions contribute to the homogenization of their students' achievements. Second, the study explored whether teachers' tracking decisions would be outperformed in homogenizing the students' achievements by statistical models of tracking decisions. These…

  2. Attributional Beliefs of Singapore Students: Relations to Self-Construal, Competence and Achievement Goals

    Science.gov (United States)

    Luo, Wenshu; Hogan, David J.; Yeung, Alexander Seeshing; Sheng, Yee Zher; Aye, Khin Maung

    2014-01-01

    This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy,…

  3. The Effect of the Time Management Art on Academic Achievement among High School Students in Jordan

    Science.gov (United States)

    Al-Zoubi, Maysoon

    2016-01-01

    This study aimed at recognizing the effect of the Time Management Art on academic achievement among high school students in the Hashemite Kingdom of Jordan. The researcher employed the descriptive-analytic research to achieve the purpose of the study where he chose a sample of (2000) high school female and male students as respondents to the…

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

    Science.gov (United States)

    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…

  5. Exploring the Relationship between Student Involvement in GEAR UP and Academic Achievement

    Science.gov (United States)

    Kennedy, Renea F.

    2016-01-01

    The purpose of this study was to examine the relationship between GEAR UP academic support services and student achievement. GEAR UP is an evidence-based college readiness program. This study focused on a subset of academic support services designed to impact student achievement including: academic mentoring, math tutoring, English tutoring, study…

  6. Motivational Factors Contributing to Turkish High School Students' Achievement in Gases and Chemical Reactions

    Science.gov (United States)

    Kadioglu, Cansel; Uzuntiryaki, Esen

    2008-01-01

    This study aimed to investigate the contribution of motivational factors to 10th grade students' achievement in gases and chemical reactions in chemistry. Three hundred fifty nine 10th grade students participated in the study. The Gases and Chemical Reactions Achievement Test and the Motivated Strategies for Learning Questionnaire were…

  7. A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies

    Science.gov (United States)

    Ogbonnaya, Ugorji I.; Mogari, David L.; Machisi, Eric

    2013-01-01

    In this study, repeated measures design was employed to compare low performing students' achievements in factoring cubic polynomials using three strategies. Twenty-five low-performing Grade 12 students from a secondary school in Limpopo province took part in the study. Data was collected using achievement test and was analysed using repeated…

  8. Incremental Beliefs of Ability, Achievement Emotions and Learning of Singapore Students

    Science.gov (United States)

    Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei

    2014-01-01

    This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…

  9. The Impact of Rational Emotive Behavior Therapy on Teacher Efficacy and Student Achievement

    Science.gov (United States)

    Warren, Jeffrey M.

    2010-01-01

    This literature review explores the potential impact of Rational Emotive Behavior Therapy (REBT) on teacher efficacy and student achievement. Research conducted to date, focusing on increasing teacher efficacy and student achievement, has produced mixed results. Teachers continue to think, emote, and behave in unhelpful ways. REBT appears to…

  10. Low-Achieving Students' Attitudes towards Learning Chemistry and Chemistry Teaching Methods

    Science.gov (United States)

    Kousa, P.; Kavonius, R.; Aksela, M.

    2018-01-01

    The aims of this study were to determine low-achieving students' attitudes towards chemistry and how the attitudes differ within a low achieving group. The most preferred teaching methods were also defined. Empirical data (n = 2949) were collected by stratified sampling from fifteen-year-old Finnish lower-secondary school students as part of a…

  11. The Effects of "Live Virtual Classroom" on Students' Achievement and Students' Opinions about "Live Virtual Classroom" at Distance Education

    Science.gov (United States)

    Yilmaz, Ozgur

    2015-01-01

    This study was performed to investigate the effects of live virtual classroom on students' achievement and to determine students' opinions about the live virtual physics classroom at distance learning. 63 second-year Distance Computer Education & Instructional Technology students enrolled in this study. At the live virtual physics classroom,…

  12. Social Media Influence and Intensity of Watching Television Drama on Achievement of Students

    OpenAIRE

    Ali Akbar Himawan; Basori Basori; Taufiq Lilo Adi Sucipto

    2017-01-01

    The aims of this study are to get: (1) the influence of the social media use on achievement of students; (2) the influence of the watching television drama intensity on achievement of students grade X TKJ in SMK Batik 1 Surakarta; and (3) the influence both of social media use and the watching television drama intensity on achievement of students. The sample used was 78 from 100 student population based on Isaac and Michael table. This study was quantitative research using ex post facto metho...

  13. Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students

    Directory of Open Access Journals (Sweden)

    Suhail Mahmoud AL-ZOUBI

    2014-12-01

    Full Text Available The aim of the study was to explore the effect of enrichment programs on the academic achievement of gifted and talented students. The sample of the study consisted of (30 gifted and talented students studying at Al-Kourah Pioneer Center for gifted and talented students (APCGTS, Jordan. An achievement test was developed and applied on the sample of the study as a pretest and posttest. The results showed the effects of enrichment programs at APCGTS on improving the academic achievement of gifted and talented students.

  14. Instructor Reputation: An Expectancy Relationship Involving Student Ratings and Achievement.

    Science.gov (United States)

    Perry, Raymond P.

    1979-01-01

    Instructor expressiveness and lecture content were combined with instructor reputation in a 2 X 2 X 2 factorial design to assess interaction effects. Results indicated that reputation interacted with expressiveness but not content, in which students rated positive, high-expressive instructors more favorably than negative, high-expressive…

  15. Effect of a Virtual Chemistry Laboratory on Students' Achievement

    Science.gov (United States)

    Tatli, Zeynep; Ayas, Alipasa

    2013-01-01

    It is well known that laboratory applications are of significant importance in chemistry education. However, laboratory applications have generally been neglected in recent educational environments for a variety of reasons. In order to address this gap, this study examined the effect of a virtual chemistry laboratory (VCL) on student achievement…

  16. Academic Achievement and Formal Thought in Engineering Students

    Science.gov (United States)

    Vazquez, Stella Maris; de Anglat, Hilda Difabio

    2009-01-01

    Introduction: Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings observed in the classrooms. Thus, the main objective of this paper was exploring the…

  17. Students' Perspectives on Raising Achievement through Inclusion in Essunga, Sweden

    Science.gov (United States)

    Allan, Julie; Persson, Elisabeth

    2016-01-01

    A Swedish municipality that has transformed its position at the bottom of the national school league tables to top within three years--through inclusive education--has attracted much attention both in Sweden and internationally. This article offers the students' perspectives on the transformation and how they have experienced success. A social…

  18. Student IEP Participation and Academic Achievement across Time

    Science.gov (United States)

    Barnard-Brak, Lucy; Lechtenberger, DeAnn

    2010-01-01

    The Individuals with Disabilities Education Act mandates that students with disabilities be provided the necessary special education and related services that will allow them the benefit of a free and appropriate public education. Individualized Education Programs (IEPs) are the product of a team planning process that facilitates the coordination…

  19. Students' Gender-Related Choices and Achievement in Physics

    Science.gov (United States)

    Jugovic, Ivana

    2017-01-01

    The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students' educational outcomes in a stereotypically male educational domain: physics. Eccles and colleagues' expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school…

  20. Impact of the "salary scholarship" impact profile and student achievement.

    Directory of Open Access Journals (Sweden)

    Berlanga, Vanesa

    2013-08-01

    Full Text Available In Spain, within the framework of the Strategy 2015, the implementation of scholarships, grants and wages especially adapted to the new situation of the European Higher Education, intended to ensure access to university education to those most disadvantaged social groups economically. This research makes an ex post facto, descriptive-comparative aimed at assessing the impact of the grant salary, as an economic factor, on equity, access and academic performance in the first year of college. The study was conducted with a total of 10,394 new students in the 2010-11 cohort at the University of Barcelona, from the database from the institution itself. A total of 642 students agreed to grant salary, with differences depending on the branch of knowledge, gender, and the path to college. In relation to their peers, scholarship students come from families with occupations and / or study less, so scholarships model contributes to equity in access. In relation to performance analysis, scholarship students enrolled and present, on average, a larger number of subjects in order to meet the academic requirements for scholarship renewal, but the results are final academic in several branches knowledge, influenced negatively. One possible explanation is the largest academic pressure of this group in a phase usually complicated: the transition to college.

  1. Group-Examination Improves Learning for Low-Achieving Students

    Science.gov (United States)

    Macpherson, G. L.; Lee, Young-Jin; Steeples, Don

    2011-01-01

    An introductory geology class that satisfies a liberal arts distribution requirement was used to investigate the benefits of allowing discussion during assessments. For three term examinations, students completed short- to medium-length essay tests individually (individual examination) and then again as part of an assigned group of four to five…

  2. Math Manipulatives to Increase 4th Grade Student Achievement

    Science.gov (United States)

    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…

  3. Iranian Students' Performance on the IELTS: A Question of Achievement

    Science.gov (United States)

    Ghaemi, Farid; Daftarifard, Parisa; Shirkhani, Servat

    2011-01-01

    Reading comprehension has won much effort on the part of teachers, testers, and researchers in Iran due to the fact that the immediate need of Iranian students at different university levels is the ability to read in order to get new information on the topic they are studying. The question raised is how much reading practice can move learners…

  4. Self-Esteem, Locus of Control, and Student Achievement.

    Science.gov (United States)

    Sterbin, Allan; Rakow, Ernest

    The direct effects of locus of control and self-esteem on standardized test scores were studied. The relationships among the standardized test scores and measures of locus of control and self-esteem for 12,260 students from the National Education Longitudinal Study 1994 database were examined, using the same definition of locus of control and…

  5. Effect of concept mapping approach on students' achievement in ...

    African Journals Online (AJOL)

    The quasi-experimental research design was used in carrying out the study adopting the pre-test – post-test control type. The sample consists of 180 Senior Secondary One (SS1) Students comprising of 88 males and 92 females. In each ... The experimental group was taught mathematical concepts using concept mapping ...

  6. 420 Factors Affecting Academic Achievement of Students in Senior ...

    African Journals Online (AJOL)

    User

    2010-10-17

    Oct 17, 2010 ... Lawal, B. O. - Department of Teacher Education, University of Ibadan. Abstract. The study ... perception of the subject perform better than those with negative attitude towards ... Religious Knowledge compared to science students. .... "The number of unskilled teachers of English in West Africa is still very.

  7. Sustaining College Students' Persistence and Achievement through Exemplary Instructional Strategies

    Science.gov (United States)

    Gentry, Ruben

    2014-01-01

    A "take it or leave it" attitude has no place in higher education. Society needs an educated citizenry to sustain and advance its technological and global mission. Too few students are entering college and even fewer than might reasonably be expected are graduating. Retention and graduation rates serve as key indicators of performance…

  8. Student Teachers' Perceptions of Poverty and Educational Achievement

    Science.gov (United States)

    Thompson, Ian; McNicholl, Jane; Menter, Ian

    2016-01-01

    This paper reports on a mixed methods study carried out within the Initial Teacher Education (ITE) programme at the University of Oxford on the ways that the course sought to frame and address the link between poverty and poorer educational outcomes. The study was concerned with the views held by ITE students on the effects of poverty on pupils'…

  9. The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

    Science.gov (United States)

    Mekarina, M.; Ningsih, Y. P.

    2017-09-01

    This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

  10. The Potential for Using Gamification in Academic Libraries in Order to Increase Student Engagement and Achievement

    Directory of Open Access Journals (Sweden)

    Andrew Walsh

    2014-06-01

    Full Text Available This paper discusses the potential benefits of using gamification techniques to increase student engagement with library resources. It outlines the link between student use of library resources and academic achievement, and suggests that gamification has to potential to increase usage of resources, which may also increase academic achievement. Some early findings from an implementation of a gamification project, Lemontree, are also discussed in which students reported increased usage of library resources and their acceptance of gamification techniques in Higher Education.

  11. Breaking through barriers: using technology to address executive function weaknesses and improve student achievement.

    Science.gov (United States)

    Schwartz, David M

    2014-01-01

    Assistive technologies provide significant capabilities for improving student achievement. Improved accessibility, cost, and diversity of applications make integration of technology a powerful tool to compensate for executive function weaknesses and deficits and their impact on student performance, learning, and achievement. These tools can be used to compensate for decreased working memory, poor time management, poor planning and organization, poor initiation, and decreased memory. Assistive technology provides mechanisms to assist students with diverse strengths and weaknesses in mastering core curricular concepts.

  12. Teacher Classroom Practices, Student Motivation and Mathematics Achievements in High School: Evidence from HSLS:09 Data

    OpenAIRE

    Yu, Rongrong

    2015-01-01

    The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modelin...

  13. Students' Extrinsic and Intrinsic Motivation Level and Its Relationship with Their Mathematics Achievement

    Science.gov (United States)

    Acar Güvendir, Meltem

    2016-01-01

    This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…

  14. Factors Influencing Student Achievement in Different Asian American Pacific Islander Cultures

    Science.gov (United States)

    Marsing, Deborah J.

    2017-01-01

    Asian American Pacific Islander (AAPI) students are often characterized as model minorities. However, AAPI students represent many diverse communities and a wide spectrum of achievement. Each AAPI culture may experience varying levels of biculturalism and acculturation that can influence students' academic success. This quantitative study…

  15. How Much Does Student Engagement with Videos and Forums in a MOOC Affect Their Achievement?

    Science.gov (United States)

    Bonafini, Fernanda Cesar; Chae, Chungil; Park, Eunsung; Jablokow, Kathryn Weed

    2017-01-01

    Engagement in Massive Open Online Courses (MOOCs) is based on students who self-organize their participation according to their own goals and interests. Visual materials such as videos and discussion forums are basic ways of engaging students in MOOCs. Student achievement in MOOCs is typically measured using assessments distributed throughout the…

  16. The Role of Motivation and Self-Esteem in the Academic Achievement of Turkish Gifted Students*

    Science.gov (United States)

    Topçu, Sevgi; Leana-Tascilar, Marilena Z.

    2018-01-01

    The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34…

  17. Academic Achievement, Employment, Age and Gender and Students' Experience of Alternative School

    Science.gov (United States)

    Poyrazli, Senel; Ferrer-Wreder, Laura; Meister, Denise G.; Forthun, Larry; Coatsworth, J. Doug; Grahame, Kamini Maraj

    2008-01-01

    The purpose of this cross-sectional study was to explore associations between academic achievement, employment, gender, and age in relation to students' sense of school membership and perception of adults in school. The sample consisted of 102 secondary, alternative school students. Results indicated that students with a more positive perception…

  18. Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

    Science.gov (United States)

    Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

    2010-01-01

    This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

  19. Improving Students' Creative Thinking and Achievement through the Implementation of Multiple Intelligence Approach with Mind Mapping

    Science.gov (United States)

    Widiana, I. Wayan; Jampel, I. Nyoman

    2016-01-01

    This classroom action research aimed to improve the students' creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students' responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and…

  20. Math Achievement Trajectories among Black Male Students in the Elementary- and Middle-School Years

    Science.gov (United States)

    Zilanawala, Afshin; Martin, Margary; Noguera, Pedro A.; Mincy, Ronald B.

    2018-01-01

    In this article, we analyze the variation in math achievement trajectories of Black male students to understand the different ways these students successfully or unsuccessfully navigate schools and the school characteristics that are associated with their trajectories. Using longitudinal student-level data from a large urban US city (n = 7,039),…

  1. Level of Students' Achievement in Mathematics at the End of Elementary Education in Yemen

    Science.gov (United States)

    Khair, Tarig Mohamed Ali Mohamed; Khairani, Ahmad Zamri; Elrofai, Tahra Aisa

    2012-01-01

    The main purpose of this study was to investigate the level of student's achievement in mathematics in Yemen. This study use a sample of 200 male students and 200 female students, chosen from eight government schools on the basis of diversified sampling techniques. A mathematics test which composed of seventy five items that covered geometrical…

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

    Science.gov (United States)

    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…

  3. Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

    Science.gov (United States)

    Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S.

    2014-01-01

    Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students,…

  4. A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

    Science.gov (United States)

    Lamberg, Catherine Denise

    2012-01-01

    Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

  5. Low (linear) teacher effect on student achievement in pre-academic physics education

    NARCIS (Netherlands)

    Cottaar - Haverkorn van Rijsewijk, A.

    2012-01-01

    This study investigates the effect of physics education on students' achievement in a large-scale quantitative study of pre-academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: their pleasantness principally

  6. Attitude and Motivation as Predictors of Academic Achievement of Students in Clothing and Textiles

    Science.gov (United States)

    Uwameiye, B. E.; Osho, L. E.

    2011-01-01

    This study investigated attitude and motivation as predictors of academic achievement of students in clothing and textiles. Three colleges of education in Edo and Delta States were randomly selected for use in this study. From each school, 40 students were selected from Year III using simple random technique yielding a total of 240 students. The…

  7. A Pilot Study of Working Memory and Academic Achievement in College Students with ADHD

    Science.gov (United States)

    Gropper, Rachel J.; Tannock, Rosemary

    2009-01-01

    Objective: To investigate working memory (WM), academic achievement, and their relationship in university students with attention-deficit/hyperactivity disorder (ADHD). Method: Participants were university students with previously confirmed diagnoses of ADHD (n = 16) and normal control (NC) students (n = 30). Participants completed 3…

  8. Effect of Varied Computer Based Presentation Sequences on Facilitating Student Achievement.

    Science.gov (United States)

    Noonen, Ann; Dwyer, Francis M.

    1994-01-01

    Examines the effectiveness of visual illustrations in computer-based education, the effect of order of visual presentation, and whether screen design affects students' use of graphics and text. Results indicate that order of presentation and choice of review did not influence student achievement; however, when given a choice, students selected the…

  9. Students' High School Organizational Leadership Opportunities and Their Influences on Academic Achievement and Civic Participation

    Science.gov (United States)

    Elemen, Jennifer E.

    2015-01-01

    The purpose of this quantitative study was to analyze high school leadership praxis for its inclusion of students in organizational leadership dialogue and decision-making and the influences of these factors on student achievement and civic participation. Survey questionnaire data were provided by 215 full-time enrolled undergraduate students from…

  10. Student Satisfaction with EFL Speaking Classes: Relating Speaking Self-Efficacy and Skills Achievement

    Science.gov (United States)

    Asakereh, Ahmad; Dehghannezhad, Maliheh

    2015-01-01

    This study investigated the relationship between student satisfaction with speaking classes, speaking skills self-efficacy beliefs, and speaking skills achievement. To this end, one hundred Iranian EFL undergraduate students filled out two questionnaires; a research-made and pilot-tested questionnaire for student satisfaction with speaking…

  11. Family Processes Affect Students' Motivation, and Science and Math Achievement in Cypriot High Schools.

    Science.gov (United States)

    Koutsoulis, Michalis K.; Campbell, James Reed

    2001-01-01

    Studied the influence of home environment on male and female high school students' motivation and achievement. Results for 737 Cypriot high school students and their parents show the importance of student self-concept and negative effects for parental pressure. Results suggest the need for closer lines of communication between home and school.…

  12. Further Evidence of an Engagement-Achievement Paradox among U.S. High School Students

    Science.gov (United States)

    Shernoff, David J.; Schmidt, Jennifer A.

    2008-01-01

    Achievement, engagement, and students' quality of experience were compared by racial and ethnic group in a sample of students (N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported…

  13. Income Segregation between School Districts and Inequality in Students' Achievement

    Science.gov (United States)

    Owens, Ann

    2018-01-01

    Large achievement gaps exist between high- and low-income students and between black and white students. This article explores one explanation for such gaps: income segregation between school districts, which creates inequality in the economic and social resources available in advantaged and disadvantaged students' school contexts. Drawing on…

  14. Assessing the Effect of Cooperative Learning on Financial Accounting Achievement among Secondary School Students

    Science.gov (United States)

    Inuwa, Umar; Abdullah, Zarifah; Hassan, Haslinda

    2017-01-01

    This study examined the effect of cooperative learning approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 120 students participated in the study were selected randomly from six schools. The students were divided into two equal groups, namely:…

  15. Application of Marketing Principles to Recruitment of Students Achieves Phenomenal Returns on Low Investment.

    Science.gov (United States)

    de los Santos, Gilberto

    1984-01-01

    A project to improve Pan American's recruitment efforts in student markets already being served, rather than seeking new markets, is described. The project had two target groups: students accepted but not enrolled, and students who had left the university in good academic standing before graduating. Favorable results were achieved at low cost.…

  16. The Effects of Visual Thinking Strategies on Reading Achievement of Students with Varying Levels of Motivation

    Science.gov (United States)

    Zelvis, Rima R.

    2008-01-01

    This study examined the effects of the Visual Thinking Strategies (VTS) curriculum on reading achievement of students with various motivational levels. A 2X2 factorial design was used. The sample population consisted of 104 fourth grade students from an upper middle class school system in Connecticut. All students were administered a…

  17. Impact of Simulation Based Education on Biology Student's Academic Achievement in DNA Replication

    Science.gov (United States)

    Reddy, M. Vijaya Bhaskara; Mint, Phyu Phyu

    2017-01-01

    The aim of this study is to determine the effect of simulation methods in teaching Science on education students' academic achievement. 70 students (35 control, 35 experimental) who studied at Srinivasa College of education, SV University in the Department of Education. 2015-2016 academic year students were participated in this simulation based…

  18. Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

    Science.gov (United States)

    Herpratiwi; Darsono; Sasmiati; Pujiyatli

    2018-01-01

    Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

  19. The Effect of Peer Support on University Level Students' English Language Achievements

    Science.gov (United States)

    Sari, Irfan; Çeliköz, Nadir; Ünal, Süleyman

    2017-01-01

    The purpose of the study is to investigate the effect of peer support on university level students' English language achievements. An experimental model with pretest-posttest experimental and control group was used with 800 students who were studying at a university in Istanbul vicinity. As experiment group, 400 students (200 of whom…

  20. The Effects of the Classroom Performance System on Student Participation, Attendance, and Achievement

    Science.gov (United States)

    Termos, Mohamad Hani

    2013-01-01

    The Classroom Performance System (CPS) is an instructional technology that increases student performance and promotes active learning. This study assessed the effect of the CPS on student participation, attendance, and achievement in multicultural college-level anatomy and physiology classes, where students' first spoken language is not English.…

  1. Bilingual Competence and Students' Achievement in Physics and Mathematics

    Science.gov (United States)

    Farrell, Martin Peter

    2011-01-01

    It has long been suggested that, in a bilingual setting, the proficiencies achieved in the first (L1) and second (L2) language may have a bearing on a subject's cognitive and, consequently, academic functioning. The study is set in Malta, a country in which Maltese (L1) and English (L2) are learnt simultaneously at school from age 5. It…

  2. Classroom Climate and Students' Academic Achievement in Social ...

    African Journals Online (AJOL)

    The instrument used was a structured six-point Likert scale questionnaire, the reliability estimate of which ranged from 0.7 to 0.8 and achievement test adapted from Junior Secondary School Certificate Examination, Ministry of Education, Cross River State (2004) were used to collect information used in the study. The data ...

  3. The Role of Online Education Preferences on Student's Achievement

    Science.gov (United States)

    Baturay, Meltem Huri; Yukselturk, Erman

    2015-01-01

    Online education has expanded and is expected to continue growing rapidly in time along with technological innovations. It is obvious that there is a movement toward online learning which necessitates the need of more empirical evidence on effective learning and learners' achievement. This study investigated effect of the variables: demographics…

  4. The association between academic engagement and achievement in health sciences students

    Science.gov (United States)

    2013-01-01

    Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

  5. Achievement Motivation and Academic Motivation among Students of Kermanshah University of Medical Sciences in 2013

    OpenAIRE

    Firoozeh Khamoushi; Arash Parsa Moghaddam; Mahtab Sadeghi; Ali Akbar Parvizifard; Akram Ahmadzadeh

    2016-01-01

    Introduction: Students are often similar in terms of learning ability and talent. However, there are remarkable differences in their academic performance during their schooling, which can be due to the differences in their academic motivation and achievement motivation. The current study was carried out to compare achievement motivation and academic achievement among the students of Kermanshah University of Medical Sciences (KUMS) in 2013. Methods: In this descriptive Analytical cross-sec...

  6. Learning styles and academic achievement among undergraduate medical students in Thailand.

    Science.gov (United States)

    Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

    2015-01-01

    This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

  7. The effect of inquiry-flipped classroom model toward students' achievement on chemical reaction rate

    Science.gov (United States)

    Paristiowati, Maria; Fitriani, Ella; Aldi, Nurul Hanifah

    2017-08-01

    The aim of this research is to find out the effect of Inquiry-Flipped Classroom Models toward Students' Achievement on Chemical Reaction Rate topic. This study was conducted at SMA Negeri 3 Tangerang in Eleventh Graders. The Quasi Experimental Method with Non-equivalent Control Group design was implemented in this study. 72 students as the sample was selected by purposive sampling. Students in experimental group were learned through inquiry-flipped classroom model. Meanwhile, in control group, students were learned through guided inquiry learning model. Based on the data analysis, it can be seen that there is significant difference in the result of the average achievement of the students. The average achievement of the students in inquiry-flipped classroom model was 83,44 and the average achievement of the students in guided inquiry learning model was 74,06. It can be concluded that the students' achievement with inquiry-flipped classroom better than guided inquiry. The difference of students' achievement were significant through t-test which is tobs 3.056 > ttable 1.994 (α = 0.005).

  8. The correlation between achievement goals, learning strategies, and motivation in medical students.

    Science.gov (United States)

    Kim, Sun; Hur, Yera; Park, Joo Hyun

    2014-03-01

    The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

  9. The Implementation of Aptitude Treatment Interaction (ATI to Improve Learning Motivation of Low Achievement Students

    Directory of Open Access Journals (Sweden)

    Syawal - Syawal

    2017-10-01

    Full Text Available This research was classroom action research, which aims at improving students' motivation of their poor performance through learning model Aptitude Treatment Interaction (ATI on VII.3 grade students of SMP Negeri 6 Parepare. Aptitude Treatment Interaction (ATI can serve individual student differences by adjusting treatment or learning method with students' abilities. The use of this model was emphasizing to create small groups of students that have achievement alike. Students with have low academic achievement based on test results and teacher interview will be grouped into one group and will be given preferential treatment by tutoring intensity rather than the group of high academic achievement. Subjects of this research were students of class VII.3 SMP Negeri 6 Parepare which is consist of 25 students. This research was conducted in two cycles. The procedure of this research involved four phases: (1 planning, (2 Implementation of action, (3 observation, (4 Reflection. The data collection was done by observation, tests, and questionnaires for each cycle after giving treatment through learning model Aptitude Treatment Interaction (ATI. Data collected were analyzed using quantitative and qualitative analysis. The results of this research indicate that the Aptitude Treatment Interaction (ATI can be an alternative method to improve learning motivation of low achievement students. The results of this research also showed that the Aptitude Treatment Interaction (ATI can be an alternative to problem-solving in the classroom, especially for low achievement students.

  10. National Board Certified Teachers andTheir Students' Achievement

    OpenAIRE

    Leslie G. Vandevoort; Audrey Amrein-Beardsley; David C. Berliner

    2004-01-01

    Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evid...

  11. Teaching science in a technology rich environment: Probeware's effect on student attitude and achievement

    Science.gov (United States)

    Zelmanowicz, Marc

    Purpose The use of technology in the science classroom has been a major part of the initiative toward increasing student attitude and achievement in Science, Technology, Education and Math [STEM] education in the United States. The purpose of this study was to determine the extent to which the use of probeware in a high school science living environment classroom impacts student attitude towards science and/or student achievement on standards-based assessments. This study sought to answer the following quantitative questions with a qualitative component: To what extent does the use of probeware in a high school level living environment course influence student attitudes toward science compared to students who are not using probeware? What is the impact, if any, on student achievement in a living environment course, as measured by New York State Living Environment Regents [NYSLER] exam grades, between students who use probeware and students who do not? Is there a significant difference between the two groups with regard to achieving mastery on the NYSLER exam? Sample The participants in the study were Living Environment students of a suburban high school outside of New York City. Methods The quasiexperimental study examined the effects of the replacement of traditional scientific equipment with probeware on student attitude and achievement in a living environment classroom. Student attitude was measured by the modified Attitude Toward Science Inventory [mATSI] and student achievement was measured by the New York State Living Environment Regents [NSLER] Exam. Descriptive statistics, ANCOVA and hierarchical regression analysis were conducted to answer the research questions in this study. A qualitative component was included to enhance the understanding of the quantitative analysis. Major Findings Through this study, results demonstrated a statistically significant impact of probeware on student attitude, but did not show a statistically significant impact of

  12. The Effect of the Type of Achievement Grouping on Students' Question Generation in Science

    Science.gov (United States)

    Kaya, Sibel

    2015-01-01

    This study aimed to examine the influence of different types of achievement grouping on question generation. There were 46 participants from two Grade 5 classrooms. Students completed a test to determine their achievement levels. One of the classrooms was randomly assigned, to work in homogeneous achievement groups and the other one in…

  13. Teacher Turnover Impact on 1st-8th Grade Student Academic Achievement: A Correlational Study

    Science.gov (United States)

    Reid, Johnnie M.

    2010-01-01

    The impact of schools and students not meeting academic achievement standards affects the community and the nation's future workforce. This paper examines many of the factors influencing achievement with special attention given to the facts of teacher turnover in the schools. Teacher turnover and the sad state of the academic achievement of…

  14. The Effect of School Principals' Leadership Styles on Elementary School Students' Reading Achievement Scores

    Science.gov (United States)

    Jones, James M.

    2013-01-01

    Principal leadership studies have indicated that leadership can play an important role in augmenting students' achievement scores. One significant influence that can affect achievement scores is the leadership style of the principal. This study focuses on fourth-grade achievement scores within urban elementary schools and explores the relationship…

  15. A Meta-Analytic Review of Tactile-Cued Self-Monitoring Interventions Used by Students in Educational Settings

    Science.gov (United States)

    McDougall, Dennis; Ornelles, Cecily; Mersberg, Kawika; Amona, Kekama

    2015-01-01

    In this meta-analytic review, we critically evaluate procedures and outcomes from nine intervention studies in which students used tactile-cued self-monitoring in educational settings. Findings suggest that most tactile-cued self-monitoring interventions have moderate to strong effects, have emerged only recently, and have not yet achieved the…

  16. Effectiveness of creative and productive instructional method towards students' learning achievement in steel structure course

    Science.gov (United States)

    Sugiyanto, Pribadi, Supriyanto, Bambang

    2017-09-01

    The purpose of this study was to investigate the effectiveness of Creative & Productive instructional method compared with conventional method. This research was a quasi-experimental study involving all Civil Engineering students at Universitas Negeri Malang who were taking a course of Steel Structure. The students were randomly assigned to two different treatment groups, 30 students in experimental group and 37 students in the control group. It was assumed that these groups were equal in all relevant aspects; they differed only in the treatment administered. We used the t-test to test the hypothesis. The results of this research suggest that: (l) the use of Creative & Productive instructional method can significantly improve students' learning achievement, (2) the use of Creative & Productive instructional method can significantly improve students' retention, (3) students' motivation has a significant effect on their learning achievement, and (4) students' motivation has a significant effect on their retention.

  17. Monitoring Student Activity in Collaborative Software Development

    DEFF Research Database (Denmark)

    Dietsch, Daniel; Podelski, Andreas; Nam, Jaechang

    2013-01-01

    year of studies formed 20 groups and worked collaboratively to develop video games. Throughout the lab, students have to use a variety of tools for managing and developing their projects, such as software version control, static analysis tools, wikis, mailing lists, etc. The students are also supported......This paper presents data analysis from a course on Software Engineering in an effort to identify metrics and techniques that would allow instructor to act proactively and identify patterns of low engagement and inefficient peer collaboration. Over the last two terms, 106 students in their second...... by weekly meetings with teaching assistants and instructors regarding group progress, code quality, and management issues. Through these meetings and their interactions with the software tools, students leave a detailed trace of data related to their individual engagement and their collaboration behavior...

  18. Performance Monitoring and Evaluation in Botswana’s Public Service: Achievements and Challenges

    Directory of Open Access Journals (Sweden)

    Dorothy Mpabanga

    2016-03-01

    Full Text Available The paper aims to explore the implementation of performance monitoring and evaluation tools used in Botswana’s public service. The paper also identifies achievements and challenges of implementing performance monitoring and evaluation system and suggests ways for improvement. This paper uses secondary data sources. The paper reveals lack of performance monitoring and evaluation skills, poor supervision, poor conditions of service and a poor work ethic as some of the factors contributing to ineffective use of performance monitoring and evaluation tools in the service. Leadership commitment and support, benchmarking reforms, training and education, developed administrative and governance structures as well as well-defined public policy and program formulation and implementation processes are some of the success factors to enhanced performance management and evaluation systems in Botswana. The paper argues for adoption of a developmental-led model in order to enhance existing performance monitoring and evaluation system that would improve implementation of government policies and programs. Botswana has been striving to excel in service delivery through performance monitoring and evaluation oriented reforms.

  19. Resilience influence, goals and social context in the academic achievement of high school students

    Directory of Open Access Journals (Sweden)

    José Concepción Gaxiola Romero

    2012-05-01

    Full Text Available The academic achievement in high school students of Mexico, according to national and international evaluations has been insufficient. In spite of this situation, is possible to find excellent students, even in the context of sharing negative contextual and physical conditions. There are few investigations that describe the variables associated to resilient students. The alumni that are beyond the risks are called resilient (Rutter, 2007. The aim of this research was to explore and identify the internal variables: goals and resilience, and the external variables: risky neighborhood and risky friends that predicted the scholar achievement of high school students. To measure those variables, was used a compilation of scales validated in the region. The data were analyzed using structural equation modeling, and show that resilience predicted indirectly the scholar achievement trough the academic goals. The results could be used in programs to improve the academic achievement of this group of students.

  20. Learning styles and academic achievement among undergraduate medical students in Thailand

    Directory of Open Access Journals (Sweden)

    Wichuda Jiraporncharoen

    2015-07-01

    Full Text Available Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3% participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

  1. Social Media Influence and Intensity of Watching Television Drama on Achievement of Students

    Directory of Open Access Journals (Sweden)

    Ali Akbar Himawan

    2017-10-01

    Full Text Available The aims of this study are to get: (1 the influence of the social media use on achievement of students; (2 the influence of the watching television drama intensity on achievement of students grade X TKJ in SMK Batik 1 Surakarta; and (3 the influence both of social media use and the watching television drama intensity on achievement of students. The sample used was 78 from 100 student population based on Isaac and Michael table. This study was quantitative research using ex post facto method. The data were collected by questionnaire and documentation. Data analysis used single and multi-linear regression. The result showed that there was significance influence between the used of social media towards the achievement of the students, there was significance influence between the intensity of watching television drama towards the achievement of the students, there was significance influence between the social media use and the intensity of watching television drama towards the achievement of students. Out of the two independent variables, the use of social media is a variable that contributes more influence to student learning outcomes.

  2. Improving Performance to Engineering Students through Virtual Labs and its Monitoring in Cockpit

    Directory of Open Access Journals (Sweden)

    Leandro Rosniak Tibola

    2014-10-01

    Full Text Available Modern education needs use all resources to improve teaching-learning process. To achieve this goal, technology can be a sharp allied. Especially to the engineering education, which seeks the balance among theoretical and practice lessons. Thus, many universities are using the virtual labs and virtual worlds 3D like way to support the student's learning and enrich the teaching methods. High tech classes, broadband communication, mobility and ubiquity aren't enough if the student's engagement can't be measured. This work presents a proposal to monitor the virtual lab use by students, showing the educational parameters in a graphical interface, following the suitable pedagogical concepts.

  3. Examining the Effects of School Composition on North Carolina Student Achievement over Time

    Directory of Open Access Journals (Sweden)

    Stephanie Southworth

    2010-11-01

    Full Text Available This study explores the effects of school-level characteristics on North Carolina students’ reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math and reading achievement for the same students in fourth, sixth, and eighth grades. The racial and poverty composition of schools affect student achievement after factoring in student, family, and other school influences. In addition, increasing teacher quality and school resources reduces but does not eliminate the effects of school racial and poverty composition on student achievement. Policies leading to reductions in racial and poverty isolation in schools and increases in teacher quality should be pursued to guarantee equality of educational opportunities to all children in North Carolina schools.

  4. Investigating the Impact of Lighting Educational Spaces on Learning and Academic Achievement of Elementary Students

    Directory of Open Access Journals (Sweden)

    Abdolreza Gilavand

    2016-05-01

    Full Text Available Background In modern education, physical space is considered as a dynamic factor in students' educational activities. This study was conducted to investigating the impact of lighting educational spaces on learning and academic achievement of elementary students. Materials and Methods At a cross-sectional study (2015-2016, a total of 210 students were selected randomly as sample of study. Cluster sampling was done by appropriate allocation and questionnaires were randomly divided among students. Data collection tools included Hermance’s achievement motivation questionnaire and researcher-constructed questionnaire (observation checklist to examine the physical parameters of learning environment lighting and interviews with students. Data of study were analyzed using SPSS- 21 software. Results Results of this study showed that lighting educational spaces has a significant impact on learning and academic achievement of elementary school students in Ahvaz, Iran (P

  5. Relating emotional intelligence to academic achievement among university students in Barbados

    Directory of Open Access Journals (Sweden)

    Grace A. Fayombo

    2012-11-01

    Full Text Available This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI, Barbados, making use of Barchard (2001's Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students' academic achievement.

  6. Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

    OpenAIRE

    Kiwanuka, Henry Nsubuga; Van Damme, Jan; Van Den Noortgate, Wim; Anumendem, Dickson Nkafu; Namusisi, Speranza

    2015-01-01

    This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and ...

  7. An Examination of Secondary School Students' Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example

    Science.gov (United States)

    Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen

    2014-01-01

    The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th,…

  8. Utilization of variation theory in the classroom: Effect on students' algebraic achievement and motivation

    Science.gov (United States)

    Jing, Ting Jing; Tarmizi, Rohani Ahmad; Bakar, Kamariah Abu; Aralas, Dalia

    2017-01-01

    This study investigates the effect of utilizing Variation Theory Based Strategy on students' algebraic achievement and motivation in learning algebra. The study used quasi-experimental non-equivalent control group research design and involved 56 Form Two (Secondary Two) students in two classes (28 in experimental group, 28 in control group) in Malaysia The first class of students went through algebra class taught with Variation Theory Based Strategy (VTBS) while the second class of students experienced conventional teaching strategy. The instruments used for the study were a 24-item Algebra Test and 36-item Instructional Materials Motivation Survey. Result from analysis of Covariance indicated that experimental group students achieved significantly better test scores than control group. Result of Multivariate Analysis of Variance also shows evidences of significant effect of VTBS on experimental students' overall motivation in all the five subscales; attention, relevance, confidence, and satisfaction. These results suggested the utilization of VTBS would improve students' learning in algebra.

  9. School resources and student achievment: worldwide findings and methodological issues

    Directory of Open Access Journals (Sweden)

    Paulo A. Meyer. M. Nascimento

    2008-03-01

    Full Text Available The issues raised in the Education Production Function literature since the US 1966 Coleman Report have fuelled high controversy on the role of school resources in relation to student performance. In several literature reviews and some self estimates, Erik Hanushek (1986, 1997, 2006 systematically affirms that these two factors are not associated one to another – neither in the US nor abroad. In recent cross-country analyses, Ludger Woessmann (2003; 2005a; 2005b links international differences in attainment to institutional differences across educational systems – not to resourcing levels. In the opposite direction, Stephen Heyneman and William Loxley (1982, 1983 tried to demonstrate in the 1980’s that, at least for low income countries, school factors seemed to outweigh family characteristics on the determination of students’ outcomes – although other authors show evidence that such a phenomenon may have existed only during a limited period of the 20th Century. In the 1990s, meta-analyses raised the argument that school resources were sufficiently significant to be regarded as pedagogically important. The turn of the Century witnessed a new movement: the recognition that endogenous determination of resource allocation is a substantial methodological issue. Therefore, efforts have been made to incorporate the decision-making processes that involve families, schools and policy-makers in economic models. This implies changes in research designs that may affect the direction of future policy advices patronised by international development and educational organisations.

  10. THE EFFECT OF A READING COMPREHENSION SOFTWARE PROGRAM ON STUDENT ACHIEVEMENT IN MATHEMATICS

    Directory of Open Access Journals (Sweden)

    David E. Proudfoot

    2016-06-01

    Full Text Available In an effort to increase student achievement, research was conducted to determine the degree in which a reading comprehension software program effected the reading and math abilities of fourth and fifth grade students. Cognitive and educational studies were examined to select a reading comprehension software program as an intervention that would produce positive results in reading comprehension and possibly transfer positive results to achievement in other academic areas, specifically in math. The effects of the intervention were measured by assigning subjects to an experimental group. The total sample consisted of 39 students who were deficient in reading comprehension, and also exposed a significant weakness with word problem items on mathematical assessments. Four instruments were used to collect data before and after the treatment to measure student achievement. To determine the degree to which the software program effected student achievement, data from the four instruments were analyzed using SPSS software. A paired-samples dependent t test and a Pearson Product Moment Correlation Coefficient was computed with ratio level data to test for a correlation between increased math scores and reading comprehension scores. Results yielded statistically significant and positive results in increasing reading comprehension skills that could possibly benefit students in reading and understanding mathematical problems. Results did not conclusively support that the increase of reading-comprehension skills had a collateral effect on students scoring higher with math word problems. The results are conducive to providing insight to educational leaders who plan to implement software as a means for increasing student achievement.

  11. Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

    Science.gov (United States)

    Hanners, Grace D.

    Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

  12. Students' attitude to homework: how is homework perceived by high-achieving students and those with learning disabilities

    OpenAIRE

    Trobec, Nika

    2013-01-01

    Homework assignments have many positive educational effects, which are achieved only when they are regularly performed and completed. While doing homework, students are under the influence of various external and internal factors that affect its utility. Many of them experience homework-related problems in one or more areas which are described in theoretical part. Aim of the empirical survey was to do a research on homework practices of students with learning disabilities and high achieving s...

  13. The Influence of Perceived Disgust on Students' Motivation and Achievement

    Science.gov (United States)

    Randler, Christoph; Hummel, Eberhard; Wüst-Ackermann, Peter

    2013-11-01

    There are a wide range of student emotions in academic settings, but apart from emotions such as interest and well-being, disgust is a negative emotion which might be relevant in biology education, for instance, during dissection or when encountering living animals. This paper addresses the issue of situational disgust during a course at the university using living animals and prepared mounts. The course covers a wide range of organisms from protists (e.g. Paramecium) through invertebrates to vertebrates and uses many methods (e.g. microscopy, dissection, and behavioral observations) and specific content (anatomy, structure, and behavior). The dissection of the trout was rated as most disgusting, followed by working with living woodlice, living earthworms, and living snails. The least disgusting lessons were those dealing with microscopy, mammalian skulls, honeybee dance, and bird flight. Based on animals, macro-invertebrates were rated as most disgusting and mammals as least disgusting. Concerning methods, observing through a microscope was perceived as being least disgusting, followed by experiments without animals, then followed by experiments with living animals and, most disgusting, dissection. Disgust was correlated negatively with interest, well-being, and competence but positively with pressure and boredom. Thus, low disgust is related to high interest, well-being, and competence, while higher disgust is related to higher pressure and boredom. The results show a need for measuring situational disgust in addition to survey studies. They also suggest that perceived disgust negatively affects intrinsic motivation. This has implications for biology teaching, because carrying out dissections or experiencing living animals in the classroom may have a detrimental effect on motivation.

  14. Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement

    NARCIS (Netherlands)

    Daly, Alan J.; Daly, A.J.; Moolenaar, Nienke; Der-Martirosian, Claudia; Liou, Yi-Hwa

    2014-01-01

    Background: A growing empirical base suggests that there is a positive relationship between teacher social interaction and student achievement. However, much of this research is based on standardized summative assessments, which, while important, may have limited applicability to timely

  15. Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

    Science.gov (United States)

    Sungur, Semra; Senler, Burcu

    2010-01-01

    The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

  16. The relationship between departments as professional communities and student achievement in secondary schools

    NARCIS (Netherlands)

    Lomos, C.; Hofman, R.H.; Bosker, R.J.

    Secondary school teaching is organized in departments and effective departments functioning as collaborative teams have been associated with effective schools. Therefore, this study investigates the relationship of mathematics departments perceived as professional communities and student achievement

  17. Interpreting Research on School Resources and Student Achievement: A Rejoinder to Hanushek.

    Science.gov (United States)

    Greenwald, Rob; Hedges, Larry V.; Laine, Richard

    1996-01-01

    Supports the findings of a meta-analysis that demonstrates that student achievement is related to the availability of resources, disagreeing with criticisms of method and sample selection made by E. Hanushek (1996). (SLD)

  18. Impatience versus achievement strivings in the Type A pattern: Differential effects on students' health and academic achievement

    Science.gov (United States)

    Spence, Janet T.; Helmreich, Robert L.; Pred, Robert S.

    1987-01-01

    Psychometric analyses of college students' responses to the Jenkins Activity Survey, a self-report measure of the Type A behavior pattern, revealed the presence of two relatively independent factors. Based on these analyses, two scales, labeled Achievement Strivings (AS) and Impatience and Irritability (II), were developed. In two samples of male and female college students, scores on AS but not on II were found to be significantly correlated with grade point average. Responses to a health survey, on the other hand, indicated that frequency of physical complaints was significantly correlated with II but not with AS. These results suggest that there are two relatively independent factors in the Type A pattern that have differential effects on performance and health. Future research on the personality factors related to coronary heart disease and other disorders might more profitably focus on the syndrome reflected in the II scale than on the Type A pattern.

  19. A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

    International Nuclear Information System (INIS)

    Mueanploy, Wannapa

    2016-01-01

    This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level. (paper)

  20. Exploring Issues of Implementation, Equity, and Student Achievement With Educational Software in the DC Public Schools

    Directory of Open Access Journals (Sweden)

    June Ahn

    2016-08-01

    Full Text Available In this article, we present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where we are exploring the impact of educational software on students’ academic achievement. We analyze a unique data set that combines student-level information from the district with data of student usage of a mathematics game platform: First in Math (FIM. These data offer a window into long-standing issues in the educational technology literature around implementation, equity, and student achievement. We show that time spent in FIM was correlated with improved future performance on standardized math assessments for students in Grades 4–8. However, student time spent using FIM was highly related to factors such as race, gender, and prior achievement. Such observations from data are helpful for school districts and researchers to inform equitable implementation of new technologies and maximize benefits to learners.

  1. An Exploration of the Psychosocial Characteristics of High Achieving Students and Identified Gifted Students: Implications for Practice

    Science.gov (United States)

    Ritchotte, Jennifer A.; Suhr, Diana; Alfurayh, Naif F.; Graefe, Amy K.

    2016-01-01

    High achieving students or "bright children" are often denied access to gifted services because they do not meet "gifted" criteria. Although psychosocial factors play an integral role in academic success, and can be useful in providing a clearer picture of student need, they are seldom considered in the decision to identify a…

  2. Integration of Geospatial Technologies into K-12 Curriculum: An Investigation of Teacher and Student Perceptions and Student Academic Achievement

    Science.gov (United States)

    Goldstein, Donna L.

    2010-01-01

    The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development…

  3. The influence of activities and nutrition status to university students' achievements

    Science.gov (United States)

    Fathonah, Siti

    2018-03-01

    The purpose of this research is to analyse the influence of activity and nutrition status to the achievement of students from Engineering Faculty of UNNES. The subject of this research is the students of Engineering Faculty of UNNES. Using proportional random sampling, there are 5% (214 students of 2015 batch) taken as the samples of the research. The methods of collecting the data were using documentation from akademik.unnes.ac.id on students' achievement, questionnaire to ask upon students' activity, and BMI measurement for nutrition status. The data analysis was using percentage description, chi-square analysis, and regression. The data obtained that the average grade points of engineering students are satisfying in the level of 3.29 with light activities with the energy of 2.220 kkal. The average sleeping time of the students were 5.68 hours, whereas the total of their studying and private activity were 18.18 hours. The status of students' nutrition is Normal weight with the details of 64.2% of students are Normal weight, 23.5% of them are wasting, 4.0% are overweight, and 5.2% are obesity. The activity and nutrition status were proven not significantly influencing students grade point of achievements. The suggestions proposed by the researcher are 1) the students need to increase their sleeping time to be 6-9 hours, and they need to habituate themselves in working out at least 3 times a week in 30 - 45 minutes, and 2) further research on nutrition status and students' achievements can focus on the influence of food consumption and students' clean lifestyle.

  4. School Homework and its Relationship with Student Academic Achievement in Malaysia

    OpenAIRE

    F. P.; Chew; M. H.; Teong; Z. Ishak

    2012-01-01

    School homework has been synonymous with students- life in Chinese national type primary schools in Malaysia. Although many reports in the press claimed that students were burdened with too much of it, homework continues to be a common practice in national type schools that is believed to contribute to academic achievement. This study is conducted to identify the relationship between the burden of school homework and academic achievement among pupils in Chinese National Type Primary School in...

  5. The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

    OpenAIRE

    Helena Smrtnik Vitulić; Irena Lesar

    2014-01-01

    The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 4...

  6. Locus of control, test anxiety, academic procrastination, and achievement among college students.

    Science.gov (United States)

    Carden, Randy; Bryant, Courtney; Moss, Rebekah

    2004-10-01

    114 undergraduates completed the Internal-External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter.

  7. The Relationship among Elementary Teachers’ Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement

    OpenAIRE

    Hadley, Kristin M.; Dorward, Jim

    2011-01-01

    Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found betwee...

  8. Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.

    Science.gov (United States)

    Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana

    2016-06-01

    Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

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

    Science.gov (United States)

    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.

  10. The achievement impact of the inclusion model on the standardized test scores of general education students

    Science.gov (United States)

    Garrett-Rainey, Syrena

    The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.

  11. Parental influences on students' self-concept, task value beliefs, and achievement in science.

    Science.gov (United States)

    Senler, Burcu; Sungur, Semra

    2009-05-01

    The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

  12. The Effect of Realistic Mathematics Education Approach on Students' Achievement And Attitudes Towards Mathematics

    Directory of Open Access Journals (Sweden)

    Effandi Zakaria

    2017-02-01

    Full Text Available This study was conducted to determine the effect of Realistic Mathematics Education Approach on mathematics achievement and student attitudes towards mathematics. This study also sought determine the relationship between student achievement and attitudes towards mathematics. This study used a quasi-experimental design conducted on 61 high school students at SMA Unggul Sigli. Students were divided into two groups, the treatment group $(n = 30$ namely, the Realistic Mathematics Approach group (PMR and the control group $(n = 31$ namely, the traditional group. This study was conducted for six weeks. The instruments used in this study were the achievement test and the attitudes towards mathematics questionnaires. Data were analyzed using SPSS. To determine the difference in mean achievement and attitudes between the two groups, data were analyzed using one-way ANOVA test. The result showed significant differences between the Realistic Mathematics Approach and the traditional approach in terms of achievement. The study showed no significant difference between the Realistic Mathematics Approach and the traditional approach in term of attitudes towards mathematics. It can be concluded that the use of realistic mathematics education approach enhanced students' mathematics achievement, but not attitudes towards mathematics. The Realistic Mathematics Education Approach encourage students to participate actively in the teaching and learning of mathematics. Thus, Realistic Mathematics Education Approach is an appropriate methods to improve the quality of teaching and learning process.

  13. Research on the Achievement Motivation of the University Student Village Officials in the Suburbs of Beijing

    Institute of Scientific and Technical Information of China (English)

    YANG Xin

    2011-01-01

    [Objective] The aim was to explore the achievement motivation of the university student village officials in the suburbs of Beijing.[Method] The research made an investigation on 429 university student village officials in the suburbs of Beijing by the Achievements Motive Scale (AMS). [ Result] The achievement motivation of these student village officials was not on a high level, but they tended to pursue the success motivation rather than the motivation to avoid failures obviously. There was a significant difference in the achievement motivation between different genders, majors and jobs. The males' motivation for success was higher than the females'. The motivation of avoiding failures among officials in Humanities was higher than in Science and in Fine Art. And the university student village officials in professional and technical posts or in business posts rated the motivation to avoid failures more important than in basic management posts. But achievement motivations in different urban-rural areas, educational levels, political backgrounds, whether student leaders or not, and durations were no definite differences. Besides, it had a significant effect on these student village officials' achievement motivation whether advices and suggestions were accepted; if yes,the motivation was higher. [ Conclusion] This study had provided stability and development for building rural talent groups.

  14. Important learning factors in high- and low-achieving students in undergraduate biomechanics.

    Science.gov (United States)

    Hsieh, ChengTu; Knudson, Duane

    2017-07-21

    The purpose of the present study was to document crucial factors associated with students' learning of biomechanical concepts, particularly between high- and-low achieving students. Students (N = 113) from three introductory biomechanics classes at two public universities volunteered for the study. Two measures of students' learning were obtained, final course grade and improvement on the Biomechanics Concept Inventory version 3 administered before and after the course. Participants also completed a 15-item questionnaire documenting student learning characteristics, effort, and confidence. Partial correlations controlling for all other variables in the study, confirmed previous studies that students' grade point average (p biomechanics, (p biomechanics concepts. Students' confidence when encountering difficult biomechanics concepts was also significantly (p biomechanics and confidence in solving relevant professional problems in order to improve learning for both low- and high-ability students.

  15. Implementing vertical and horizontal engineering students' integration and assessment of consequence academic achievement

    Science.gov (United States)

    Al-Zubaidy, Sarim; Abdulaziz, Nidhal; Dashtpour, Reza

    2012-08-01

    Recent scholarship references indicate that integration of the student body can result in an enhanced learning experience for students and also greater satisfaction. This paper reports the results of a case study whereby mechanical engineering students studying at a newly established branch campus in Dubai of a British university were exposed to vertical and horizontal integration. Different activities have been embedded to ensure that students integrated and worked together with their peers and colleagues at different levels. The implemented processes and practices led to improved academic achievements, which were better than those of a similar cohort of students where no effort had been made to integrate. The analysis revealed that cooperative learning and the degree of academic support provided by teachers are positively and directly correlated with academic as well as the students' own sense of personal achievement. The results are discussed in light of previous research and with reference to the cultural context of the study.

  16. Effects of a Haptic Augmented Simulation on K-12 Students' Achievement and Their Attitudes Towards Physics

    Science.gov (United States)

    Civelek, Turhan; Ucar, Erdem; Ustunel, Hakan; Aydin, Mehmet Kemal

    2014-01-01

    The current research aims to explore the effects of a haptic augmented simulation on students' achievement and their attitudes towards Physics in an immersive virtual reality environment (VRE). A quasi-experimental post-test design was employed utilizing experiment and control groups. The participants were 215 students from a K-12 school in…

  17. Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions

    Science.gov (United States)

    Yenmez, Arzu Aydogan; Özpinar, Ilknur; Gökçe, Semirhan

    2017-01-01

    WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the…

  18. Perceptions of Relationships between District and School Level Administrators on Student Achievement

    Science.gov (United States)

    Brookins, Tyrone

    2010-01-01

    The purpose of this qualitative study was to assess the extent to which perceived Using a case study of an urban school district, serving 40,000 students in the Midwest region of the United States, this study investigated district and school administrative leaders' perceptions of how their interactions influenced the achievement of black students.…

  19. Effects of Intradistrict School Mobility and High Student Turnover Rates on Early Reading Achievement

    Science.gov (United States)

    LeBoeuf, Whitney A.; Fantuzzo, John W.

    2018-01-01

    The primary aim of this study was to assess the relations between concurrent, cumulative, and contextual intradistrict school mobility and early reading achievement. Longitudinal administrative school records were used for an entire cohort of students in a large urban district from first through third grade. Findings indicated that students with a…

  20. Examining the Effects of Turkish Education Reform on Students' TIMSS 2007 Science Achievements

    Science.gov (United States)

    Atar, Hakan Yavuz; Atar, Burcu

    2012-01-01

    The purpose of this study is to examine the effects of some of the changes such as student centered learning (i.e. inquiry science instruction), outfitting classrooms with latest technology and computers that the reform movement has brought about on students' TIMSS 2007 science achievements. Two-staged stratified sampling was used in the selection…

  1. The Achieving Success Everyday Group Counseling Model: Fostering Resiliency in Middle School Students

    Science.gov (United States)

    Rose, Joy; Steen, Sam

    2015-01-01

    This article discusses a group counseling intervention used to develop and foster resiliency in middle school students by implementing the Achieving Success Everyday (ASE) group counseling model. The authors aimed to discover what impact this group counseling intervention, which focused on resiliency characteristics, would have on students'…

  2. Educational Encouragement, Parenting Styles, Gender and Ethnicity as Predictors of Academic Achievement among Special Education Students

    Science.gov (United States)

    Khan, Aqeel; Ahmad, Roslee; Hamdan, Abdul Rahim; Mustaffa, Mohamed Sharif

    2014-01-01

    Current study examines the predictors of academic achievement: role of parenting styles, educational encouragement, gender and ethnicity among special education students. Participants of this study consisted 200 special education students (N = 105 boys and N = 95 girls) age varies 14 to 19 years from one school located at Kuala Lumpur, Malaysia.…

  3. Making Sense of Scientific Biographies: Scientific Achievement, Nature of Science, and Storylines in College Students' Essays

    Science.gov (United States)

    Hwang, Seyoung

    2015-01-01

    In this article, the educative value of scientific biographies will be explored, especially for non-science major college students. During the "Scientist's life and thought" course, 66 college students read nine scientific biographies including five biologists, covering the canonical scientific achievements in Western scientific history.…

  4. Teacher and Principal Perceptions of How Principal Transformational and Instructional Leadership Behaviors Relate to Student Achievement

    Science.gov (United States)

    Steele, Gayle

    2012-01-01

    Because of public concern over the effectiveness of our schools, a new evaluation system was put in place to hold principals and teachers directly accountable for student academic achievement. Part of this evaluation included student performance on state assessments. The purpose of this qualitative study sought to examine how the transformation…

  5. Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya

    Science.gov (United States)

    Mucherah, Winnie; Herendeen, Abbey

    2013-01-01

    This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…

  6. The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

    Science.gov (United States)

    Abdi, Ali

    2014-01-01

    The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

  7. Gender Peer Effects in School: Does the Gender of School Peers Affect Student Achievement?

    Science.gov (United States)

    Cabezas, Veronica

    2010-01-01

    This research addresses gender peer effects in education and their impact on student achievement in Chile. We address the topic from three different level of analysis: (a) whether the proportion of girls in a cohort influences students' educational outcomes (b) whether assignment to a classroom with a higher proportion of girls influences…

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

    Science.gov (United States)

    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…

  9. Using the Learning Together Strategy to Affect Student Achievement in Physical Science

    Science.gov (United States)

    Campbell, Manda D.

    2013-01-01

    Despite efforts mandated by national legislation, the state of Georgia has made little progress in improving Grade 5 students' standardized test scores in science, spurring the need for social change. The purpose of this quantitative causal-comparative study was to determine whether there was a significant difference in the student achievement in…

  10. Relationship between Teachers' Effective Communication and Students' Academic Achievement at the Northern Border University

    Science.gov (United States)

    Al-Madani, Feras Mohammed

    2015-01-01

    Effective communication between faculty members and students is one of the concerns of the educational stakeholders at the Northern Border University, Saudi Arabia. This study investigates the relationship between teachers' effective communication and students' academic achievement at the Northern Border University. The survey questionnaire…

  11. Reflections on the History of South African Student Counseling Services: Achievements, Challenges, and a Way Forward

    Science.gov (United States)

    Naidoo, Paulette; Cartwright, Duncan James

    2018-01-01

    Student counseling services are a recognizable feature of higher education institutions locally and abroad. This article reviews the sociohistorical development and evolution of student counseling services in South African institutions of higher learning, with an emphasis on systemic influences, achievements, and contemporary challenges. This…

  12. School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence from Panel Data

    Science.gov (United States)

    Kraft, Matthew A.; Marinell, William H.; Yee, Darrick

    2015-01-01

    In education, there is ample evidence that some schools far outperform others at raising student achievement even when accounting for differences in the students they serve and the resources at their disposal. Differences in the human capital stock of teachers across schools cannot fully account for the differential productivity across schools. In…

  13. Academic achievement of final-year medical students on a rural ...

    African Journals Online (AJOL)

    Academic achievement of final-year medical students on a rural clinical platform: Can we dispel the myths? ... African Journal of Health Professions Education ... Background: There is a growing body of literature relating to the establishment of rural clinical training platforms for medical students describing many positive ...

  14. Educational leadership and student achievement : The elusive search for an association

    NARCIS (Netherlands)

    Witziers, B.; Bosker, R.J.; Krüger, M.L

    This study revisits the existing scholarly debate on the possible impact of the principal's leadership on student achievement. Both "direct effect" and "indirect effect" models are discussed. A quantitative meta-analysis examines to what extent principals directly affect student outcomes. The small

  15. Educational leadership and student achievement: The elusive search for an association

    NARCIS (Netherlands)

    Witziers, Bob; Bosker, Roel; Kruger, Meta L.

    2003-01-01

    This study revisits the existing scholarly debate on the possible impact of the principal's leadership on student achievement. Both `direct effect' and `indirect effect' models are discussed. A quantitative meta-analysis examines to what extent principals directly affect student outcomes. The small

  16. Investigating Grit and Its Relations with College Students' Self-Regulated Learning and Academic Achievement

    Science.gov (United States)

    Wolters, Christopher A.; Hussain, Maryam

    2015-01-01

    We investigated grit and its relations with students' self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn "Journal of Personality Assessment, 91(2)," 166-174, 2009), seven indicators of…

  17. Examining School Leadership Effects on Student Achievement: The Role of Contextual Challenges and Constraints

    Science.gov (United States)

    Tan, Cheng Yong

    2018-01-01

    The present study examined indirect effects of principal leadership on the mathematics achievement of 254,475 15-year-old students from 10,313 schools in 32 OECD economies. Results showed that the students could be divided into three categories ("Disadvantaged," "Average," and "Privileged") differing in levels of…

  18. The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

    Science.gov (United States)

    Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

    2013-01-01

    The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

  19. The Correlation of Multiple Intelligences for the Achievements of Secondary Students

    Science.gov (United States)

    Ahvan, Yaghoob Raissi; Pour, Hossein Zainali

    2016-01-01

    The present study attempts to investigate the relationship between the multiple intelligences and the academic performance achievement levels of high school students based on Gardner's multiple intelligences theory. This was a descriptive correlation study. To accomplish this purpose, 270 students of high school of Bandar Abbas selected by…

  20. Multiple Intelligences Patterns of Students at King Saud University and Its Relationship with Mathematics' Achievement

    Science.gov (United States)

    Kandeel, Refat A. A.

    2016-01-01

    The purpose of this study was to determine the multiple intelligences patterns of students at King Saud University and its relationship with academic achievement for the courses of Mathematics. The study sample consisted of 917 students were selected a stratified random manner, the descriptive analysis method and Pearson correlation were used, the…

  1. Understanding by Design (UbD) in EFL Teaching: Teachers' Professional Development and Students' Achievement

    Science.gov (United States)

    Yurtseven, Nihal; Altun, Sertel

    2017-01-01

    Concepts such as teachers' professional development and students' achievement act as the driving force for the development of each in a causal relationship in EFL teaching, as in many other disciplines. The purpose of this study is to investigate the change Understanding by Design (UbD) made on teachers' professional development and students'…

  2. Educational leadership and student achievement: the elusive search for an association

    NARCIS (Netherlands)

    Witziers, B.; Bosker, R.J.; Krüger, M.L.

    2003-01-01

    This study revisits the existing scholarly debate on the possible impact of the principal's leadership on student achievement. Both `direct effect' and `indirect effect' models are discussed. A quantitative meta-analysis examines to what extent principals directly affect student outcomes. The small

  3. A Descriptive Analysis of the Relationship Between Academic Ability and Achievement of Middlesex Community College Students.

    Science.gov (United States)

    Lee, Glenda E.

    The purpose of this study was to determine if there was a relationship between the academic achievement and academic ability of students who did and those who did not request assistance in reading. Subjects used in the study were 416 entering students at Middlesex Community College in the fall of 1973. Responses on tests of reading ability,…

  4. The effect of financial rewards on students' achievement: Evidence from a randomized experiment

    NARCIS (Netherlands)

    Leuven, E.; Oosterbeek, H.; van der Klaauw, B.

    2010-01-01

    This paper reports on a randomized field experiment in which first-year university students could earn financial rewards for passing all first-year requirements within one year. Financial incentives turn out to have positive effects on achievement of high-ability students, whereas they have a

  5. The Effects of 3D Computer Simulation on Biology Students' Achievement and Memory Retention

    Science.gov (United States)

    Elangovan, Tavasuria; Ismail, Zurida

    2014-01-01

    A quasi experimental study was conducted for six weeks to determine the effectiveness of two different 3D computer simulation based teaching methods, that is, realistic simulation and non-realistic simulation on Form Four Biology students' achievement and memory retention in Perak, Malaysia. A sample of 136 Form Four Biology students in Perak,…

  6. Engaging College Science Students and Changing Academic Achievement with Technology: A Quasi-Experimental Preliminary Investigation

    Science.gov (United States)

    Carle, Adam C.; Jaffee, David; Miller, Deborah

    2009-01-01

    Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology's classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used…

  7. Podcasting in Middle School Spanish Classes: A Non-Traditional Approach to Student Achievement

    Science.gov (United States)

    Hodge, Deborah C.

    2011-01-01

    This study was conducted to determine whether podcasting, in conjunction with mobile MP3 technology used outside the classroom, affects student achievement. Additionally, data were collected and analyzed with regard to gender, selected family demographics, and learning styles. A pretest and posttest was administered to students. The results of the…

  8. Improving the Achievement of Second Year Natural Resource Management Students of Madawalabu University through Cooperative Learning

    Science.gov (United States)

    Abdulahi, Mohammed Mussa; Hashim, Hakim; Kawo, Mohammed

    2017-01-01

    The purpose of this action research is to improve the achievement of students in general and, to examine the perception of students and teachers about cooperative learning, to identify major factors affecting the implementation of cooperative learning and to identify the possible strategies used to improve cooperative learning in Madawalabu…

  9. Students' Commitment, Engagement and Locus of Control as Predictor of Academic Achievement at Higher Education Level

    Science.gov (United States)

    Sarwar, Muhammad; Ashrafi, Ghulam Muhammad

    2014-01-01

    The purpose of this study was to analyze Students' Commitment, Engagement and Locus of Control as predictors of Academic Achievement at Higher Education Level. We used analytical model and conclusive research approach to conduct study and survey method for data collection. We selected 369 students using multistage sampling technique from three…

  10. The Effects of Multimedia and Learning Style on Student Achievement in Online Electronics Course

    Science.gov (United States)

    Surjono, Herman Dwi

    2015-01-01

    This experimental study investigated the effects of multimedia preferences and learning styles on undergraduate student achievement in an adaptive e-learning system for electronics course at the Yogyakarta State University Indonesia. The findings showed that students in which their multimedia preferences and learning style matched with the way the…

  11. Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand

    Science.gov (United States)

    Sereetrakul, Wilailuk

    2013-01-01

    The objective of this study was to determine if the time spent on Facebook and the purpose for which Facebook was used had any impact on the academic achievement of the students. This exploratory research used a questionnaire to collect data from 251 undergraduate students at a private university in Bangkok, Thailand. Data were analyzed using…

  12. Comparing Computer Game and Traditional Lecture Using Experience Ratings from High and Low Achieving Students

    Science.gov (United States)

    Grimley, Michael; Green, Richard; Nilsen, Trond; Thompson, David

    2012-01-01

    Computer games are purported to be effective instructional tools that enhance motivation and improve engagement. The aim of this study was to investigate how tertiary student experiences change when instruction was computer game based compared to lecture based, and whether experiences differed between high and low achieving students. Participants…

  13. Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students

    Science.gov (United States)

    Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.

    2011-01-01

    The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…

  14. Effects of Computer Based Learning on Students' Attitudes and Achievements towards Analytical Chemistry

    Science.gov (United States)

    Akcay, Husamettin; Durmaz, Asli; Tuysuz, Cengiz; Feyzioglu, Burak

    2006-01-01

    The aim of this study was to compare the effects of computer-based learning and traditional method on students' attitudes and achievement towards analytical chemistry. Students from Chemistry Education Department at Dokuz Eylul University (D.E.U) were selected randomly and divided into three groups; two experimental (Eg-1 and Eg-2) and a control…

  15. Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation

    Science.gov (United States)

    Finau, Teukava; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

    2018-01-01

    This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students' achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King's College and implemented worldwide with the aim of improving students' thinking skills, mathematics…

  16. The Influence of Pre-University Students' Mathematics Test Anxiety and Numerical Anxiety on Mathematics Achievement

    Science.gov (United States)

    Seng, Ernest Lim Kok

    2015-01-01

    This study examines the relationship between mathematics test anxiety and numerical anxiety on students' mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of…

  17. Comparing Faculty and Students Perceptions on Clinical Competency Achievement in Rehabilitation Programs

    Directory of Open Access Journals (Sweden)

    Foroozan Shokooh

    2009-10-01

    Full Text Available Objectives: Clinical competencies are learning outcomes the student should display by the end of the program and competency based instruction measures what participants have learned as opposed to what instructors think they have thought. Objective of this study was to compare student and faculty perceptions of the importance and achievement of clinical competencies in rehabilitation programs. Methods: The survey instrument was a dual-response 5-point Likert-type questionnaire consisting of 29 competencies based on content and skill areas in the management of patient with chronic illnesses. The instrument was administered to all faculty members and final year undergraduate students of three rehabilitation programs including Speech therapy, physiotherapy and occupational therapy at the University of Rehabilitation and Social Welfare in Iran. Results: 45 students and 19 faculty members participated in the study. Overall, most of the students (81% rated themselves as moderately competent (mean between 2 to 4. Perceived self-efficacy of male students was significantly higher than female students. (P=0.014 Differences between perceived importance and perceived achievement were statistically significant in each subject group. (P=0.000. Discussion: Faculty members and students shared very similar perceptions on the importance & achievement of competencies. Difference between importance and achievement of competencies may suggest a failure in consideration of required competencies or successful implementation of them in the current curriculum.

  18. At-Risk Student Mobility in an Urban Elementary School: Effects on Academic Achievement

    Science.gov (United States)

    Shoho, Alan R.; Oleszewski, Ashley

    2010-01-01

    The purpose of this study was to examine the impact of at-risk student mobility on academic achievement in an urban elementary school. Math and reading scores from the Texas Assessment of Academic Skills (TAAS) of 172 third, fourth, and fifth grade students from an urban school district in South Central Texas were examined to determine whether…

  19. Student Motivation for Learning in Ghana: Relationships with Caregivers' Values toward Education, Attendance, and Academic Achievement

    Science.gov (United States)

    McCoy, Dana Charles; Wolf, Sharon; Godfrey, Erin B.

    2014-01-01

    This study examined the role that Ghanaian caregivers' values toward education play in shaping students' intrinsic versus extrinsic motivation for learning, and the ways these values and motivational orientations predict school attendance and achievement. Study participants included 88 students (M?=?11.63 years; 48% female) from two primary…

  20. Psychological Type and Undergraduate Student Achievement in Pharmacy Course in Military Medical University

    Science.gov (United States)

    Shi, Ru; Shan, Shou-qin; Tian, Jian-quan

    2007-01-01

    The Myers-Briggs Type Indicator (MBTI) was given to 264 students in an undergraduate Pharmacy course at a military medical university. Selected MBTI personality types were compared for achievement in the course using a t-test to compare total points earned. High grades were earned by students stronger in the traits of introversion (I) and judgment…

  1. How Pennsylvania School Libraries Pay Off: Investments in Student Achievement and Academic Standards

    Science.gov (United States)

    Lance, Keith Curry; Schwarz, Bill

    2012-01-01

    The purpose of this study was to examine the impact of Pennsylvania school library programs on student learning--specifically, the infrastructure (staffing, budgets, collections, technology, and access hours) that contributes most to student achievement, the costs and benefits associated with them, and the gap between current Pennsylvania school…

  2. Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

    Science.gov (United States)

    Razak, Norizan Abdul; Yassin, Amr Abdullatif; Maasum, Tengku Nor Rizan Bt Tengku Mohamad

    2017-01-01

    This study aimed to investigate the gender differences in terms of anxiety among Yemeni university EFL learners. It also aimed to investigate the correlation between the level of anxiety and the academic achievement of the students. The participants of this study were 155 students chosen from the population through stratified random sampling. The…

  3. Using Achievement Motivation Theory to Explain Student Participation in a Residential Leadership Learning Community

    Science.gov (United States)

    Moore, Lori L.; Grabsch, Dustin K.; Rotter, Craig

    2010-01-01

    This study sought to examine student motives for participating in a residential leadership learning community for incoming freshmen using McClelland's Achievement Motivation Theory (McClelland, 1958, 1961). Eighty-nine students began the program in the Fall 2009 semester and were administered a single, researcher-developed instrument. Responses to…

  4. A Multilevel Analysis of Japanese Middle School Student and School Socioeconomic Status Influence on Mathematics Achievement

    Science.gov (United States)

    Takashiro, Naomi

    2017-01-01

    The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was…

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

    Science.gov (United States)

    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…

  6. Collective Responsibility, Academic Optimism, and Student Achievement in Taiwan Elementary Schools

    Science.gov (United States)

    Wu, Hsin-Chieh

    2012-01-01

    Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for…

  7. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.

    2012-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

  8. Streaming, Tracking and Reading Achievement: A Multilevel Analysis of Students in 40 Countries

    Science.gov (United States)

    Chiu, Ming Ming; Chow, Bonnie Wing-Yin; Joh, Sung Wook

    2017-01-01

    Grouping similar students together within schools ("streaming") or classrooms ("tracking") based on past literacy skills (reported by parents), family socioeconomic status (SES) or reading attitudes might affect their reading achievement. Our multilevel analysis of the reading tests of 208,057 fourth-grade students across 40…

  9. Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement

    Science.gov (United States)

    Sherrill, Carol A.

    2009-01-01

    The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…

  10. Students' Achievement, Skill and Confidence in Using Stepwise Problem-Solving Strategies

    Science.gov (United States)

    Gok, Tolga

    2014-01-01

    The main purpose of this study was to examine the effects of Problem-Solving Strategy Steps (PSSS) on students' achievement, skill, and confidence. The study was conducted in a two-year college classroom with 70 students from two different groups enrolled in a physics course. One of them was randomly selected as an experimental group (EG) and the…

  11. Parental Influence on Academic Achievement among the Primary School Students in Trinidad

    Science.gov (United States)

    Johnson, Emmanuel Janagan; Descartes, Christine H.

    2017-01-01

    The present study examined the level of parental influence on academic achievement in primary school students who prepare for the National-level test at standard five (grade 6), Secondary Entrance Examinations in Trinidad. A sample of 128 students studying standard five from primary schools was randomly selected. The data were analysed using SPSS.…

  12. Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

    Science.gov (United States)

    Tam, Jonathan

    2016-01-01

    This study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents' values and expectations as a major source of the students'…

  13. The Influence of Parents Educational Level on Secondary School Students Academic Achievements in District Rajanpur

    Science.gov (United States)

    Khan, Rana Muhammad Asad; Iqbal, Nadeem; Tasneem, Saima

    2015-01-01

    This study was conducted to focus the influence and impact of parents educational level on students academic achievement at secondary level of education. The study utilizes the students results of the 9th class in secondary school certificate examination taken by the Board of Intermediate & Secondary Education Dera Ghazi Khan. Oral interview,…

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

    Science.gov (United States)

    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…

  15. The Influence of Achievement Goals on Online Help Seeking of Computer Science Students

    Science.gov (United States)

    Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe

    2017-01-01

    This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer…

  16. Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia

    NARCIS (Netherlands)

    Hornstra, T.; Denessen, E.J.P.G.; Bakker, J.T.A.; Bergh, L. van den; Voeten, M.J.M.

    2010-01-01

    The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were

  17. Student Achievement and Education Policy in a Period of Rapid Expansion: Assessment Data Evidence from Cambodia

    Science.gov (United States)

    Marshall, Jeffery H.; Chinna, Ung; Nessay, Puth; Hok, Ung Ngo; Savoeun, Va; Tinon, Soeur; Veasna, Meung

    2009-01-01

    This article analyses student achievement and school quality in large samples of schools in Cambodia. Descriptive summaries of student proficiency levels in language and mathematics reveal large gaps between average performance in grades three and six. Given the near universal completion rates for grade three--and lower access to grade six--these…

  18. Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students

    Science.gov (United States)

    Asakereh, Ahmad; Yousofi, Nouroddin

    2018-01-01

    The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information…

  19. Card Games and Algebra Tic Tacmatics on Achievement of Junior Secondary II Students in Algebraic Expressions

    Science.gov (United States)

    Okpube, Nnaemeka Michael; Anugwo, M. N.

    2016-01-01

    This study investigated the Card Games and Algebra tic-Tacmatics on Junior Secondary II Students' Achievement in Algebraic Expressions. Three research questions and three null hypotheses guided the study. The study adopted the pre-test, post-test control group design. A total of two hundred and forty (240) Junior Secondary School II students were…

  20. Effect of Color-Coded Notation on Music Achievement of Elementary Instrumental Students.

    Science.gov (United States)

    Rogers, George L.

    1991-01-01

    Presents results of a study of color-coded notation to teach music reading to instrumental students. Finds no clear evidence that color-coded notation enhances achievement on performing by memory, sight-reading, or note naming. Suggests that some students depended on the color-coding and were unable to read uncolored notation well. (DK)

  1. Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations

    Science.gov (United States)

    Acat, M. Bahaddin; Dereli, Esra

    2012-01-01

    The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…

  2. Student and School Factors Affecting Mathematics Achievement: International Comparisons between Korea, Japan and the USA

    Science.gov (United States)

    Shin, Jongho; Lee, Hyunjoo; Kim, Yongnam

    2009-01-01

    The purpose of the study was to comparatively investigate student- and school-level factors affecting mathematics achievement of Korean, Japanese and American students. For international comparisons, the PISA 2003 data were analysed by using the Hierarchical Linear Modeling method. The variables of competitive-learning preference, instrumental…

  3. Students' Perception of School Violence and Math Achievement in Middle Schools of Southern Italy

    Science.gov (United States)

    Caputo, Andrea

    2013-01-01

    This study aims at both investigating bullying episodes occurring at school across different grades (from 6 to 8) and evaluating whether educational achievement in math can be predicted on the ground of students' perception of school violence. The sample was composed of 11,064 students coming from middle schools of Southern Italy. Standardized…

  4. Benefits of personality characteristics and self-efficacy in the perceived academic achievement of medical students

    NARCIS (Netherlands)

    Guntern, Sabine; Korpershoek, Hanke; van der Werf, Greetje

    2017-01-01

    This study investigates the joint impact of personality characteristics and self‐efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre‐clinical years. The students’ grade point average

  5. The Relationship of IEP Quality to Curricular Access and Academic Achievement for Students with Disabilities

    Science.gov (United States)

    La Salle, Tamika P.; Roach, Andrew T.; McGrath, Dawn

    2013-01-01

    The purpose of this study was to investigate the quality of Individualized Education Programs (IEPs) and its influence on academic achievement, inclusion in general education classrooms, and curricular access for students with disabilities. 130 teachers from the state of Indiana were asked to submit the most recent IEP of one of their students in…

  6. The effect of the fit between secondary and university education on first-year student achievement

    NARCIS (Netherlands)

    Torenbeek, Marjolein; Jansen, Ellen; Hofman, Adriaan

    2010-01-01

    Central in this study is the role of student variables and the fit between secondary education and university education in the explanation of first-year student achievement. The fit between two levels of education can be defined in different ways. In this study the focus is on four fit-aspects:

  7. The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman

    Science.gov (United States)

    Abdelkarim, Ra'ed; Abuiyada, Reem

    2016-01-01

    This study explored the effects of peer teaching on mathematics academic achievement of the undergraduate students in Oman. The sample of this study composed of (32) undergraduate female students enrolled in the course, "Mathematics for Social Sciences I" in Mathematics and Sciences Unit in Dhofar University in spring semester 2014-2015.…

  8. Goal Orientations of General Chemistry Students via the Achievement Goal Framework

    Science.gov (United States)

    Lewis, Scott E.

    2018-01-01

    The Achievement Goal Framework describes students' goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success…

  9. The Effects of Problem-Based Learning (PBL) on the Academic Achievement of Students Studying "Electrochemistry"

    Science.gov (United States)

    Günter, Tugçe; Alpat, Sibel Kilinç

    2017-01-01

    This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…

  10. The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

    Science.gov (United States)

    Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

    2014-01-01

    This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

  11. Influence of a Supervised Mentoring Program on the Achievement of Low-Income South Korean Students

    Science.gov (United States)

    Choi, Sumi; Lemberger, Matthew E.

    2010-01-01

    This study examined the effectiveness of a supervised mentoring program designed to improve the academic achievement of 834 low-income elementary and secondary school students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading…

  12. Correlation of Conditional Admittance and Student Achievement in an Undergraduate Higher Education Setting

    Science.gov (United States)

    Parisi, Joe

    2012-01-01

    This paper explores several research questions that identify differences between conditionally admitted students and regularly admitted students in terms of achievement results at one institution. The research provides specific variables as well as relationships including historical and comparative aggregate data from 2009 and 2010 that indicate…

  13. Mathematics and Natural Science Students' Motivational Profiles and Their First-Year Academic Achievement

    Science.gov (United States)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien Elske; Deinum, Jan Folkert

    2018-01-01

    Our study focused on describing first-year university students' motivational profiles and examining differences in academic achievement based on these profiles. Data on academic motivation of 755 students in the field of mathematics and natural sciences were collected before the start of their bachelor's degree program; data on GPA were collected…

  14. Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

    Science.gov (United States)

    Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

    2016-01-01

    The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…

  15. Teacher Evaluations: A Correlation of Observed Teaching Practice and Student Achievement

    Science.gov (United States)

    Wright, Pamela D.

    2017-01-01

    This quantitative study employed a correlational research design to examine the extent to which overall teacher evaluation scores and instructional practice domain scores relate to student achievement scores in mathematics and English language arts among 3rd grade students. This research tested the theory of instruction by Jerome Bruner as it…

  16. The Effect of Creative Drama on Student Achievement in the Course of Information Technologies

    Science.gov (United States)

    Özek, Müzeyyen Bulut

    2016-01-01

    The purpose of this study is to determine the effect of creative drama on student achievement in the Information Technologies course. The study was carried out for the unit "Tomorrow's Technology" which is the first unit of Information Technologies course. For this study, 89 sixth grade students were selected from primary school in…

  17. Comparing Right and Left Brain Dominant Students on Reading Achievement Scores.

    Science.gov (United States)

    Van Giesen, Angela M.; And Others

    1987-01-01

    Assesses the differences in reading achievement scores of remedial reading students identified as having differing hemispheric specializations by studying 64 fourth- and fifth-grade students in a remedial reading program. Suggests that no significant difference exists on the comprehension subtest when hemispheric preference was considered,…

  18. The Effect of Computer Games on Students' Critical Thinking Disposition and Educational Achievement

    Science.gov (United States)

    Seifi, Mohammad; Derikvandi, Zahra; Moosavipour, Saeed; Khodabandelou, Rouhollah

    2015-01-01

    The main aim of this research was to investigate the effect of computer games on student' critical thinking disposition and educational achievement. The research method was descriptive, and its type was casual-comparative. The sample included 270 female high school students in Andimeshk town selected by multistage cluster method. Ricketts…

  19. Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

    Science.gov (United States)

    Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

    2017-01-01

    Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

  20. Teacher Commitment and Its Effects on Student Achievement in American High Schools

    Science.gov (United States)

    Park, Insim

    2005-01-01

    This study explored the effects of teacher commitment on student achievement. Three teacher commitment dimensions of organizational, professional, and student commitment were derived. The three-dimensional teacher commitment measurement model was tested by a confirmatory factor analysis. Then, the relationships among individual and organizational…

  1. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.; Deris, Aaron R.; Simon, Marilyn K.

    2016-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic…

  2. Self-Concept among Primary School Students According to Gender and Academic Achievement Variables in Jordan

    Science.gov (United States)

    Al-Srour, Nadia Hayel; Al-Ali, Safa Mohammad

    2013-01-01

    The aim of this study is to explore the level of self-concept among primary school students according to gender and academic achievement variables in Amman. A random sample was chosen from fourth, fifth and sixth grades in private schools in Amman city. The sample of the study consisted of (365) male and female students, (177) males and (188)…

  3. Self-Regulatory Climate: A Social Resource for Student Regulation and Achievement

    Science.gov (United States)

    Adams, Curt M.; Forsyth, Patrick B.; Dollarhide, Ellen; Miskell, Ryan; Ware, Jordan

    2015-01-01

    Background/Context: Schools have differential effects on student learning and development, but research has not generated much explanatory evidence of the social-psychological pathway to better achievement outcomes. Explanatory evidence of how normative conditions enable students to thrive is particularly relevant in the urban context where…

  4. The Effects of Cooperative Learning on Student Achievement in Algebra I

    Science.gov (United States)

    Brandy, Travis D.

    2013-01-01

    It is a well-documented finding that high school students in schools across the nation, including California, fail to achieve at the proficient level in mathematics, based on standardized test scores. The purpose of this research study was to compare the findings of students taught using traditional instructional methodologies versus cooperative…

  5. Impact of Facebook Usage on Students' Academic Achievement: Role of Self-Regulation and Trust

    Science.gov (United States)

    Rouis, Sana; Limayem, Moez; Salehi-Sangari, Esmail

    2011-01-01

    Introduction: The paper provides a preliminary analysis of the effects of Facebook usage by undergraduate students at Lulea University of Technology in Sweden. The proposed research model tests the perceived effect of personality traits, self-regulation, and trust on students' achievements. Based on flow theory, the model suggests negative…

  6. Correlations between academic achievement and anxiety and depression in medical students experiencing integrated curriculum reform.

    Science.gov (United States)

    Yeh, Yi-Chun; Yen, Cheng-Fang; Lai, Chung-Sheng; Huang, Chun-Hsiung; Liu, Keh-Min; Huang, In-Ting

    2007-08-01

    This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth learning block. The

  7. Correlations between Academic Achievement and Anxiety and Depression in Medical Students Experiencing Integrated Curriculum Reform

    Directory of Open Access Journals (Sweden)

    Yi-Chun Yeh

    2007-08-01

    Full Text Available This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth

  8. Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

    Science.gov (United States)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

  9. Parental and Related Factors Affecting Students' Academic Achievement in Oyo State, Nigeria

    OpenAIRE

    Oladele K. Ogunsola; Kazeem A. Osuolale; Akintayo O. Ojo

    2015-01-01

    Many factors influence the educational outcome of students. Some of these have been studied by researchers with many emphasizing the role of students, schools, governments, peer groups and so on. More often than not, some of these factors influencing the academic achievement of the students have been traced back to parents and family; being the primary platform on which learning not only begins but is nurtured, encouraged and developed which later transforms to the perfor...

  10. Improving Students' Achievement in Writing Descriptive Text by Using Movie Posters

    OpenAIRE

    Saleha, Ayu -; -, Sumarsih -

    2014-01-01

    This study concerns on Improving Students' Achievement in Writing Descriptive Text by Using Movie Posters. The underlying objective of this study is to investigate whether teaching descriptive by using movie posters potentially improves students' skill. The research was conducted by using Classroom Action Research (CAR). The subject of the research was class X of SMA SWASTA UTAMA MEDAN. The number of the students was 28. The procedure of the research was administrated into two cycles which ea...

  11. Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

    OpenAIRE

    Wiwik Andreani.

    2013-01-01

    This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High...

  12. A Psychometric Evaluation of the Achievement Goal Questionnaire-Revised in Singapore Secondary Students

    Science.gov (United States)

    Ning, Hoi Kwan

    2017-01-01

    This study examined the psychometric properties of the Achievement Goal Questionnaire-Revised (AGQ-R) in a sample of Singapore secondary students (N = 1,171). Confirmatory factor analyses provided support for the AGQ-R in measuring the four achievements goals delineated in the 2 × 2 framework. Measurement invariance across ethnic groups was…

  13. Home and School Environmental Determinants of Science Achievement of South African Students

    Science.gov (United States)

    Juan, Andrea; Visser, Mariette

    2017-01-01

    Determinants of educational achievement extend beyond the school environment to include the home environment. Both environments provide tangible and intangible resources to students that can influence science achievement. South Africa provides a context where inequalities in socio-economic status are vast, thus the environments from whence…

  14. The Effects of Chess Instruction on the Mathematics Achievement of Southern, Rural, Black Secondary Students.

    Science.gov (United States)

    Smith, James P.; Cage. Bob N.

    2000-01-01

    Studied the effects of 120 hours of chess instruction on the mathematics achievement of southern, rural, black secondary students. Analysis of covariance results show the treatment group (11 females, 9 males) scored significantly higher than the control group (10 females, 10 males) in mathematics achievement. Discusses results in terms of altering…

  15. Arts Achieve, Impacting Student Success in the Arts: Preliminary Findings after One Year of Implementation

    Science.gov (United States)

    Mastrorilli, Tara M.; Harnett, Susanne; Zhu, Jing

    2014-01-01

    The "Arts Achieve: Impacting Student Success in the Arts" project involves a partnership between the New York City Department of Education (NYCDOE) and five of the city's premier arts organizations. "Arts Achieve" provides intensive and targeted professional development to arts teachers over a three-year period. The goal of the…

  16. Parental Encouragement in Relation to Academic Achievement of Higher Secondary School Students

    Science.gov (United States)

    Lawrence, A. S. Arul; Barathi, C.

    2016-01-01

    Parental Encouragement refers to the general process undertaken by the parents to initiative and directs the behaviour of the children towards high academic achievement. The present study aims to probe the relationship between Parental Encouragement and Academic Achievement of Higher Secondary School Students. Survey method was employed and the…

  17. Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

    2018-01-01

    Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at

  18. Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students

    Science.gov (United States)

    Al Asmari, AbdulRahman

    2013-01-01

    The tenet of this study is to investigate the use of writing strategies in reducing writing apprehension and uncovering its effect on EFL students' writing achievement. It also attempts to explore associations between foreign language apprehension, writing achievement and writing strategies. The primary aims of the study were to explore the…

  19. Student Perceptions of Classroom Achievement Goals as Predictors of Belonging and Content Instrumentality

    Science.gov (United States)

    Walker, Christopher O.

    2012-01-01

    The goal of the current study was to examine the predictive relationships among a set of cognitive-motivational variables that have been found in previous studies to support academic achievement. Student perception of a classroom's achievement goal structure (classroom mastery, classroom performance-approach, classroom performance-avoidance) was…

  20. Variables Associated With Reading and Math Achievement among a Heterogeneous Group of Students.

    Science.gov (United States)

    Oakland, Thomas; Stern, William

    1989-01-01

    Delineated characteristics of over- and under-achievers within a sample of 372 randomly selected public school students aged 6 through 17 years from 3 racial-ethnic groups and 2 levels of socioeconomic status. Found discrepant achievement not to be unique to particular race, intelligence, gender, age, family size, or degree of family intactness.…

  1. The Impact of Socioeconomic Status on Elementary Student Achievement in Rural South Texas Schools

    Science.gov (United States)

    Martinez-Perez, Frances A.

    2013-01-01

    Educational inequalities that exist due to socioeconomic status impact the academic achievement of students and contribute to the achievement gap. This study attempted to examine how the predictors of grade level and socioeconomic status impact the passing of state standardized reading and mathematics exams. The 2012-2013 State of Texas Academic…

  2. A Model of Parental Achievement-Oriented Psychological Control in Academically Gifted Students

    Science.gov (United States)

    Garn, Alex C.; Jolly, Jennifer L.

    2015-01-01

    This study investigated achievement-oriented parent socialization as it pertains to school avoidance in a sample of gifted students. A serial mediation model examining relationships among parental achievement-oriented psychological control (APC), fear of academic failure, academic amotivation, and school avoidance was tested. The sample included…

  3. Examining the Mediating Effect of Learning Strategies on the Relationship between Students' History Interest and Achievement

    Science.gov (United States)

    Dan, Yongjun; Todd, Reese

    2014-01-01

    Research into the effect of interest consistently indicated that interest positively related to students' achievement; however, the mechanism through which it affected the learning result remained an open question. This study intended to examine how learning strategies mediated the relationship between interest and achievement in the domain of…

  4. Comparison of Self-Beliefs for Predicting Student Motivation and Achievement

    Science.gov (United States)

    Bong, Mimi; Cho, Catherine; Ahn, Hyun Seon; Kim, Hye Jin

    2012-01-01

    The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle…

  5. Academic Achievement and Extracurricular School Activities of At-Risk High School Students

    Science.gov (United States)

    Marchetti, Ryan; Wilson, Randal H.; Dunham, Mardis

    2016-01-01

    This study compared the employment, extracurricular participation, and family structure status of students from low socioeconomic families that achieved state-approved benchmarks on ACT reading and mathematics tests to those that did not achieve the benchmarks. Free and reduced lunch eligibility was used to determine SES. Participants included 211…

  6. Parents' and Teachers' Perspectives Regarding Parental Involvement and Student Achievement

    Science.gov (United States)

    Walker, Christi Nelson

    2017-01-01

    The U.S. government has stated in federal guidelines that parents must be involved in their children's education in order for student achievement to increase. For more than 5 years, a small rural middle school in Mississippi was designated a low-performing school due to its failure to achieve the required standards for quality distribution index…

  7. How University Students with Reading Difficulties Are Supported in Achieving Their Goals

    Science.gov (United States)

    Stack-Cutler, Holly L.; Parrila, Rauno K.; Jokisaari, Markku; Nurmi, Jari-Erik

    2015-01-01

    We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university…

  8. The Role of Authoritative and Authoritarian Parenting in the Early Academic Achievement of Latino Students

    Science.gov (United States)

    Kim, Yeonwoo; Calzada, Esther J.; Barajas-Gonzalez, R. Gabriela; Huang, Keng-Yen; Brotman, Laurie M.; Castro, Ashley; Pichardo, Catherine

    2018-01-01

    Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino…

  9. School Sector and Student Achievement in the Era of Standards Based Reforms

    Science.gov (United States)

    Carbonaro, William; Covay, Elizabeth

    2010-01-01

    The authors examine whether standards based accountability reforms of the past two decades have closed the achievement gap among public and private high school students. They analyzed data from the Education Longitudinal Study (ELS) to examine sector differences in high school achievement in the era of standards based reforms. The authors found…

  10. Social Psychological Dispositions and Academic Achievement of Inuit and Non-Inuit Students.

    Science.gov (United States)

    Clifton, Rodney A.; Roberts, Lance W.

    1988-01-01

    Examines differences between Inuit and non-Inuit students in activism (social attitude), self-concept, and academic achievement. Inuits scored lower in activism and self-concept than non-Inuits. Suggests teachers create personalized classroom environments to positively affect activism and self-concept, and thereby enhancing achievement.…

  11. A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores

    Science.gov (United States)

    Pendleton, Myra

    2015-01-01

    The purpose of this study was to determine if there was a difference in the academic achievement in reading among students enrolled in single-gender and coeducational classes, as well as the impact of teachers' perceptions on the outcome of academic achievement. The study used a mixed-method approach to address this purpose. This study reported…

  12. Procrastination and the 2 x 2 Achievement Goal Framework in Malaysian Undergraduate Students

    Science.gov (United States)

    Ganesan, Rajalakshmi; Mamat, Norul Hidayah Bt; Mellor, David; Rizzuto, Laura; Kolar, Christina

    2014-01-01

    The present study investigated academic procrastination in the context of the 2 x 2 goal achievement theoretical framework within a population of 450 Malaysian undergraduate students, aged 18 to 25 years. Participants completed the Achievement Goal Questionnaire and the Tuckman Procrastination Test. Approach dimensions of both the mastery and…

  13. Students' academic self-efficacy viz-a-viz their academic achievement

    African Journals Online (AJOL)

    Self-efficacy predicts academic achievement by influencing the effect of skills, previous experience, mental ability, or other self-beliefs on subsequent achievement. Students with high self-efficacy set challenging goals engage in more effective learning strategy use and persevere when encountered by difficult tasks.

  14. Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

    2016-01-01

    Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at

  15. Two ecological models of academic achievement among diverse students with and without disabilities in transition.

    Science.gov (United States)

    Williams, Terrinieka T; McMahon, Susan D; Keys, Christopher B

    2014-01-01

    School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.

  16. E-Learning Interactions, Information Technology Self Efficacy and Student Achievement at the University of Sharjah, UAE

    Science.gov (United States)

    Abulibdeh, Enas Said; Hassan, Sharifah Sariah Syed

    2011-01-01

    The purpose for this study is to validate a model of student interactions (student-content, student-instructor and student-student interactions and vicarious interaction), information technology self efficacy and student achievement. Investigation of the relationships was undertaken with structural equation modeling analyses, in a study with 250…

  17. Achievement Goal Orientations and Self Handicapping as Mediator and Moderator of the Relationship between Intrinsic Achievement Motivation and Negative Automatic Thoughts in Adolescence Students

    Science.gov (United States)

    Kapikiran, Sahin

    2012-01-01

    The main purpose of this study was to examine the mediator and moderator role of self-handicapping and achievement goal orientations variables on the relationship between negative automatic thoughts intrinsic achievement motivation in high school students. 586 high school students, ranging in age from 14 to 20 (M = 16.08), adolescence students…

  18. Relationship Between the Perception Curriculum Credit Semester System (Sks) with Academic Achievement Motivation in Students of Sman 78 Jakarta

    OpenAIRE

    Nurhidayah, Fajriati; Widodo, Prasetyo Budi; Desiningrum, Dinie Ratri

    2012-01-01

    School education has a major role in improving the quality of eduvation ,00aitems through the students academic achievement motivation. Students academic achievement motivation can be seen by the student perception of the curriculum semester credit system is applied in schools. This research was conducted to determine the relationship between perceptions of curriculum semester credit system with academic achievement motivation in students of SMAN 78 Jakarta. The population was 324 students w...

  19. PERSISTENCE AND ACADEMIC ACHIEVEMENT IN FOREIGN LANGUAGE IN NATURAL SCIENCES STUDENTS

    Directory of Open Access Journals (Sweden)

    Alexandr I Krupnov

    2017-12-01

    Full Text Available The article discusses the results of empirical study of the association between variables of persistence and academic achievement in foreign languages. The sample includes students of the Faculty of Physics, Mathematics and Natural Science at the RUDN University ( n = 115, divided into 5 subsamples, two of which are featured in the present study (the most and the least successful students subsamples. Persistence as a personality trait is studied within A.I. Krupnov’s system-functional approach. A.I. Krupnov’s paper-and-pencil test was used to measure persistence variables. Academic achievement was measured according to the four parameters: Phonetics, Grammar, Speaking and Political vocabulary based on the grades students received during the academic year. The analysis revealed that persistence displays different associations with academic achievement variables in more and less successful students subsamples, the general prominence of this trait is more important for unsuccessful students. Phonetics is the academic achievement variable most associated with persistence due to its nature, a skill one can acquire through hard work and practice which is the definition of persistence. Grammar as an academic achievement variable is not associated with persistence and probably relates to other factors. Unsuccessful students may have difficulties in separating various aspects of language acquisition from each other which should be taken into consideration by the teachers.

  20. Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

    Directory of Open Access Journals (Sweden)

    Henry Nsubuga Kiwanuka

    2015-08-01

    Full Text Available This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.

  1. Investigating the Impact of Schools' Open Space on Learning and Educational Achievement of Elementary Students

    Directory of Open Access Journals (Sweden)

    Abdolreza Gilavand

    2016-04-01

    Full Text Available Background It is obvious that most of informal learnings of social skills and constructive plays occur in school yards and play-fields where children spend much of their non-official time of teaching. This study aimed to investigate the impact of schools' open space on learning and educational achievement of elementary students in Ahvaz, Southwest of Iran. Materials and Methods At a cross-sectional study, 210 students were selected randomly as sample of study. Data collection tools included Hermance’s achievement motivation questionnaire and researcher-constructed questionnaire (observation checklist to examine the physical parameters of learning schools' open space and interviews with students. Data of study were analyzed in SPSS- 21 software. Results Results of this study showed that schools' open space has a significant impact on learning and academic achievement of elementary school students in Ahvaz- Iran (P

  2. Character Strengths and Academic Achievements of Undergraduate College Students of Guwahati, Assam

    Directory of Open Access Journals (Sweden)

    Sabiha Alam Choudhury

    2017-06-01

    Full Text Available Character strengths, as conceptualised by the Values-In-Action (VIA strengths classification system, are core characteristics of individuals that allow people to be virtuous (Seligman 2002. They are moral, intrinsically valuable, and ubiquitous traits that can be developed and enhanced. Social psychologists and sociologists consider achievements in college or university level, because of recognition and proper utilisation of the character strengths possessed by the individual students. The current study was conducted amongst 240 undergraduate college students of arts stream (60 males and 60 females and science stream (60 males and 60 females falling within the age group of 18-21 years, with the aim of finding out if the character strengths of the male and female undergraduate students are associated with their college academic achievements. It was found that significant correlation existed between appreciation of beauty and excellence, fairness, forgiveness, honesty, humour, kindness, love of learning and humility with the academic achievement of the students.

  3. Level of Attention of Secondary School Students and Its Relationship with their Academic Achievement

    Directory of Open Access Journals (Sweden)

    Syed Manzoor Hussain Shah

    2015-06-01

    Full Text Available The major purpose of the study was to find out the relationship between the level of attention and academic achievement. The tool designed to carry out this study was questionnaire. A sample of 420 students was taken from six secondary schools of district chakwal. The data was collected personally by visiting the concerned schools. The collected data was properly tabulated and analyzed with the help of ANOVA. The major findings of the study were: students’ level of attention directly effects their academic achievement. Those students who have high level of attention their academic achievement is also higher. As the level of attention decreases academic achievement also decreases student with moderate attention level have average academic achievement while the student with low level of attention are failed. The main factors that distract student attention are noise, home environment, financial problems, health problems and lack of interest. The study concludes that attention should be considered an important psychological phenomenon that effects the students’ academic achievement. As the individuals are different in their capabilities, skills, intelligence and aptitude their level of attention is also different.

  4. Results achieved by emergency physicians in teaching basic cardiopulmonary resuscitation to secondary school students.

    Science.gov (United States)

    Jiménez-Fábrega, Xavier; Escalada-Roig, Xavier; Sánchez, Miquel; Culla, Alexandre; Díaz, Núria; Gómez, Xavier; Villena, Olga; Rodríguez, Esther; Gaspar, Alberto; Molina, José Emilio; Salvador, Jordi; Miró, Oscar

    2009-06-01

    We investigated the results obtained with a basic cardiopulmonary resuscitation (b-CPR) program (PROCES) specifically designed for secondary school students (14-16 years old) and taught by emergency physicians. We used a multiple-choice test with 20 questions (10 on theory and 10 on skills) answered before and immediately after and 1 year after receiving the b-CPR course. Satisfactory learning was considered when at least 8 out of 10 skill questions were correctly answered. We investigated student variables associated with better immediate and deferred (1 year after) PROCES performance. We compared the results with those obtained using a more standardized program to teach b-CPR to police cadets. We enrolled 600 high school students. PROCES achieved significant improvement in overall, theory and skill marks immediately after the course (PSatisfactory learning was achieved by 57% of school students immediately after PROCES and by 37% when assessed 1 year later. Students without pending study subjects (P=0.001) and those from private schools (Pstudents achieved greater performance 1 year after the course (Psatisfactory learning of school students was lower (79 vs. 57%, respectively; Psatisfactory learning was higher (23 vs. 37%, respectively; Pschool students in b-CPR using PROCES, and this specific program achieves a reasonable amount of satisfactory learning.

  5. A comparison of rural high school students in Germany with rural Tennessee high school students' mathematics and science achievement

    Science.gov (United States)

    Harding, R. Fredrick

    This descriptive study compared the science and mathematics aptitudes and achievement test scores for the final school year students in rural White County and Van Buren County, Tennessee with rural county students in Germany. In accordance with the previous research literature (Stevenson, 2002), German students outperformed U.S. students on The International Trends in Math and Science test (TIMSS). As reform in the U.S. education system has been underway, this study intended to compare German county student final school year performance with White County and Van Buren County (Grade 12) performance in science and mathematics. The entire populations of 176 White and Van Buren Counties senior high final school year students were compared with 120 school final year students from two rural German county high schools. The student responses to identical test and questionnaire items were compared using the t-test statistical analysis. In conclusion after t-test analyses, there was no significant difference (p>.05 level) in student attitudes on the 27 problem achievement and the 35 TIMSS questionnaire items between the sampled population of 120 German students compared with the population of 176 White and Van Buren students. Also, there was no statistically significant difference (p>.05 level) between the German, White, and Van Buren County rural science and math achievement in the TIMSS problem section of the final year test. Based on the research, recommendations to improve U.S. student scores to number one in the world include making changes in teaching methodology in mathematics and science; incorporating pamphlet lessons rather than heavily reliance on textbooks; focusing on problem solving; establishing an online clearinghouse for effective lessons; creating national standards in mathematics and science; matching students' course choices to job aspirations; tracking misbehaving students rather than mainstreaming them into the regular classroom; and designing

  6. Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

    Science.gov (United States)

    Chu, Man-Wai; Fung, Karen

    2018-04-01

    Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

  7. Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes.

    Science.gov (United States)

    Kirwin, Jennifer; Greenwood, Kristin Curry; Rico, Janet; Nalliah, Romesh; DiVall, Margarita

    2017-02-25

    Objective. To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students' attitudes and achievement of educational goals. Design. Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. Assessment. Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students' performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students' performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. Conclusions. The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills.

  8. Context factors and student achievement in the IEA studies: evidence from TIMSS

    Directory of Open Access Journals (Sweden)

    Elisa Caponera

    2016-08-01

    Full Text Available Abstract Background The present study investigates what factors related to the school context influence student achievement on TIMSS mathematics tests across countries. A systematic review of the literature on PIRLS, TIMSS, and ICCS was conducted upstream to identify those school, teacher, and classroom factors shown to be useful predictors of student performance in previous IEA studies. Data of student samples representative of grade 8 students from 28 countries who participated in TIMSS 2011 were analysed. The main aim of the present study is to verify what school and teacher characteristics are positively associated with students’ mathematics achievement, mainly focusing on disadvantaged schools. Furthermore, it aims at identifying how school context variables contribute to explaining the performance of students in disadvantaged schools in comparison with more advantaged schools. Methods A separate analysis was carried out for each considered country, and the same multilevel regression model was used on the sampled schools as a whole and treating schools with high (highest tertile and low (lowest tertile socio-economic backgrounds as distinct groups. Results The results confirmed that a high socio-economic status has a significant and positive effect on student achievement: compared with students from socio-economic disadvantaged schools, students from advantaged schools performed better in mathematics achievement. This difference is more evident in countries where the gap between rich and poor people as measured by the Gini coefficient, which measures how much an economy deviates from perfect equality, is wider. However, this difference is restricted in countries with a smaller gap between rich and poor people. Conclusions According to the literature in the field, the results show significant differences across countries in relation to the school and teacher characteristics that have an impact on mathematics achievement of students from

  9. The effects of different learning environments on students' motivation for learning and their achievement.

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien

    2013-09-01

    Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

  10. Student-Centered Instruction and Academic Achievement: Linking Mechanisms of Educational Inequality to Schools’ Instructional Strategy

    DEFF Research Database (Denmark)

    Andersen, Ida Gran; Andersen, Simon Calmar

    2017-01-01

    educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general......, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities.......Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational...

  11. Technology Activities for Life Skills Support Students. [and] CNC for Lower-Achieving Students.

    Science.gov (United States)

    Ressel, Michael J.; Smith, Clayton

    1995-01-01

    Ressel shows how providing technology education to special needs students can reaffirm belief in technology education and revitalize desire to teach. Smith suggests that breaking down processes into special steps allows these students to be successful. (JOW)

  12. Automated monitoring: a potential solution for achieving sustainable improvement in hand hygiene practices.

    Science.gov (United States)

    Levchenko, Alexander I; Boscart, Veronique M; Fernie, Geoff R

    2014-08-01

    Adequate hand hygiene is often considered as the most effective method of reducing the rates of hospital-acquired infections, which are one of the major causes of increased cost, morbidity, and mortality in healthcare. Electronic monitoring technologies provide a promising direction for achieving sustainable hand hygiene improvement by introducing the elements of automated feedback and creating the possibility to automatically collect individual hand hygiene performance data. The results of the multiphase testing of an automated hand hygiene reminding and monitoring system installed in a complex continuing care setting are presented. The study included a baseline Phase 1, with the system performing automated data collection only, a preintervention Phase 2 with hand hygiene status indicator enabled, two intervention Phases 3 and 4 with the system generating hand hygiene reminding signals and periodic performance feedback sessions provided, and a postintervention Phase 5 with only hand hygiene status indicator enabled and no feedback sessions provided. A significant increase in hand hygiene performance observed during the first intervention Phase 3 was sustained over the second intervention Phase 4, with the postintervention phase also indicating higher hand hygiene activity rates compared with the preintervention and baseline phases. The overall trends observed during the multiphase testing, the factors affecting acceptability of the automated hand hygiene monitoring system, and various strategies of technology deployment are discussed.

  13. Instructional characteristics in mathematics classrooms: relationships to achievement goal orientation and student engagement

    Science.gov (United States)

    Lazarides, Rebecca; Rubach, Charlott

    2017-02-01

    This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students' mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.

  14. The effect of inclusion classrooms on the science achievement of general education students

    Science.gov (United States)

    Dodd, Matthew Robert

    General education and Special Education students from three high schools in Rutherford County were sampled to determine the effect on their academic achievement on the Tennessee Biology I Gateway Exam in Inclusion classrooms. Each student's predicted and actual Gateway Exam scores from the academic year 2006--2007 were used to determine the effect the student's classroom had on his academic achievement. Independent variables used in the study were gender, ethnicity, socioeconomic level, grade point average, type of classroom (general or Inclusion), and type student (General Education or Special Education). The statistical tests used in this study were a t-test and a Mann--Whitney U Test. From this study, the effect of the Inclusion classroom on general education students was not significant statistically. Although the Inclusion classroom allows the special education student to succeed in the classroom, the effect on general education students is negligible. This study also provided statistical data that the Inclusion classroom did not improve the special education students' academic performances on the Gateway Exam. Students in a general education classroom with a GPA above 3.000 and those from a household without a low socioeconomic status performed at a statistically different level in this study.

  15. The Impact of Color-Coding Freshmen Integrated-Science Assignments on Student Achievement

    Science.gov (United States)

    Sturdivant Allen, Anita Kay

    Students in Grade 9 exhibit high rates of grade retention and absenteeism. Educators have used different strategies that will increase the achievement of those students. The purpose of this study was to determine whether a relationship existed between student achievement and the strategy to use colored paper for Grade 9 science assignments and tests. Itten's color theory provided the theoretical framework. Itten was one of the first researchers to explore the notion that the human eye can detect wavelengths as colors and that those colors can engage and create order in the human brain. A sample of students assigned to 4 classroom teachers at one high school who volunteered to take part in the study for 18 weeks were used in this quantitative study. Teachers administered student assessments on blue, green, yellow, and white paper. Each class was assigned 1 of the 4 colors for 4.5 weeks. The classes were then assigned a different color for the same length of time until each class had exposure to all 4 colors. Physical science exams given to students in the same grade or subject were used as the dependent variable. An ANOVA indicated that the groups using blue paper scored the highest on the physical science exams; students who used white paper earned the lowest scores. When comparing all 3 groups using colored paper (all three colored paper groups combined into one group) to the white paper groups, t-test results indicated that students using any colored paper scored higher than students using white paper. Further research on the impact of colored paper on student academic performance is necessary. Implications for positive social change indicate that new knowledge about instructional tools that impact student achievement deserves more attention.

  16. Learning Language Levels in Students Accurate with a History Academic Achievement History

    Directory of Open Access Journals (Sweden)

    Noorlela Binti Noordin

    2017-11-01

    Full Text Available This study was aimed to evaluate the Malay proficiency among students in Form Two especially non-Malay students and its relationship to academic achievement History. To achieve the purpose of the study there are two objectives, the first is to look at the difference between mean of Malay Language test influences min of academic achievement of History subject among non-Malay students in Form Two and the second is the relationship between the level of Malay proficiency and their academic achievement for History. This study used quantitative methods, which involved 100 people of Form Two non-Malay students in one of the schools in Klang, Selangor. This study used quantitative data were analyzed using descriptive statistics and statistical inference with IBM SPSS Statistics v22 software. This study found that there was a relationship between the proficiency of Malay language among non-Malay students with achievements in the subject of History. The implications of this study are discussed in this article.

  17. Relationship between Self-Efficacy and Academic Achievement of Zahedan Medical Sciences Students in 2016

    Directory of Open Access Journals (Sweden)

    Azizollah Arbabisarjou

    2016-07-01

    Full Text Available Students with higher self-efficacy utilize higher tendency, endeavor, and strength in performing academic tasks and feel ensure of their ability, thus self-efficacy can influence their academic achievement. Current study was conducted aiming at investigating relationship between self-efficacy and academic achievement of students of Zahedan University of Medical Sciences. It is a descriptive – analytical research on 190 students of Zahedan University of Medical Sciences during 2015 – 2016. Subjects were selected randomly and two-part questionnaire was used as data collection tool. First part was related to demographic characteristics and second part was related to self-efficacy questionnaire. Finally data were analyzed by SPSS 19 Software using deceptive statistics, Pearson correlation and independent t. Average age of individuals was 21.46 ± 312 and 82 students were female.Relationship between gender and self-efficacy of students was significant and self-efficacy was higher in females. But relationship between gender and academic achievementis not significant. Relationship between age and academic achievement was not significant. Relationship between self-efficacy and academic achievement of students was measured through Pearson correlation test and significant relationship was observed. People with higher selfefficacy have more optimal academic status compared to people with low self-efficacy and there is direct positive relationship between GPA and self-efficacy.

  18. Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.

    Science.gov (United States)

    Jordt, Hannah; Eddy, Sarah L; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E; King, Katherine; Freeman, Scott

    2017-01-01

    Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student's feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. © 2017 H. Jordt et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  19. The impact of three instructional styles of teaching physics on students' achievement and attitudes

    Science.gov (United States)

    Al-Arfaj, Maher Mohammed

    The aim of this study was to investigate the impact of three instructional styles (traditional teaching, problem-based instruction, and teaching by demonstration) of teaching physics on students' attitudes and achievement. The sample consisted of 106 Saudi students in three physics classes in the second semester of the academic year 1998--1999. Three instruments were used in collecting the data for both quantitative and qualitative parts of the study. For the quantitative part, the researcher developed and pilot tested a 35-item questionnaire with versions to measure students' attitudes before the start of the experiment and then to measure students' attitudes toward the method of teaching. In addition, the researcher developed a 12-item achievement test to measure students gain scores which was administered at the beginning and the end of the treatment. For the qualitative part, the researcher constructed an interview guide consisting of five-open ended questions. The questions were geared to discover students' attitudes toward the implemented instructional style, and if this instructional style assisted them to acquire a good understanding of the studied unit. In the quantitative part, the results showed a significant correlation between students' attitudes toward the method of teaching and their achievement on the posttests. Furthermore, the findings from the one-way ANOVA indicated that there was a significant difference among the three groups in terms of achievement. The mean of achievement gain scores was highest for the problem-based group, followed by the group that was taught by demonstration, and then the traditional teaching group. The findings from the ANOVA indicated that there was also no significant difference between the three groups in terms of attitudes. In the qualitative part, the answers of the five questions revealed four themes: attitudes toward the method of teaching, reasons for liking or disliking the method of teaching, methods of

  20. Bridging the gap: the roles of social capital and ethnicity in medical student achievement.

    Science.gov (United States)

    Vaughan, Suzanne; Sanders, Tom; Crossley, Nick; O'Neill, Paul; Wass, Val

    2015-01-01

    Within medical education, there is a discrepancy between the achievement level of White students and that of their ethnic minority peers. The processes underlying this disparity have not been adequately investigated or explained. This study utilises social network analysis to investigate the impact of relationships on medical student achievement by ethnicity, specifically by examining homophily (the tendency to interact with others in the same group) by ethnicity, age and role. Data from a cross-sectional social network study conducted in one UK medical school are presented and are analysed alongside examination records obtained from the medical school. Participants were sampled across the four hospital placement sites; a total of 158 medical students in their clinical phase (Years 3 and 4) completed the survey. The research was designed and analysed using social capital theory. Although significant patterns of ethnic and religious homophily emerged, no link was found between these factors and achievement. Interacting with problem-based learning (PBL) group peers in study-related activities, and having seniors in a wider academic support network were directly linked to better achievement. Students in higher academic quartiles were more likely to be named by members of their PBL group in study activities and to name at least one tutor or clinician in their network. Students from lower-achieving groups were least likely to have the social capital enabling, and resulting from, interactions with members of more expert social groups. Lower levels of the social capital that mediates interaction with peers, tutors and clinicians may be the cause of underperformance by ethnic minority students. Because of ethnic homophily, minority students may be cut off from potential and actual resources that facilitate learning and achievement. © 2014 John Wiley & Sons Ltd.