Walberg, Herbert J.
For the last half century, higher spending and many modern reforms have failed to raise the achievement of students in the United States to the levels of other economically advanced countries. A possible explanation, says Herbert Walberg, is that much current education theory is ill informed about scientific psychology, often drawing on fads and…
Eric R Eide; Mark H Showalter
We explore the relationship between sleep and student performance on standardized tests. We model test scores as a nonlinear function of sleep, which allows us to compute the hours of sleep associated with maximum test scores. We refer to this as “optimal” hours of sleep. We also evaluate how the sleep and student performance relationship changes with age. We use the Panel Study of Income Dynamics-Child Development Supplement, which includes excellent control variables that are not usually av...
Sortkær, Bent; Reimer, David
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......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...
Sanders, Jimy M.
In the largest district initially placed under court-ordered faculty desegregation. The influences of teacher turnover, experience, and racial isolation on elementary school student achievement in predominantly minority schools were examined. Findings suggest that poorly planned desegregation policies can have undesirable consequences, especially…
Cadigan, Francoise Jane; Wei, Yichun; Clifton, Rodney A.
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'…
Tabibzadeh, Kiana S.
General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.
Lyon, Lucy Kay
Extensive research has been conducted on improving student academic achievement and techniques to improve student learning. There has been little research that addresses the relationship between student achievement and teacher performance. The purpose of this study was to determine the relationship between performance-based teacher evaluation…
Chandra, Vinesh; Lloyd, Margaret
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…
Bernardo, Allan B. I.; Ismail, Rosnah
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…
... Kohl III HW, Dietz WH. Physical education and academic achievement in elementary school: data from the Early Childhood Longitudinal Study. American Journal of Public Health 2008;98(4):721–727. ...
Defries, Z; Grothe, L
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.
Lee, Gregory M.; Lind, Mary L.
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.
The purpose of this study was to investigate challenges on students' academic achievement in science education across selected preparatory schools of Ethiopia. The participants were students, teachers and principals from three regions and nine schools. The participants of the study were 801 students and 118 science ...
Ronald B. Lumpkin
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.
Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan
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.
Young, Larry Douglas, Jr.
This study provides an overview of the impact of school technology on elementary students in grades three through five attending public schools in Indiana. The investigation focused on the impact of various technologies on student achievement as measured on Indiana Statewide Testing for Educational Progress-Plus (ISTEP+). Various comparisons were…
This article reports the main findings of a study of twenty-seven high achieving deaf students in England which sought the views of the deaf students, their parents, teachers, and other school professionals on reasons for success. It is a replication of a previous American study but in a UK context. The main findings match those of the American…
Diaz, Abby T.
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…
Milošević Nikoleta M.
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
Olofsson, Åke; Taube, Karin; Ahl, Astrid
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.
Spasenović Vera Z.
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.
Isabel Niño de Guzmán
Full Text Available The correlations among personality, academic performance and other variables in 170 university students were studied, using two instruments validated into the population: the NEOPJ-R, and the EPPS. Other variables as age, study level, self perception of academic achievement and self perception of motivation, and sources of support were included. Jt was confirmed the reliability and validity of both tests and the correlations between them. The results showed associations among academic performance and conscientiousness, endurance,change, and aggression. The academic performance was better explained by achievements triving, deliberation, change, self perception of academic achievement and age.
Southern Regional Education Board (SREB), 2010
This is the fourth in a series of eight newsletters highlighting best practices presented at the 2009 HSTW Staff Development Conference in Atlanta. These newsletters contain information about successful actions schools across the nation are taking to join hands-on and heads-on learning in ways that increase student motivation and achievement. This…
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),…
Händel, Marion; Vialle, Wilma; Ziegler, Albert
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…
El-Amin, Aaliyah; Seider, Scott; Graves, Daren; Tamerat, Jalene; Clark, Shelby; Soutter, Madora; Johannsen, Jamie; Malhotra, Saira
Research has suggested that critical consciousness--the ability to recognize and analyze systems of inequality and the commitment to take action against these systems--can be a gateway to academic motivation and achievement for marginalized students. To explore this approach, the authors studied five urban schools that include critical…
James, Lori; Pate, James; Leech, Donald; Martin, Ellice; Brockmeier, Lantry; Dees, Elizabeth
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…
Harnish, David Alan
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…
Gary G. Huang
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.
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.
Alrakaf, Saleh; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine
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. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students' grades were obtained from course coordinators. 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. 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.
Ichinose, Cherie; Clinkenbeard, Jennifer
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…
SS1) students' achievement in English vocabulary in Apa Local Government Area of Benue State. The study was carried out to determine whether puzzle and scramble games strategies would improve students' achievement in English ...
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…
Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats
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…
Alrakaf, Saleh; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine
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.
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).
Herges, Rebecca M.; Duffield, Stacy; Martin, William; Wageman, Justin
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…
It was found that both the Achievement Motivation Scale scores, the attitude scale scores and student perception of the teaching method scores show significant correlation to students academic achievement in chemistry. Theories of Achievement Motivation and behaviour modification were used to explain the findings from ...
Lawrence, A. S. Arul; Vimala, A.
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)…
A sample of 324 SSII students were used. The students filled the graphical elements of economics curriculum attitude questionnaire before and after instruction. The students were taught on the topic theory of consumer behaviour for six weeks each. The results reveal that students achievement after instructon was high, also ...
Mosley, Chaney; Broyles, Thomas; Kaufman, Eric
The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study…
Stratton, Tamiko; Pang, Valerie Ooka; Madueno, Marcelina; Park, Cynthia D.; Atlas, Miriam; Page, Cindy; Oliger, Jennifer
This article describes composites of actual students, but examples of hardworking immigrant students and their families can be found in every state. Many young immigrants are negotiating their place in society. They believe in the American Dream and struggle with issues of poverty, language, cultural assimilation, and the desire to further their…
Sanders, Jimy M.
The priority attached to inner-city student desegregation has often become diminished with the onset of mandatory faculty desegregation. Consequently, students tend to be substantially more segregated than teachers in urban schools. Faculties in predominantly minority schools typically have higher turnover and less experience than faculties in…
Full Text Available We used an achievement goal framework to study the role of motivation in the academic context of a Peruvian sample of 8th to 10th grade high school students (N = 1505. The purpose of this cross-sectional study was to examine the relationship between students' achievement goals, their use of learning strategies and their academic achievement. Multiple Hierarchical Regressions Analyses identified, as predicted, positive effects of mastery goals, including more use of learning strategies and higher academic achievement, and negative effects of performance avoidance goals, including lower academic achievement. Mixed results were found for pursuing performance approach goals, which predicted a greater use of learning strategies, but were unrelated to academic achievement. The present findings support the external validity of achievement goal theory in a sample of students from a culture that is understudied in the achievement goal literature in particular and the motivational literature in general.
Chen, Chen; Zhang, Li-Fang
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.…
The results showed that strong relationship existed between science achievement and school resource ... achievement in particular occurs in a social context and that much of what is learned is gained through .... boys and girls in their academic self-concept of science and science learning in each category of academic ...
Babenko, Oksana; Daniels, Lia M.; White, Jonathan; Oswald, Anna; Ross, Shelley
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…
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.
Lennia Matos; Willy Lens; Maarten Vansteenkiste
We used an achievement goal framework to study the role of motivation in the academic context of a Peruvian sample of 8th to 10th grade high school students (N = 1505). The purpose of this cross-sectional study was to examine the relationship between students' achievement goals, their use of learning strategies and their academic achievement. Multiple Hierarchical Regressions Analyses identified, as predicted, positive effects of mastery goals, including more use of learning strategies and hi...
Sainsbury, Erica; Rose, Grenville; Smith, Lorraine
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
Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio
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.
The purpose of this study was to investigate the effects of private tutoring expenditure on two types of Korean students' academic achievements as measured by standardized test achievement and by school performance achievement, applying 5-year data from Korean Educational Longitudinal Study (KELS). It was found that private tutoring expenditure…
Annals of Modern Education ... To achieve this goal, students from Katsina State Science and Technical Education Board (STEB) were purposively selected for the study. ... Parents' education and occupation, family type, dependency ratio, and family feeding significantly correlated with students' academic achievement in ...
Šori, Iztok; Šušteric, Nika; Gaber, Slavko
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…
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 ...
Lawrence, Arul A. S.; Lawrence, John A.
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…
Dalton, Elizabeth A.
This study was based on convergence of two educational theories: 1) that professional development improves teacher quality and instructional practices and therefore positively affects student achievement and 2) allocation of school resources positively affects student achievement. It is a common educational belief that professional development…
Moyer-Packenham, Patricia S.; Westenskow, Arla
This paper is a meta-analysis that synthesizes the findings from 66 research reports examining the effects of virtual manipulatives on student achievement. Of the 66 reports, 32 contained data yielding 82 effect size scores with effects of virtual manipulatives on student achievement. The 66 reports also contributed to a conceptual analysis of…
This study investigated the effectiveness of webbing strategy on students' achievement in algebraic word problems. It also sought to find out whether gender had any influence on the achievement of students exposed to webbing instructional strategy. A quasi –experimental non-equivalent control group design was used.
Cronin, John; Jensen, Nate
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…
This dissertation examines the impact a Tax Ratification Election has on student achievement in Texas. Texas schools continue to struggle with shrinking budgets and increasing standards of student achievement (Equity Center, 2011). This study will provide greater insight into whether school districts that have completed a TRE have created a…
Maughan, Erin D.
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.
Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A.
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…
Full Text Available 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 to 16 years old from Spanish families (85.6% or are 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.
Heninger, Benjamin Thomas
This quantitative study explained relationships among independent variables that included instrumental music participation and achievement on a standardized test by participants in the ninth grade at a western Wisconsin high school. The ACT "Aspire" (2017) test is a vertically articulated, standards-based system of assessments. Subtest…
Aguilar, Mario Sánchez; Rosas, Alejandro; Zavaleta, Juan Gabriel Molina; Romo-Vázquez, Avenilde
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…
Vega, Louis A.
This action research project developed and implemented a program to improve student motivation through use of multiple intelligences, authentic assessment, technology and positive teacher feedback to increase levels of student music achievement. The students of the targeted seventh grade music class exhibited low levels of motivation that hindered…
Damian, Lavinia E.; Stoeber, Joachim; Negru, Oana; Baban, Adriana
Perfectionism has been shown to predict individual differences in achievement goal orientations in university students, but research on perfectionism and goal orientations in school students is still very limited. Investigating 584 adolescent school students in a cross-sectional correlational design, the present study examined how self-oriented…
Camelo-Lavadores, Ana Karen; Sánchez-Escobedo, Pedro; Pinto-Sosa, Jesus
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…
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.
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.
Kathryn Korelich; Dr. La Vonne Fedynich
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 partic...
This article examines how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed is: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Results indicate that high-achieving Black youth,…
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.
S. H. Sulistijo
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.
Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair
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.
Kaniuka, Theodore S.
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…
, 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....
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…
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.
Ogenler, Oya; Selvi, Huseyin
TRAINING PROVIDED IN MEDICAL FACULTIES IS MAINLY COMPOSED OF TWO PHASES: preclinical and clinical. Preclinical period, or the first three years, consists of theoretical classes and practical implementations to develop vocational skills. In the clinical period, students are given applied courses. This study aimed to determine the role of demographic characteristics and medical students' life habits on their academic achievement. For this purpose, a 20-item survey form with two sections developed by the researchers was used. Students were also asked to identify the averages of committee exams as the academic achievement indicator. Participating students (n = 287) were from Mersin University Medical Faculty during 2012-2013 session. Totally, 60.3% of the students were males with an average age of 21.16 ± 1.39, and their general grade point average was 63.39 ± 9.08. Students in their second year (P = 0.000), who were females (P = 0.000), graduated from Anatolian Teachers High Schools (P = 0.002), financially well off (P = 0.026), stayed in state hostels (P = 0.032), did not smoke (P = 0.042) and regularly did sports (P = 0.016) were significantly more successful compared to others. Students' socioeconomic resources and habits play roles on academic achievement. Solutions that incorporate economic support which can eliminate negative situations leading to inequality of opportunity among students would increase students' achievement.
Hough, Kimberly L.
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,…
Bishop, Daniel J.
In an era of professional standards for educators and teacher evaluations linked to measures of student achievement, researchers use data from student information systems to address research questions linking teacher feedback to student achievement. A quantitative study of teacher use of the Skyward student information system (SIS) was conducted…
Wesolowski, Brian C.
Student achievement growth data are increasingly used for assessing teacher effectiveness and tracking student achievement in the classroom. Guided by the student learning objective (SLO) framework, music teachers are now responsible for collecting, tracking, and reporting student growth data. Often, the reported data do not accurately reflect the…
Meece, Judith L; Anderman, Eric M; Anderman, Lynley H
Over the past 25 years, achievement goal theory has emerged as one of the most prominent theories of achievement motivation. This chapter uses an achievement goal framework to examine the influence of classroom and school environments on students' academic motivation and achievement. Considerable evidence suggests that elementary and secondary students show the most positive motivation and learning patterns when their school settings emphasize mastery, understanding, and improving skills and knowledge. Whereas school environments that are focused on demonstrating high ability and competing for grades can increase the academic performance of some students, research suggests that many young people experience diminished motivation under these conditions. The implications of achievement goal theory for examining the impact of school reform are discussed.
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.
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.
Ishak, Zahari; Low, Suet Fin; Lau, Poh Li
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…
Chow, Shean Jen; Yong, Bob Chui Seng
This study investigated students' motivation and achievement in combined science. A sample of 324 Year 11 students from eight government secondary schools in Brunei Darussalam participated in the study. Of the sample, 141 were boys and 183 were girls and their average age was 16.4 years. The motivation instrument used was adapted from the science…
Kennedy, Kerry J.; Lijuan, Li
This study identifies predictors of Hong Kong students' civic learning. It has adopted a cross-sectional quantitative design using secondary data from the 2009 International Civics and Citizenship Education Study (ICCS 2009; Schulz et al., 2010). Multi-level analysis reveals that most of the variance in student achievement can be accounted for by…
-test was used to test the hypothesis. The result of the analysis of data collected on the research question showed that students of the co-operative group, that is the Industrial Technical Education students achieved more than the Science ...
Akiba, Motoko; Liang, Guodong
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The…
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 ...
De Paola, Maria; Scoppa, Vincenzo
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…
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 ...
Bazelais, Paul; Lemay, David John; Doleck, Tenzin
Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects student academic performance and success in first-year college physics students in the context of a Quebec Collège d'enseignement…
Britt, Sonya L.; Mendiola, Melanie R.; Schink, Gregory H.; Tibbetts, Racquel H.; Jones, Scott H.
The impact of financial stress on college students can range from psychological distress to adverse academic outcomes. The purpose of this study was to identify how resources and perceptions alter the amount of financial stress felt by college students and how this relates to academic achievement. Results from 2,236 Midwestern college students…
This paper examines how social capital formed by effective parental practices within Chinese families influences student achievement. Survey responses from 266 students from Grades 4 to 6 in a suburban elementary school in China were analysed to identify their perceptions of parental practices (support, pressure, help, monitoring and…
Fyrenius, Anna; Wirell, Staffan; Silen, Charlotte
This article presents a phenomenographic study that investigates students' approaches to achieving understanding. The results are based on interviews, addressing physiological phenomena, with 16 medical students in a problem-based curriculum. Four approaches--sifting, building, holding and moving--are outlined. The holding and moving approaches…
The study investigated the influence of Cognitive styles on students' achievements 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 design and a population of 10,206 (SSII) biology students in ...
Davis, Matthew; Vedder, Andrea; Stone, Joe
Evidence that local tax and expenditure limits (TELs) for public K-12 schools lower student achievement is widely attributed to the effects of reduced funding, but our results cast doubt on reduced funding as the primary explanation for negative effects of TELs and instead suggest the importance of the predictability of funding. Students in…
Huber, David J.; Conway, James M.
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…
The specific purposes are (1) find out whether there is a significant difference in the mean achievement scores of students taught physical chemistry using the target task approach and the expository method (2) find out whether any significant difference in the mean achievement scores of high, average and low ability ...
Soehner, David; Ryan, Thomas
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…
Hernández, Maciel M.; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H.; Spinrad, Tracy L.; VanSchyndel, Sarah K.; Silva, Kassondra M.; Southworth, Jody; Thompson, Marilyn S.
This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher–student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock–Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher–student closeness and strongly, negatively predicted teacher–student conflict. Teacher–student closeness and effortful control, but not teacher–student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher–student closeness and via its positive relation to early academic achievement. The findings suggest that teacher–student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher–student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently. PMID:28684888
Hernández, Maciel M; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H; Spinrad, Tracy L; VanSchyndel, Sarah K; Silva, Kassondra M; Southworth, Jody; Thompson, Marilyn S
This study evaluated the association between effortful control in kindergarten and academic achievement one year later ( N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and effortful control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.
Shore, Stuart M; Sachs, Michael L; Lidicker, Jeffrey R; Brett, Stephanie N; Wright, Adam R; Libonati, Joseph R
The purpose of this study was to investigate whether overweight students achieved a lower relative degree of scholastic achievement compared to nonoverweight students. Subjects consisted of 6th and 7th grade students enrolled in a large public middle school in a suburb of Philadelphia, Pennsylvania. We compared grade point averages (GPAs), nationally standardized reading scores, school detentions, school suspensions, school attendance, tardiness to school, physical fitness test scores, and participation on school athletic teams among nonoverweight, at risk for overweight, and overweight students. Overweight students achieved lower grades (Pgrade lower GPA (on a 4.00 scale) and 11% lower national percentile reading scores than their nonoverweight peers. The overweight students also demonstrated significantly more detentions, worsened school attendance, more tardiness to school, and less participation on school athletic teams than their nonoverweight peers. Our study suggests that body mass is an important indicator of scholastic achievement, attendance, behavior, and physical fitness among middle school students, reiterating the need for healthy lifestyle intervention and prevention measures.
Artino, Anthony R; La Rochelle, Jeffery S; Durning, Steven J
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
Çirkinoǧlu, A. G.; Dem&ircidot, N.
In the literature, some researches on kinematics revealed that students have many difficulties in connecting graphs and physics. Also some researches showed that the method used in classroom affects students' further learning. In this study the correlation between university students' kinematics achieve and learning style are investigated. In this purpose Kinematics Achievement Test and Learning Style Inventory were applied to 573 students enrolled in general physics 1 courses at Balikesir University in the fall semester of 2005-2006. Kinematics Test, consists of 12 multiple choose and 6 open ended questions, was developed by researchers to assess students' understanding, interpreting, and drawing graphs. Learning Style Inventory, a 24 items test including visual, auditory, and kinesthetic learning styles, was developed and used by Barsch. The data obtained from in this study were analyzed necessary statistical calculations (T-test, correlation, ANOVA, etc.) by using SPSS statistical program. Based on the research findings, the tentative recommendations are made.
Dori, Yehudit J.; Yochim, Jerome M.
A studyware comprising a set of interconnected modules on human physiology has been developed and used to improve undergraduate students' achievements. Using the study modules, students can engage in active learning and enhance their spatial and problemsolving abilities, while the system monitors their responses and reacts accordingly. Examples from the Brain and Heart modules of the Human Physiology studyware are presented. The results of the study showed that although students' final grades were correlated with their previous biology course grades, the scores of those students who used the optional computer laboratory sessions were enhanced over those who did not use the studyware.
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.
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. .
Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea
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.
Absenteeism among medical students has received little attention in the literature. The aim of this study was to determine the causes of absenteeism from didactic lectures in ophthalmology and its correlation with performance in formative assessment. The attendance of 101 final year medical students for lectures in ophthalmology was studied in three parts: terms 1, 2 and 3. Based on the attendance in all three terms, students were divided into groups I to V, where group I students had good attendance in all three terms down to group V, with very poor attendance in one or more terms. The marks scored in the first, second and third terminal theory tests were tabulated separately. Results of the second and final professional examinations were assessed for the five groups of students. Students were asked to list the causes of absenteeism in a proforma. Data were analysed by regression analysis and Chi-square test. Significance was obtained at 5% level. In each formative assessment, higher attendance was associated with better marks (p absenteeism in 62.6% of instances. Six of the 10 students who failed the ophthalmology professional examination were in groups IV and V and had failed the second professional examination as well. They were designated low achievers, as were 3 students who made several attempts to pass the second professional examination and failed in ophthalmology despite a fair-good attendance. Learner absenteeism may contribute to low achievement. However, absenteeism may be symptomatic of low achievers. Low achievers or students with learning handicaps must be identified before admission or early in the medical course and encouraged to improve their performance and thereby enhance their self-esteem. A support group of family, peers, faculty and psychologists could help.
Dec 21, 2001 ... In principle, there was a conviction that KIE should learn from others. That is why 21 .... Regarding assessment principles, regulations and ethics, there would have been a wish to know why all ..... In the USA, the University of Columbia also has obliged all journalism students to possess either an iPhone.
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…
Tiantong, Monchai; Teemuangsai, Sanit
One of the benefits of using collaborative learning is enhancing learning achievement and increasing social skills, and the second benefits is as the more students work together in collaborative groups, the more they understand, retain, and feel better about themselves and their peers, moreover working together in a collaborative environment…
Gonida, Eleftheria N; Cortina, Kai S
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.
Madsen, Erik Strøjer
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....
Chae, Sujin; Lim, Kiyoung
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.
Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J
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.
Nelson, Gena; Powell, Sarah R
Though proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 3rd-grade students on a measure of…
Edwards, Keith J.; DeVries, David L.
A 2x2x3 randomized block design was employed with 117 seventh grade students to investigate the independent and combined effects of a learning game and student teams on students' attitudes and achievement in mathematics. Multivariate and univariate analyses of variance revealed that students in classes using games were more positive toward math…
Hilton, June Kraft
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
Greenwood, C R; Terry, B; Arreaga-Mayer, C; Finney, R
We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity.
Western Australia Education Dept., Perth.
First Steps is a program instituted by the Western Australia Ministry of Education to improve the literacy and numeracy of primary school students, particularly those at risk of academic failure. First Steps is organized around reading, writing, spelling, and oral language; children's skills are organized along developmental continua. This study,…
Caldwell, Brian John
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"?…
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, ...
Royer, Suzanne M.
Quality teaching requires a strong practice of collaboration, an essential building block for educators to improve student achievement. Researchers have theorized that the implementation of a professional learning community (PLC) with resultant collaborative practices among teachers sustains academic improvement. The problem addressed specifically…
Faulkner, Jennifer H.
As evidenced by the poor mathematics performance in American schools, specifically in the school district in the current study, providing identical educational opportunities for diverse students does not necessarily increase academic achievement for everyone. Differentiation is an instructional method that has been found to be successful in…
Purpose: The study meant to evaluate the success of the Health Education Program at University of producing graduates capable of being resource persons in the fight against HIV/AIDS. Method: A pre-post achievement score test was used to assess knowledge of graduating Health Education Students and a control group ...
This paper examines the effects of computer game assisted instructional method, student's achievement in social studies in Nigerian schools. An overview of the position of social studies subject in schools today is undertaken showing social studies teaching needs more attention, this is done by applying or integrating ...
Garcy, Anthony M.
This study investigated the relationship between health conditions suffered over time and student scores on the Stanford Achievement Test 9 in Yuma County, Arizona, public grade schools. The majority of children in Yuma County were of Hispanic origin. The poverty and low income status of most of these children placed them at greater risk for…
Eells, Gregory T.
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…
This study ascertained the effects of engaging learners with Constructivist-Based Instructional Model .... teaching methods and this study adopted class ..... The effect of constructivist teaching model on SSS. Physics students' achievement and interest. IOSR Journal of Research &. Method in Education (IOSR-JRME), 4,.
Marshall, Jeffery H.; Chinna, Ung; Hok, Ung Ngo; Tinon, Souer; Veasna, Meung; Nissay, Put
The global spread of national assessment testing activities, and the growing pressure to move beyond basic measures of participation in educational monitoring, means that student achievement measures are likely to become increasingly relevant indicators of systemic progress in the developing world. Using data from the CESSP project in Cambodia,…
Polikoff, Morgan S.
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…
This report tests the assumption that teachers have an impact on how much students learn. The results of this study indicate that teachers have an effect on average class achievement scores, and that this effect can be broken down into a stable component attributed to the teachers' consistency, and an unstable effect which varies from year to…
Lukaš, Mirko; Samardžic, Darko
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…
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 ...
The study was carried out to determine the effect of concept mapping approach on students' achievement in Mathematics in Secondary School in NgorOkpala Local Government Area of Imo State. Based on the objective of the study, three hypotheses guided the study. The quasi-experimental research design was used in ...
VonSchnase, Kyle T.
Since the passage of The No Child Left Behind Act of 2001, a superintendent's role has been redefined and more focus has been placed on student achievement. Research demonstrates that rural public schools are faced with an educational crisis. Rural districts are faced with an epidemic of declining enrollments/budgets, increased drop-out rates, low…
McBride, Brent A.; Dyer, W. Justin; Laxman, Daniel J.
The purpose of this study was to longitudinally examine the relationship between father involvement in school settings and student achievement. The sample, pulled from the first and second waves of the PSID-CDS data set, consisted of 596 families with children aged 5-12 at time 1. Results revealed variations in the relationship between father…
Cicek, Fatma Gozalan; Taspinar, Mehmet
Problem Statement: The current study investigates whether the learning environment designed based on the laboratory control system affects the academic achievement, the attitude toward the learning-teaching process and the retention of the students in computer education. Purpose of Study: The study aims to identify the laboratory control system…
Jan 18, 2011 ... Abstract. This paper is an empirical study aimed at finding out the effect of improvised material on students' academic achievement and retention on the concept of radioactivity. The study adopted the pretest post test non-equivalent control group design and was carried out in Calabar Education Zone, ...
Furia, Andrea C.; Lee, Rebecca E.; Strother, Myra L.; Huang, Terry T-K.
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…
Moradi Sheykhjan, Tohid; Jabari, Kamran; Rajeswari, K.
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…
Ding, Ning; Bosker, Roel J.; Xu, Xiaoyan; Rugers, Lucie; van Heugten, Petra PAM
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…
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) ...
Roberts, Kerry L.; Sampson, Pauline M.
Purpose: The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is: does school board member professional development have an effect on student achievement? Design/methodology/approach: The standardized protocol for this study was to send…
Full Text Available This paper presents the main results of the international study of students’ mathematics and science achievement TIMSS 2011. The focus is on presentation and discussion of the results achieved by Serbian students. In Serbia, this study was conducted in the fourth grade of primary school on a nationally representative sample of students - a total of 4379 students from 156 primary schools were tested, i.e. 219 classes. The average achievement of students from Serbia was 516 points in mathematics and in science, which in both cases represents achievement that is significantly higher than the center point of the TIMSS 4th grade scale. The paper also presents results according to content domains, differences in achievement between boys and girls, as well as students’ distribution according to international benchmarks. The results are observed from the view point of overlapping of the Serbian curricula and the TIMSS test. Overall, these results can be seen as encouraging indicators of the Serbian education system for the first education cycle, particularly if we bear in mind relatively poor performance of students in higher grades in Serbia which had been shown in various previous studies. Since TIMSS findings should primarily be used in planning the development of education, the concluding part discusses the importance of regular participation of Serbia in international studies of this kind, as well as the importance of greater involvement of domestic researchers in analysis of available international databases. [Projekat Ministarstva nauke Republike Srbije, br. 47008: Vrednovanje postignuća učenika u matematici i prirodnim naukama - TIMSS 2011, Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije i br. 179034: Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu
Carol Van Vooren
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.
Lawrence M. Rudner
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.
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.
Full Text Available In spite of very little research on the subject, a growing concern exists among professionals that excessive time spent by students on computer gaming may have an undesirable effect in scholastic achievement. In this study, middle grade students self-reported their time spent on computer gaming for a one week time period. These self-reports were related with their GPAs at the end of the semester. Analysis of 114 students’ GPAs in English, Math, and Science indicated the presence of a statistically significant difference in English GPAs between students in the High Computer Gaming group from students in the Moderate and Low Computer Gaming groups. No differences were yielded for Math or Science GPAs. Implications are discussed.
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.
Full Text Available Background: The Five-Factor Model (FFM of personality traits is one of the most comprehensive personality models in modern psychology. The traits, or domains, of the model, provide an extensive framework, which allows researchers to analyse the correlation between the aspects of personality and various aspects of social behaviour. Academic achievement is a key factor in a subject’s success, and a more comprehensive understanding of its potential factors could improve educational programs and teaching strategies. Objectives: The purpose of this paper is to consider the correlations between the FFM (Big Five personality traits and the academic achievement of university students in various fields of study. Design: This study has adopted a descriptive analytic approach by exploring previous research data. In the present empirical research, the Big Five factors were measured with the Russian NEO Five-Factor Inventory adaptation by S. Biryukov and M. Bodunov. Academic achievement was defined as the average value of the semester final grades. The Spearman correlation analysis was used for statistical analysis. The sample includes 207 first- and second-year university students in the Linguistics Department. Results: The analysis of the published data revealed that Western psychological studies show that consciousness and openness, two values in the model, are more closely connected with the peculiarities of the students’ academic achievement in different fields of study, but similar studies conducted in Russian universities do not fully confirm this data. Findings of our research proved that consciousness is more associated with greater academic achievement of Russian linguistics students in most fields of study compared to the other FFM traits, while other traits showed more specific correlations with particular fields of study. Conclusions: The data suggests that both environmental and internal psychological factors, such as motivation
Ishak, Zahari; Low, Suet Fin; Lau, Poh Li
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.
Cano, Francisco; Berbén, A B G
Achievement goals (AG) and students' approaches to learning (SAL) are two research perspectives on student motivation and learning in higher education that have until now been pursued quite independently. This study sets out: (a) to explore the relationship between the most representative variables of SAL and AG; (b) to identify subgroups (clusters) of students with multiple AG; and (c) to examine the differences between these clusters with respect to various SAL and AG characteristics. The participants were 680 male and female 1st year university students studying different subjects (e.g. mathematics, physics, economics) but all enrolled on mathematics courses (e.g. algebra, calculus). Participants completed a series of questionnaires that measured their conceptions of mathematics, approaches to learning, course experience, personal 2 x 2 AG, and perceived AG. SAL and AG variables were moderately associated and related to both the way students perceived their academic environment and the way they conceived of the nature of mathematics (i.e. the perceptual-cognitive framework). Four clusters of students with distinctive multiple AG were identified and when the differences between clusters were analysed, we were able to attribute them to various constructs including perceptual-cognitive framework, learning approaches, and academic performance. This study reveals a consistent pattern of relationships between SAL and AG perspectives across different methods of analysis, supports the relevance of the 2 x 2 AG framework in a mathematics learning context and suggests that AG and SAL may be intertwined aspects of students' experience of learning mathematics at university.
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.
Dogar, Cetin; Dane, Arif; Dane, Senol; Tan, Uner
Relations between the hearing durations of right and left ears and points on the introductory examination for entrance to the Science School of Ataturk University in Erzurum were investigated in 31 male and 13 female students. The hearing duration of the left ear was significantly associated with the scores of the examination for the university entrance, the hearing duration for the right ear being not significantly related to the examination scores. The results suggest that the right brain would be beneficial for the students' achievements in science.
Full Text Available We estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05 to 0.08 student-level standard deviations of the Grade 3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given that it is a schoolwide effect and can be had at what is effectively zero marginal cost.
This research aimed to discover the effect of students' attitude and portfolio assessment in biology towards the achievement of students' science process skill. The portfolio techniques applied in this research are portfolio process and portfolio product. This research was conducted in 52 and 72 High School in North Jakarta using quasi experiment method. Sample collection used cluster random sampling technique from 42 students. Data was obtained through survey on students' attitude and academ...
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
Leslie G. Vandevoort
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
Full Text Available One of the most important factors in student's learning weakness and academic failure, is their unfamilarity or low awareness of the learning strategies and studying in mathematics. This study is performed to examine the students' math and reading skills and their study skills that impact on their academic progress. The main objective of the research is to study with emphasis on training study strategies versus ususal method (teaching without emphasis on training study strategies to increase the learning of mathematical concepts. The present method is quasi-experimental that via quasi-cluster sampling to adopt 17 guidance girly schools in grade 3th, to gauge effects of teaching reading skills on math learning of the students.The results of T-test showed that students who were taught with emphasis on study skills versus students who have been traditionally trained, had better math performance and higher academic achievement.Therefore it seems that teaching reading stratefies such as cognitive and meta-cognitive will ease mathematical learning process.
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.
Doyle, Matthew D; Lockwood, Brian; Comiskey, John G
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.
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.
Lemberger, Matthew E.; Brigman, Greg; Webb, Linda; Moore, Molly M.
An overview of the Student Success Skills program is offered, including descriptions of the curricular structure, extant research support related to SSS effectiveness for academic achievement and improved school behaviors, and a theory of change for student development. Recent research has demonstrated the value of the SSS program as it connects…
Rausch, Tobias; Karing, Constance; Dörfler, Tobias; Artelt, Cordula
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…
Liem, Arief Darmanegara; Nie, Youyan
This study examined how values related to achievement goals and individual-oriented and social-oriented achievement motivations among secondary school students in China (N = 355) and Indonesia (N = 356). Statistical comparisons showed the Chinese students endorsed more strongly than the Indonesian students on self-direction and hedonism values, individual-oriented achievement motivation, and mastery-approach goals. Conversely, the Indonesian students endorsed more strongly than their Chinese counterparts on security, conformity, tradition, universalism and achievement values, social-oriented achievement motivation, and performance-approach and mastery-avoidance goals. Values explained a significant amount of the variance in almost all of the dimensions of motivation. Etic and emic relationships between values and achievement motivations were found.
Wang, Haining; Cheng, Zhiming; Smyth, Russell
We examine the educational spillover effects of migrant students on local students’ academic achievement in public middle schools in urban China. The identification of peer effects relies on idiosyncratic variation in the proportion of migrant students across classes within schools. We find that the proportion of migrant students in each class has a small, and positive, effect on local students’ test scores in Chinese, but has no significant effect on math and English test scores. We also fin...
Asawa, Kailash; Chaturvedi, Pulkit; Tak, Mridula; Nagarajappa, Ramesh; Bhat, Nagesh; Bapat, Salil; Gupta, Vivek; Jalihal, Sagar
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.
Dull, Richard B.; Schleifer, Lydia L. F.; McMillan, Jeffrey J.
Students' goal orientations are examined using two major frameworks for learning: achievement goal theory (AGT) and students' approaches to learning (SAL). Previous student success research is extended, by examining goal constructs from the AGT framework to determine if they help explain the learning process in accounting. Data were gathered using…
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.
Full Text Available Grit is explaining in Dictionary of the Turkish language Association as determination and desire to have identified the level of long-term goals. Duckworth, Peterson, Matthews, and Kelly (2007 are definiting it as, perseverance and passion for Long-Term Goals. In addition to stating that grit is an important factor in measuring the intelligence and the success. At the same time they have stressed that the grit is much more important predictors of success. Even Duckworth and Quinn (2009 argued that grit is more effective than intelligence scores for explainig the success. There are some studies that they are advocating grit is closely associated with self-discipline, self-regulation and goal orientation, and grit is the main factor for exlaining that concpts(Duckworth & Quinn, 2009; Peterson & Seligman, 2004. In this study, university student success and their grit's are analysed. Therefore, determining the relationship between success and grit is used for descriptive screening model. This study was conducted with 451 students in Education Faculty at Necmettin Erbakan University in 2015-2016 academic year spring semester. In order to data collecting "Grit-S scale", developed by Duckworth and Quinn (2009 and adapted to Turkish by Sarıcam and others (2015, was used. Datum were analysed by SPSS 16 soft ware and frequency, mean, standard deviation and regresion test were used as statistical techniques. The achievement scores of students have found a significant correlation between the grit scores.
Mitchell, Harold E.; Simpson, Ronald D.
The purposes of this study were to (1) study changes in attitude toward science, school, and academic self among college biology students, and (2) to examine relationships between attitudes and achievement in an introductory college course in biology. The three attitude variables were assessed at the beginning and end of the study. Each of the three constructs was measured by the semantic differential and one additional instrument. One cognitive measure, biology achievement, was taken at the beginning and end of the study. This was accomplished by using the Nelson Biology Test. Another cognitive measure, grade in the course, as given by the instructor, was recorded at the end of the course. Normative data and correlation coefficients among pre- and postadministrations were calculated for each institution and the composite sample as well. An analysis of variance showed that while gains in scores on the Nelson Biology Test were significant beyond the 0.01 level of probability, changes in attitude scores were not. Correlations were calculated between the attitude and cognitive variables in this study. Relationships between academic self-concept and achievement in biology were the strongest. Data from this study show that while student cognitive behavior was changed during an introductory college biology course, selected attitudes either stayed the same or became slightly more negative. Affective as well as cognitive gains would appear to be desirable goals in college courses. As we learn more about relationships that exist between cognition and affect, science educators at all levels will become better equipped to improve learning in science.
Full Text Available Analiza ispitnog roka i vođenje evidencije o ispitima studenata na Odseku logistike Vojne akademije zahteva mnogo truda i vremena. Postoje pokušaji da se taj proces pojednostavi i automatizuje, ali se oni nisu pokazali dovoljno efikasnim. Ovim projektom omogućeno je da korisnik u mrežnom okruženju ostvari što efikasniji pristup informacijama. / The analysis of students' achievements and the examination results recording at the Military Academy (Department of Logistics is a demanding and time-consuming task. Some efforts were put forth to make that process easier but they did not prove to be efficient enough. The main objective of this project is to make a system that will provide more efficient access to the information users need in network environment.
A problem facing science educators is determining the most effective means of science instruction so that students will meet or exceed the new rigorous standards. The theoretical framework for this study was based on reform and research efforts that have informed science teachers that using constructivism is the best method of science instruction. The purpose of this study was to investigate how the constructivist method of science instruction affected student achievement and student motivation in a sixth grade science classroom. The guiding research question involved understanding which method of science instruction would be most effective at improving student achievement in science. Other sub-questions included the factors that contribute to student motivation in science and the method of science instruction students receive that affects motivation to learn science. Quantitative data were collected using a pre-test and post-test single group design. T-test and ANCOVA were used to test quantitative hypotheses. Qualitative data were collected using student reflective journals and classroom discussions. Students' perspectives were transcribed, coded and used to further inform quantitative findings. The findings of this study supported the recommendations made by science reformists that the best method of science instruction was a constructivist method. This study also found that participant comments favored constructivist taught classes. The implications for social change at the local level included potential increases in student achievement in science and possibly increased understanding that can facilitate similar changes at other schools. From a global perspective, constructivist-oriented methods might result in students becoming more interested in majoring in science at the college level and in becoming part of a scientifically literate work force.
CHILMAN, CATHERINE S.; MEYER, DONALD L.
A COMPARISON WAS MADE OF THE ACHIEVEMENTS AND ASPIRATIONS OF UN DERGRADUATE MARRIED STUDENTS WITH THOSE OF UNDERGRADUATE UNMARRIED STUDENTS. THE STUDY OBJECTIVES WERE (1) TO DETERMINE TO WHAT EXTENT MARRIED MEN AND WOMEN UNDERGRADUATE COLLEGE STUDENTS DIFFER FROM UNMARRIED STUDENTS IN ACADEMIC ACHIEVEMENT, STATED ATTITUDES TOWARD THEIR EDUCATION…
Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.
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…
Ford, Donna Y.; Grantham, Tarek C.; Whiting, Gilman W.
Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and…
Recent changes in public school educational finance in the state of Kansas are shown to have had little positive effect on student educational achievement. A differences structure is used to determine the effect of changes in revenue per student at the district level on changes in measures of student achievement. Measures of achievement employed…
Bowles, B. Dean
Summaries of four studies on school community relations, student achievement and community support are provided in this report. The studies abstracted are: (1) "School-Community Relations, Student Achievement, and Conflict Resolution," by John E. Ingram, Jr.; (2) "School-Community Relations and Student Achievement in Communities of Differing…
Kotler, Ruth M.
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…
Herbers, Janette E.; Cutuli, J. J.; Supkoff, Laura M.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.
This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free…
Fan, Weihua; Dempsey, Allison G.
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…
Komives, Susan R.
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…
The purpose of this study was to explore the academic achievement gap between upper elementary African American and White students. This study sought to assess any relationships between whether academic reading, students attitudes toward reading, and academic intrinsic motivation related to ethnicity. This study also sought to assess whether…
Hilberg, Soleste; Joshi, Aasha; House, Ann
This qualitative study examined the personal experiences of scholarship recipients from the first cohort of the Washington State Achievers Program to determine the influence of the scholarship on students' lives. Focus groups were conducted with students and recent graduates at 7 undergraduate institutions and life history interviews were…
Chia-Ling, Hsu; Ya-Fung, Chang
This study is to investigate the effect of the cooperation learning between the high achievement students and the low achievement students. Nowadays, the influences of the flipped classroom are all over the world in the secondary school education. Therefore, the cooperative learning becomes hot teaching strategies again. However, the learning…
Dyke, Kimberly Renee
The place of sports in academic institutions has been analyzed at length for several years. However most studies focus on the participation of high school and university students in school sports. Very little research exists to suggest a positive or negative correlation between academic achievement and participation in interscholastic sports at…
Stevens, Joseph J; Schulte, Ann C; Elliott, Stephen N; Nese, Joseph F T; Tindal, Gerald
This study estimated mathematics achievement growth trajectories in a statewide sample of 92,045 students with and without disabilities over Grades 3 to 7. Students with disabilities (SWDs) were identified in seven exceptionality categories. Students without disabilities (SWoDs) were categorized as General Education (GE) or Academically/Intellectually Gifted (AIG). Students in all groups showed significant growth that decelerated over grades as well as significant variability in achievement by student group, both at the initial assessment in Grade 3 and in rates of growth over time. Race/ethnicity, gender, parental education, free/reduced lunch status, and English language proficiency were also significant predictors of achievement. Effect size estimates showed substantial year-to-year growth that decreased over grades. Sizeable achievement gaps that were relatively stable over grades were observed between SWoDs and students in specific exceptionality categories. Our study also demonstrated the importance of statistically controlling for variation related to student demographic characteristics. Additional research is needed that expands on these results with the same and additional exceptionality groups. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Sharon L. Nichols
Full Text Available This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the “story” of accountability implementation and impact in that state. Using the “law of comparative judgments,” over 300 graduate-level education students reviewed one pair of portfolios and made independent evaluations as to which of the two states’ portfolios reflected a greater degree of accountability pressure. Participants’ judgments yielded a matrix that was converted into a single rating system that arranged all 25 states on a continuum of accountability “pressure” from high to low. Using this accountability pressure rating we conducted a series of regression and correlation analyses. We found no relationship between earlier pressure and later cohort achievement for math at the fourth- and eighth-grade levels on the National Assessment of Educational Progress tests. Further, no relationship was found between testing pressure and reading achievement on the National Assessment of Education Progress tests at any grade level or for any ethnic student subgroup. Data do suggest, however, that a case could be made for a causal relationship between high-stakes testing pressure and subsequent achievement on the national assessment tests—but only for fourth grade, non-cohort achievement and for some ethnic subgroups. Implications and directions for future studies are discussed.
Enright, Tristan; Refinetti, Roberto
Numerous studies over the years have documented an effect of human chronotypes on physiological and psychological processes. Studies evaluating the impact of an individual's chronotype on his/her academic achievement have indicated that morning chronotypes have an academic advantage over evening chronotypes. However, these studies did not account for the time of day in which the participants were being evaluated. The goal of the present study was to examine whether morning chronotypes do have an academic advantage over evening chronotypes when the time of day of classes and exams is taken into consideration. We obtained morningness-eveningness scores and course grades from 207 university students who took classes (and exams) at different times of the day. We confirmed that morning chronotypes attain better grades than evening chronotypes, although the association is weak (r 2 = 0.02). The difference persisted even after the time of day of classes and exams was taken into consideration. This is probably due to the fact that evening chronotypes are generally more sleep deprived than morning chronotypes as a result of the early schedule of most schools, which can impair their performance both early and late in the day.
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.
Nasution, Novita Husna
This study focuses on the process of improving students' achievement in reading comprehension by using KWL Chart Technique. The objective was to discover the significant improvement of students' achievement in reading comprehension when the students were taught by using KWL Chart Technique. The subjects of the study were the second grade students of SMP Negeri 29 Medan. There were thirty four students. They were taught by using KWL Chart Technique. The instruments for the data collection were...
Tlhoaele, Malefyane; Hofman, Adriaan; Winnips, Koos; Beetsma, Yta
Interactive engagement (IE) is a process that promotes students' conceptual understanding through activities, combined with immediate feedback from peers and/or instructors. The present study investigates the impact of IE on students' academic performance, using the comprehensive model of
Geddes, Kimberly A.
Gifted high school students are essentially absent in the research concerning academic integrity; however, over the past few years, educators of gifted students have noticed an increase in the occurrences of academic dishonesty among students in gifted classrooms (Abilock, 2009). This research may be analyzed to provide some insight into the…
Musasia, Amadalo Maurice; Ocholla, Alphayo Abacha; Sakwa, Thomas Welikhe
In Kenyan secondary schools, form two is an important class for all students. The students choose relevant subjects to study in form three and four. Physics is compulsory at form one and two but optional thereafter. Performance in the subject at the end of the secondary school is usually dismal. Majority of students lack motivation for most…
VanDeWeghe, Rick, Ed.
According to Columbia University social psychologist Carol Dweck, teachers may find some answers to students' ways of thinking if they consider students' views of "intelligence." In "Messages That Motivate: How Praise Molds Students' Beliefs, Motivation, and Performance (in Surprising Ways)," Dweck maintains that academic motivation and…
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 ...
Nava-Hamaker, Mary Lou
Gains and grade level achievement in Total Reading and Language of four groups of fifth grade students, including LEP (Limited English Proficient) students, in SES (socioeconomic status) 1 and SES 2 schools were compared to determine whether the students were achieving at grade level in reading and at an equivalent level in language. Groups from…
Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid
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…
Taylor, Jessica LaRae Ladner
There has been an emphasis on educators to improve student achievement, particularly in low socioeconomic schools. The latest research encourages educators to use student data to drive instruction. The purpose of this study was to determine if using data to arrange students by academic performance improves academic achievement. A middle school in…
The purpose of this study is to determine the explanatory and predictive relationship pattern between university students' goal orientation behaviours and their academic achievement. The study group consisted of 259 university students. A "2x2 Achievement Goal Orientations Scale" was used to determine the students' goal orientation…
Guindon, John R., Sr.
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…
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…
Dryer, Rachel; Henning, Marcus A.; Tyson, Graham A.; Shaw, Rosemary
This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on…
Dotson, Lauren; Foley, Virginia
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…
Gordesky, Joshua Todd
The purpose of this research was to determine what type of correlations existed between student and parent attitudes towards using smartphones in school and the resulting impact on achievement, specifically for low-achieving students. Participants in the study were third-grade students and their parents from a primary school in Singapore. The…
Liu, Yangyang; Lu, Zuhong
In a sample of 466 Chinese high school students, we examined the relationships between Chinese high school students' stress in the school and their academic achievements. Regression mixture modelling identified two different classes of the effects of Chinese high school students' stress on their academic achievements. One class contained 87% of…
Vassiou, Aikaterini; Mouratidis, Athanasios; Andreou, Eleni; Kafetsios, Konstantinos
Performance at school is affected not only by students' achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students' achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes…
Watson, Scott B.
Reports a study examining the effects of cooperative learning and self-instructional packets--"Group Educational Modules" (GEM)--on the achievement of biology students. Significant differences in achievement (as compared to control groups) were found for students using GEM materials and students in cooperative learning situations. (PR)
Wilkinson, Gregory Ashley
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…
Chang, Weining C; Wong, Kaishi
Contemporary literature on culture, self, and motivations (Markus & Kitayama, 1991) suggests that in collectivistic cultures, individual achievement is interdependent of one's social others. We proposed that this cultural characteristic could be exemplified in the achievement goal orientation and tested the notion with university students in a collectivistic community-Singapore. A socially oriented achievement goal construct was developed by taking into consideration the significant social others in the students' lives. A measuring instrument was established with a sample of Singaporean Chinese university students (N = 196; 144 females and 52 males); its relationships to achievement motives, goals, and consequences were examined. Although the socially oriented achievement goal items were originally constructed from four categories of social others, confirmatory factor analysis suggested a unifactor structure. Results showed that the socially oriented goal was related positively with students' performance goal, mastery goal, and competitive motive; it bore no relationship to mastery motive, work ethic, and interest in learning; and it predicted negatively future engagement. After the effects of mastery and performance goals were controlled for, the socially oriented goal did not predict test anxiety.
The relationships between student achievement, school district economies of scale, school district size and student socioeconomic status were measured for 131 school districts in the state of Oregon. Data for school districts ranging in size from districts with around 300 students to districts with more than 40,000 students were collected for…
Falk-Ross, Francine; Dealy, Ann; Porcelli, Justinna; Hammond, Jonna; Evans, Brian
We studied the process and products of developing effective tutoring programs to support Tier 2 bilingual students with a focus on teachers' perspectives and students' achievement to assess and teach students based on need. With the understanding that young students require individual attention to resolve specific misunderstandings, optimally…
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
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
Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah
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.
Tateyama-Sniezek, K M
This article reviews the research on the effects of cooperative learning on the academic achievement of students with handicaps. Journal articles that included students with handicaps in the sample (achievement as a dependent variable and cooperative learning as an independent variable) were selected for inclusion. A limited number of studies (12) met the selection criteria, and the findings were inconsistent. More research is needed before teachers are encouraged to use cooperative learning methods to promote the academic achievement of mainstreamed special education students.
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.
Sointu, Erkko T.; Savolainen, Hannu; Lappalainen, Kristiina; Lambert, Matthew C.
Positive student-teacher relationships are related to students' academic achievement and behavioural and emotional adjustment. How a student's behavioural and emotional strengths are associated with these relationships and how the relationships influence students' academic performance remains unknown. We examined this framework using a…
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…
Banks, Joanne; Frawley, Denise; McCoy, Selina
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing…
Therefore, for evaluation to be meaningful, students should benefit from it. This paper dwelt on the impact the methods of reporting evaluation feedback have on the students' performance of cognitive learning tasks in block laying craft-practice in technical colleges in Delta and Edo States of Nigeria. It also investigated the ...
Gates, Susan M.; Hamilton, Laura S.; Martorell, Paco; Burkhauser, Susan; Heaton, Paul; Pierson, Ashley; Baird, Matthew D.; Vuollo, Mirka; Li, Jennifer J.; Lavery, Diana; Harvey, Melody; Gu, Kun
In 2006, New Leaders contracted with RAND to conduct an independent evaluation of its principal-preparation program. The analysis included all principals who have been prepared by New Leaders since the inception of the program, comparing outcomes of their students and outcomes of similar students in other, comparable schools in the same districts.…
Silvernail, David L.; Sloan, James E.; Paul, Chelsea R.; Johnson, Amy F.; Stump, Erika K.
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…
This difference shows that the students have different types of motivation in academic work and sports activities. The school implements a curriculum which is designed according to the State policy regarding training and education. It prepares for degrees which offer employment opportunities. In these conditions, students ...
Effandi Zakaria; Muzakkir Syamaun
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 ...
Hamaideh, Shaher H; Hamdan-Mansour, Ayman M
There are many factors that affect college academic achievement among health sciences students. The aim of this study was to examine selected psychological, cognitive, and personal variables that affect students' academic achievement among health sciences college students in Saudi Arabia. A correlational descriptive cross-sectional design was employed to collect data on the studied variables from 510 health sciences students (Medicine, Nursing, Respiratory Therapy, and Pharmacy Doctor) employing self-administered questionnaire. Results showed that students experienced low level of self-esteem and low level of student-faculty interaction; and high level of achievement motivation and satisfaction with life. Also, they reported mild levels of depression and stress and a moderate level of anxiety. Female students reported higher level of achievement motivation, depression, anxiety, and stress; while male students reported a higher level of self-esteem. Results also showed that achievement motivation, mothers' educational level, working besides studying, gender, aptitude test score, and depression level were the best predictors of academic achievement and accounting for 43% of the total variance. Several psychological, cognitive, and personal variables were found to affect college academic achievement among health sciences students. Recommendations and implications to enhance students' academic achievement are discussed. © 2013.
Minkkinen, Jaana; Lindfors, Pirjo; Kinnunen, Jaana; Finell, Eerika; Vainikainen, Mari-Pauliina; Karvonen, Sakari; Rimpelä, Arja
Studies have shown a relationship between students' health and their academic achievements, but whether health of classmates and schoolmates impacts individual students' school achievement is less known. We studied these effects on students in lower secondary school in Finland. Students (seventh grade, age 12-13 years, N = 7779, 123 schools, 565 classes) participated in a classroom survey measuring health (externalizing and internalizing problems, daily health complaints, and long-term illness) and academic achievement. Academic achievement when leaving school (15-16 years) was obtained from the Finnish national application register on upper secondary education. Three-level (student, class, and school) multilevel regression analyses were executed. All health variables predicted academic achievement at leaving school at the student level and externalizing and internalizing problems at the class level; better health predicted better achievement. Students' health at the school level was not related to academic achievement. The effect of class-level health on academic achievement was as strong as the effect of student-level health. Both student and classmates' health at the beginning of lower secondary school contribute to academic achievement when leaving school. © 2017, American School Health Association.
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.
Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo
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.
Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo
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. PMID:28769839
Boykin, A Wade; Albury, Aretha; Tyler, Kenneth M; Hurley, Eric A; Bailey, Caryn T; Miller, Oronde A
This study examined the influence of culture on students' perceptions of academic success. Students read scenarios depicting hypothetical classmates achieving success through the cultural themes of individualism, competition, communalism, or verve. Students reported their social endorsement for the hypothetical classmates. A 2x4 repeated measures analysis, examining the effects of cultural group and cultural theme on students' endorsement, revealed an interaction between the two variables. African American students were significantly more accepting of communal and vervistic high-achieving peers than European American students. European American students endorsed individualistic and competitive high achievers significantly more than African American students. These and other findings suggest that the value students attach to academic success should not be understood in the absence of cultural considerations. Copyright (c) 2006 APA, all rights reserved.
Berliner, David C.
Backers of the No Child Left Behind (NCLB) law based their support on the belief that teachers and administrators primarily were responsible for low levels of achievement by America's poor. This one-sided view about who is responsible for the nation's achievement gap is both inadequate and unsupported by the evidence. The author argues that harsh…
Proponents of private school vouchers argue that vouchers empower poor families and raise the academic achievement of poor children. They also argue that vouchers may improve achievement by forcing the public schools to compete in an education marketplace in which poor parents hold the power of the purse. Juxtaposed against this issue of vouchers…
Stewart, Christie; Root, Melissa M.; Koriakin, Taylor; Choi, Dowon; Luria, Sarah R.; Bray, Melissa A.; Sassu, Kari; Maykel, Cheryl; O'Rourke, Patricia; Courville, Troy
This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications…
Airola, Denise Tobin
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…
Dick, Andrew D.
The purpose of this study was to examine possible relationships between participation in extracurricular activities and student achievement, participation in extracurricular activities and attendance, and participation in extracurricular activities and behavior. The setting for this study was a high school in western Nebraska. Data for 275 of the…
Schibeci, R. A.; Riley, J. P., II
The purpose of the study was to investigate the influence of students' background and perceptions on science attitude and achievement. The data analysed came from Booklet 4 given to 17-year-olds during the 1976-1977 National Assessment of Educational Progress (NAEP) survey. Causal modeling procedures were used to analyze the data. In particular, the LISREL method which underlies the LISREL IV computer program, (Jöreskog and Sörbom, 1978) was employed. The influence of five background variables (sex, race, home environment, amount of homework, and parents' education) on three dependent variables (student perception of science instruction, student attitudes, and student achievement) was examined. Sex, race, and the home environment were shown to have substantial influence on student achievement in science. Further, two different models were tested: a model in which attitudes influence achievement and its converse (achievement influences attitudes). The data supported the first model, that is, attitudes influence achievement.Received: 2 April 1985
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.
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.
Carol Van Vooren; Corey Bess
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...
Mohammad-Hassan Behzadi; Farhad Hosseinzadeh Lotfi; Nasrin Mahboudi
One of the most important factors in student's learning weakness and academic failure, is their unfamilarity or low awareness of the learning strategies and studying in mathematics. This study is performed to examine the students' math and reading skills and their study skills that impact on their academic progress. The main objective of the research is to study with emphasis on training study strategies versus ususal method (teaching without emphasis on training study strategies) to increase...
Evaristo-Chiyong, Teresa; Departamento Académico de Estomatología Preventiva y Social de la Facultad de Odontología de la Universidad Nacional Mayor de San Marcos.; Chein-Villacampa, Sylvia; Departamento Académico de Estomatología Preventiva y Social de la Facultad de Odontología de la Universidad Nacional Mayor de San Marcos.
The purpose of this study was to evaluate academic stress and its impact in the academic performance of students of dentistry. Methodology: we worked with a probabilistic sample of 186 dental students who completed the semester 2014-1, stratified by year of study: first (n = 37); second (n = 29); third (n = 44); fourth (n = 36) and fifth (n = 40) and single randomly selected. The measurement of academic stress variable was performed through the SISCO inventory validated questionnaire, which a...
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.
N. Jayakumar; M. Surudhi
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 o...
Virtanen, Tuomo; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Kuorelahti, Matti
The aim of the study was to investigate the structure of affective and cognitive engagement using the Student Engagement Instrument (SEI; Appleton, Christenson, Kim, & Reschly, 2006) and to examine the associations to behavioral engagement, as well as student-reported self-esteem, burnout, and academic achievement among Finnish junior high school students. The analyses were carried out in the main sample of 2,485 students, as well as in an independent sample of 821 students. The results showe...
Feri, Rose; Soemantri, Diantha; Jusuf, Anwar
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.
Mathern, Mark S.
Increasing access to online databases from home has raised the value of computer use for retrieving student achievement information. This study's purpose was to examine the relationship of family use of an electronic reporting mechanism in the home to student achievement, attendance, and home-school communication. Using communication as a parent…
El Ansari, Walid; Stock, Christiane
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
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.
Slavin, Robert E.
Reports several field experimental research studies which tested the effects of group and individual incentive structures and tasks on individual academic achievement. The positive effects of cooperative learning methods result from the use of cooperative incentives, not cooperative tasks, apparently due to change in peer norms. (CB)
Covarrubias, Rebecca; Stone, Jeff
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…
In the context of the critical role of self-efficacy in educational achievement, this present research examined students' and teachers' efficacy in use of learning strategies in mathematics, and the relationship with achievement. The second phase of a multi-method doctoral study, ninety-two students and ten teachers from a diverse secondary school…
Hendrickx, M.M.H.G.; Mainhard, M.T.; Boor-Klip, H.J.
Rejection by peers puts students at risk for limited academic achievement. The present study first explored teacher behavior and then examined the role of teacher behavior in changes in peer liking status as well as academic achievement for 228 peer-rejected students (Mage = 10.47). Frequency and
... of the Secretary FY 2010 Grant Competition Announcement; Promoting Student Achievement at Schools...) is amending the Promoting Student Achievement at Schools Impacted by Military Force Structure Changes... 61335- 61337). Marion County Schools has been added as a local educational agency associated with Fort...
AlZboon, Saleem Odeh
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…
Osborne-Lampkin, La'Tara; Folsom, Jessica Sidler; Herrington, Carolyn D.
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…
Akinsola, Mojeed Kolawole; Tella, Adedeji; Tella, Adeyinka
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…
Gurning, Busmin; Siregar, Aguslani
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…
Kennedy, Renea F.
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…
Goforth, Kate; Noltemeyer, Amity; Patton, Jon; Bush, Kevin R.; Bergen, Doris
Educators are increasingly recognising the importance of improving students' mathematics achievement. Much of the current research focuses on the impact of instructional variables on mathematics achievement. The goal of this study was to examine the influence of less researched variables--family and student factors. Participants were 747…
Guan, Jianmin; Xiang, Ping; McBride, Ron; Bruene, April
This study examined the relationship between achievement goals and social goals and explored how students' achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression…
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…
This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of science. For students of science, their involvement in motivational components is closely tied to their performance in the examinations. Cognitive strategies have the strongest influence on scores of the English achievement.
Kadioglu, Cansel; Uzuntiryaki, Esen
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…
Salvin, Robert E.; Oickle, Eileen
Investigates differences between Black and White students with regard to improvement in academic achievement while working in small, heterogeneous learning teams. Findings indicated that Black students made disproportionately outstanding gains in academic achievement when participating in the team learning approach. (DB)
The purpose of this study was to determine if a difference in achievement scores exist between students who attended the Johnson County School System preschool program and those who did not as measured by standardized TCAP achievement test Reading/Language Arts and Math scores of students in the third and fourth grades. The variables of grade…
Summers, Emily J.; Dickinson, Gail
This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While…
Ogbonnaya, Ugorji I.; Mogari, David L.; Machisi, Eric
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…
Warren, Jeffrey M.
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…
Kousa, P.; Kavonius, R.; Aksela, M.
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…
Shatzer, Ryan H.; Caldarella, Paul; Hallam, Pamela R.; Brown, Bruce L.
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…
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.
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.
Suhail Mahmoud AL-ZOUBI
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.
Ali Akbar Himawan; Basori Basori; Taufiq Lilo Adi Sucipto
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...
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…
Cha, Seung Eun; Jun, Soo Jin; Kwon, Dai Yong; Kim, Han Sung; Kim, Seung Bum; Kim, Ja Mee; Kim, Young Ae; Han, Sun Gwan; Seo, Soon Sik; Jun, Woo Cheon; Kim, Hyun Cheol; Lee, Won Gyu
In the current information society, the need for securing human resources acquired with ICT competency is becoming a very important issue. In USA, England, Japan, India and Israel improving students' ICT competency has become a pedagogical issue. Accordingly, education on ICT competency is changing in many countries emphasizing the basis of…
In 2003, Ghana for the first time participated in TIMSS in order to find out how the performance of her eighth graders (JSS2) in science and mathematics compared with those of other countries. This paper presents an overview of the performance of the JSS2 students in the TIMSS-2003 in mathematics, with particular ...
Aboriginal people in Canada want an education that reflects their cultural values and linguistic heritages. They want an education that will foster their children's sense of engagement and identity, putting them on the path to success. When students enter public school systems, however, they encounter curriculums and pedagogies that marginalize…
Thompson, Ian; McNicholl, Jane; Menter, Ian
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'…
This article explores the world of curriculum intervention for gifted students from low-income and culturally diverse backgrounds. It delineates both general and specific approaches to practices that can be used in classrooms and beyond. Affective and conative concerns are addressed as they have an impact on motivation and learning. Efforts toward…
Plucker, Jonathan A.
While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America's high-ability students? This brief addresses that question and provides guidance for CCSS-implementing districts and schools as they seek to help these…
Faria, Ann-Marie; Heppen, Jessica; Li, Yibing; Stachel, Suzanne; Jones, Wehmah; Sawyer, Katherine; Thomsen, Kerri; Kutner, Melissa; Miser, David; Lewis, Sharon; Casserly, Michael; Simon, Candace; Uzzell, Renata; Corcoran, Amanda; Palacios, Moses
In recent years, interest has spiked in data-driven decision making in education--that is, using various types of student data to inform decisions in schools and classrooms. In October 2008, the Council of the Great City Schools and American Institutes for Research (AIR) launched a project funded by The Bill & Melinda Gates Foundation that focused…
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.
Students taught with constructivist method show evidences of knowledge retention than those taught with lecture method. The study therefore recommended that Science Teachers (Biology) should use Constructivist-Based Instructional Model (CBIM) in teaching so as to create a learning environment that is invigorating, ...
Project Success is designed to help students on academic probation improve their performance so that they can return to good academic standing at their university. This article describes the program so institutions can consider its use in their efforts to address retention issues on their campus. Research that studies the program's effectiveness…
Moreno, Nancy P.; Griffin, Richard A.; Denk, James P.; Jones, William
Baylor College of Medicine, a Houston-area school district, and the Harris County Department of Education implemented a real-world science-instruction model in all district K-4 classrooms. The 7-year Environment as a Context for Learning Science (ECOS) program provokes student interest by centering on locally relevant environmental issues. (9…
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…
America faces a two-pronged problem in higher education: increasing costs and low completion rates. Despite the recent expansion of federal Pell Grants, many students still are left with unmet financial needs and may drop out of college because of financial concerns, pressing work responsibilities, and fears of taking on too much debt. One idea…
London, Rebecca A.; Sanchez, Monika; Castrechini, Sebastian
Students with low attendance miss important learning and developmental opportunities and research has shown that they are at heightened risk of negative outcomes. Although there is an extensive body of research on truancy, chronic absenteeism is not generally measured or tracked in school data systems and is therefore not as well understood. This…
Wilkens, Coral L.; Wilmore, Elaine
Being a 21st century learner may require a shift in the education paradigm. To be successful students may need to possess a different type of intelligence. Cherniss (2001), Goleman (1995), and O'Neil (1996), suggest that the key to positive life outcomes might consider emotional intelligence as more important than intellectual quotient (IQ).…
Angelo, Daniel T.
A study of late registration among community college students (n=almost 39,000 class registrations) found that late registrants were more likely to complete courses than those who registered in a timely fashion, and there was no appreciable difference in the two groups' academic performance. (MSE)
Allan, Julie; Persson, Elisabeth
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…
The need to address social and economic changes has focused greater attention on our public education system and the need to better equip students with the skills needed for a global society. This quantitative study was grounded in the principles of the constructivist learning theory. The purpose of this study was to determine whether the added…
Mekarina, M.; Ningsih, Y. P.
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.
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,…
Ahmad, Jamaludin; Ghazali, Mazila; Hassan, Aminuddin
This is a quantitative research using correlational method. The purpose of this research is to study the relationship between self concept and ability to handle stress on academic achievement of student leaders in University Putra Malaysia. The sample size consists of 106 respondents who are the Student Supreme Council and Student Representative…
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 ...
Raines, Tara C.; Gordon, Melissa; Harrell-Williams, Leigh; Diliberto, Rachele A.; Parke, Elyse M.
Interventions developed to improve adaptive skills can improve academic achievement. The authors expanded this line of research by examining the relationship between performance on a state proficiency exam and adaptive skills classifications on the Behavioral Assessment System for Children, Second Edition parent and teacher reports. Participants…
Chaudhry, Noureen Asghar; Arif, Manzoor
The observational study was conducted to see the impact of teachers' nonverbal behavior on academic achievement of learners. This also investigated the relationship of nonverbal communication of teachers working in different educational institutions. Main objectives of study were to measure nonverbal behavior of teachers' both male and female…
Berliner, David C.
Backers of No Child Left Behind (NCLB) based their support on the belief that teachers and administrators primarily were responsible for low levels of achievement by America's poor. But this one-sided view is both inadequate and unsupported by the evidence. The author argues that harsh social policies and the pernicious effects of poverty are more…
much they achieve. Psychologists like Lev Vygotsky, Jean Piaget, Jerome Bruner among others in Conway, (1997) proposed that children actively construct knowledge and this construction of knowledge happens in a social context. Vygotsky cited in. Conway (1997) proposed also that all learning takes place in the zone of.
Baturay, Meltem Huri; Yukselturk, Erman
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…
Azizollah Arbabisarjou; Sadegh Zare; Mahnaz Shahrakipour; Gholamreza Ghoreishinia
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. ...
This study investigated the relationship between school building conditions and student academic achievement in Pennsylvania's high schools. Research questions analyzed by step-wise multiple regression were: (a) Is there a relationship between overall school building conditions and student academic achievement in Pennsylvania's high schools when socio-economic status (SES) is held constant?; (b) Is there a relationship between the cosmetic conditions of school facilities and student academic ...
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 libra...
Sidauruk, Sri Lestari; Arifin, Tina Mariany
This study was focused on the improvement of Grade XI students' writing achievement in analytical exposition through the application of collaborative writing strategy. The objective of this study was to find out whether collaborative writing strategy could improve Grade XI students' writing achievement in analytical exposition text. The study was conducted by using Classroom Action Research (CAR). The subjects of this study were students of Grade XI Class 2 of State Senior High School (Sekola...
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.
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...
Van Sickle, Jenna
In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were in the course and whether the instructor…
Kohlmeier, Jada; Saye, John; Mitchell, Linda; Brush, Thomas
Inquiry-based history instruction is rare in most school settings, but particularly in classes of students who are perceived to be "low achieving." Students with low reading abilities or test scores typically receive instruction focused on rote recall of historical information. Teachers and students face great obstacles in inquiry based learning,…
Khair, Tarig Mohamed Ali Mohamed; Khairani, Ahmad Zamri; Elrofai, Tahra Aisa
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…
Acar Güvendir, Meltem
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…
Gropper, Rachel J.; Tannock, Rosemary
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…
Odom, Arthur Louis; Marszalek, Jacob M.; Stoddard, Elizabeth R.; Wrobel, Jerzy M.
The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group…
Inuwa, Umar; Abdullah, Zarifah; Hassan, Haslinda
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:…
Whalen, William V., III.
At Joseph Case Junior High School, a school located in Swansea, Massachusetts for students in grades six through eight; there was a problematic trend in regard to student achievement in mathematics. Upon completion of an analysis of student cohort results in mathematics on the MCAS (Massachusetts Comprehensive Assessment System), there was an…
DeNome, Evonne C.
This quantitative study reviews the impact on student achievement following professional development on the principles of formative assessment. The study compared mathematics and reading performance data from student populations with teachers who received training in formative assessment to performance data from student populations with teachers…
Zilanawala, Afshin; Martin, Margary; Noguera, Pedro A.; Mincy, Ronald B.
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),…
Gage, Nicholas A.; Adamson, Reesha; MacSuga-Gage, Ashley S.; Lewis, Timothy J.
Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified…
Marsing, Deborah J.
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…
Systemic Assessment (SA) aims at a more effective evaluation of the systemic oriented objectives articulated by SATL model. SA raising the level of student's academic achievements, increasing students learning outcomes, develops the ability to think systemically, assesses students' higher-order thinking skills in which ...
Uwameiye, B. E.; Osho, L. E.
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…
There is limited research available on the relationship between student attendance and academic achievement in secondary school. This quantitative, non-experimental study, conducted within a South Dakota high school of students in grades 9-12 during the years 2006-2012, examined the relationship between student attendance and academic achievement…
Bonafini, Fernanda Cesar; Chae, Chungil; Park, Eunsung; Jablokow, Kathryn Weed
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…
This study aims to analyze the effect of variables determining mathematics interest, mathematics self- concept, mathematics anxiety, teacher-student relation, classroom management and sense of belonging on the Mathematics achievement of Turkish students in the Programme for International Student Assessment (PISA) 2012. Structural equation modeling…
Kose, Sacit; Sahin, Abdurrahman; Ergun, Aysegul; Gezer, Kutret
Effective teaching and learning of science depends on the selected teaching method touching students' most learning senses. This study investigated the effects of cooperative learning on eighth grade students' achievement and attitude toward science. Participants were 68 students from two different eighth grade classrooms in an elementary school.…
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…
Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran
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…
Sandilos, Lia E.; Rimm-Kaufman, Sara E.; Cohen, Julia J.
Theory suggests that African American students benefit from warm and demanding teachers. This study examines the relation between students' perceptions of 634 teachers' warm demander characteristics and achievement growth in fourth and fifth grades (M[subscript student age] = 9-11.5 years). Analyses explored whether relations were moderated by the…
Topçu, Sevgi; Leana-Tascilar, Marilena Z.
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…
Widiana, I. Wayan; Jampel, I. Nyoman
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…
Caspe, Margaret; Lopez, M. Elena; Chu, Ashley; Weiss, Heather B.
To be effective, teachers must be prepared to collaborate with families to support student success. Many studies confirm that strong parent-teacher relationships relate to positive student outcomes, such as healthy social development, high student achievement, and high rates of college enrollment. Thus, by giving teachers the support they need to…
Accountability for student learning and successful progression through each grade level has been a top priority concern for federal, state, and local educators. Studies have revealed several variables affecting student achievement, with much attentiveness on student attendance. (Barrington & Hendricks, 1989, Borland & Howsen 1998, Coutts,…
Termos, Mohamad Hani
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.…
Barrett, Julie Ann
Purpose: The purpose of this study was to describe the current school computer access rates of elementary school students and to determine the extent to which school computer access relates to academic achievement among Grade 5 students in the state of Texas. Specifically, the relationship of school computer access to student passing rates on the…
Zelvis, Rima R.
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…
Wilson, Martin Ezikiel
School administrators and educational policy makers have made a substantial effort to address the learning needs of students in Saint Martin, yet the achievement gap between students in Saint Martin and students in metropolitan France still persists. Risk factors such as family structure, socioeconomic status, immigration, and difficulty of…
Paristiowati, Maria; Fitriani, Ella; Aldi, Nurul Hanifah
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).
Van Laere, Evelien; Aesaert, Koen; van Braak, Johan
The present study aimed to identify the role of both student- and school-level characteristics in primary school students' achievement in the science curriculum. As societies become more culturally and linguistically diverse, many students enter the classroom with a home language that is different from the language of instruction used at school. This study takes into account both the home language and literacy in the language of instruction in relation to student achievement in science subjects. Questionnaires, reading performance tests, and science achievement tests were administered to 1,761 fourth-grade students from 67 schools across Flanders (Belgium). Multilevel hierarchical regression analyses show that the home language and literacy in the language of instruction play an important role in science achievement at the student level, next to gender and socioeconomic status. Students with a home language that is different from the language of instruction experience difficulties with science subjects. Moreover, the higher students' performance on reading comprehension and self-assessed proficiency in the language of instruction, the higher their score on science achievement tests. At the school level, a school's teachability expectations are one of the key factors related to students' science achievement. Limitations of this study and future directions for research are discussed.
Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima
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.
Möller, Jens; Pohlmann, Britta
On the one hand, achievement indicators like grades or standardized test results are strongly associated with students' domain-specific self-concepts. On the other hand, self-evaluation processes seem to be triggered by a self-enhancing means of information processing. As a consequence, above average students have more positive self-concepts than average students whereas below average students have lower self-concepts than average students. Imagine that two students, one above average, the other below average, have identical achievement differences to an average student. Will their self-concepts also share identical differences with the average students' self-concept? Our hypothesis is that students who achieve above average develop self-concepts that are more distinct from average achieving students' self-concepts than are below average achieving students' self-concepts. In Study 1, N=382 7th-10th graders (62.2% female) from several academic track (Gymnasium) schools in Germany served as participants. Students' ages ranged between 12 and 16 years (M=14.76, SD=6.24). In Study 2, the sample comprised N=1,349 students (49% girls) with a mean age of M=10.87 (SD=0.56) from 60 primary schools that were drawn representatively from a federal German state. In an experimental Study 3, N=81 German teacher education students (76.5% female) aged between 18 and 40 years (M=22.38, SD=3.80) served as participants. Two field studies and one experimental study were conducted. In all three studies, achievement differences between above average and average students were identical to those between average and below average students. However, self-concept differences between above average and average achieving students were greater than those identified between average and below average students. As our studies show, self-enhancement and self-protection processes lead above average students to develop self-concepts that are more distinct from average students' self-concepts than those
Full Text Available This research report has a problem, purpose, method, result, and conclusion. Theproblem is the students’ low achievement in speaking. The purpose is to explain whetherSTAD can better improve students’ vocabulary mastery at the grade VII 2 students of JuniorHigh School 03 Pekanbaru and to explain the factors that influence changing of theimprovement of students’ Speaking skill by using STAD at the grade VII 2 students of JuniorHigh School 03 Pekanbaru. The method used is a classroom action research with two cyclescontaining plan, action, observation, and reflection. The result shows that students’ lowachievement in speaking can be improved. Finally, the conclusion is that using STAD canbetter improve students’ achievement in speaking.Key words: Speaking skill, Students Team Achievement Division (STAD
Syawal - Syawal
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.
Fayombo, Grace A.
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 intel...
Jones, James M.
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…
Background : School –age children is an investment of a nation, because they are the future generation. Quality of the nation in the future is determined by the quality of today's children. Efforts to increase human resources should be done early, systematic and continuous. Optimal child development depends on good nutrition both in quality and quantity. This research is done in an effort to see the correlation of breakfast with increased academic achievement at primary school age children. M...
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
Sugiyanto, Pribadi, Supriyanto, Bambang
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.
José Concepción Gaxiola Romero
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.
Núñez Peña, María Isabel; Suárez Pellicioni, Macarena; Bono Cabré, Roser
Test anxiety has detrimental effects on the academic performance of many university students. Moreover, female students usually report higher levels of test anxiety than do their male peers. The present study examined gender differences in test, trait, and math anxiety among university students, as well as differences in their academic achievement. Participants were 168 students from the University of Barcelona, all of whom completed measures of test anxiety, math anxiety, and trait anxiety. ...
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.
Full Text Available In the present study an attempt was made to know the relationship between personality factor emotional stability and academic achievement of the high school students of South Kamrup district of Assam, India. Students were randomly selected from different high schools of the selected area. A sample of 400(both boys and girls students was selected and Cattell’s Jr. High School Personality Questionnaire (HSPQ was administered to them and record of academic achievement was collected from the school record. Subsequently the data were subjected to statistical analysis with the help of percentage analysis and x2. Results indicated a significant relationship between emotional stability and academic achievement of high school students of South kamrup district, Assam, India. The study also depicted that high level of emotional stability leads to high academic achievement and low emotional stability leads to low level of academic achievement.
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.
Epps, Bernethia Mechelle
The purpose of this study was to examine the impact of related educational factors on the mathematics and science achievement of secondary students. The researcher compared the variables of instructional design, economic status and retention against the exit level scores on the mathematics and science Texas Assessment of Knowledge and Skills (TAKS) test of 11th grade students. The technique used for this investigation was a Three-Way Analysis of Variance (ANOVA). Three hundred thirty five students from an urban school district in a metropolitan area in southeast Texas participated in this study. Ex-post facto data obtained from the district's student information system was utilized. Based on the results, the following conclusions were drawn. (1) Instructional design does impact mathematics and science achievement of students at the secondary level. (2) Retention during a student's ninth grade year does impact mathematics and science achievement. (3) The interaction of instructional design and retention does impact the mathematics and science achievement of students at the secondary level. (4) Economic status as a main effect or as an interaction effect does not impact mathematics and science achievement of students at the secondary level. For those seeking to explore this topic in greater depth, recommendations for further investigations might consider the study of teacher perceptions and attitudes toward students who attend school in the alternative setting. Additionally, future investigations might look into the level of experience and the reasons teachers choose to teach in the alternative setting.
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
Grace A. Fayombo
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.
Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen
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,…
Smith, Nina; Beuchert-Pedersen, Louise Voldby; Nielsen, Helena Skyt
consolidation has adverse effects on achievement in the short run and that these effects are most pronounced for students exposed to school closings. Furthermore, students initially enrolled in small schools experience the most detrimental effects. The effects appear to weaken over time, suggesting that part......We exploit variation stemming from school consolidations in Denmark from 2010- 2011 to analyze the impact on student achievement as measured by test scores. For each student we observe enrollment and test scores one year prior to school consolidation and up to four years after. We find that school...
Beuchert-Pedersen, Louise Voldby; Humlum, Maria; Nielsen, Helena Skyt
consolidation has adverse effects on achievement in the short run and that these effects are most pronounced for students exposed to school closings. Furthermore, students initially enrolled in small schools experience the most detrimental effects. The effects appear to weaken over time, suggesting that part......We exploit variation stemming from school consolidations in Denmark from 2010- 2011 to analyze the impact on student achievement as measured by test scores. For each student we observe enrollment and test scores one year prior to school consolidation and up to four years after. We find that school...
Wilkins, Stephen; Martin, Susan; Walker, Ian
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 programmes were obtained over a four-year period. Inferential analysis was carried out using pairwise Z-tests to compare the proportion of students...
Ramirez, Mark A.
The purpose of this sequential explanatory mixed-methods study was to closely examine the leadership practices utilized by K-12 urban school superintendents to influence and increase the academic achievement of Hispanic students. The research consisted of a quantitative study approach where 30 superintendents completed a 47-question…
Alexander, Charles; Chen, Eric; Grumbach, Kevin
To determine whether underrepresented minority (URM) students receive lower grades than do non-URM students in college prehealth gateway courses; the extent to which lower grade performance might be explained by the differences in precollege academic achievement; and whether URM students are less likely than non-URM students to persist in completing at least four gateway courses. Administrative data were obtained from six California colleges on 15,000 college students who matriculated in the 1999-2000 or 2000-2001 academic years and enrolled in at least one college course required for application to medical or dental school ("gateway" courses). Students were compared across ethnic groups in gateway course grade performance and persistence in completing at least four gateway courses, using regression methods to control for students' college admission test scores and caliber of high school attended. URM students received significantly lower grades on average in gateway courses than did white students. This gap persisted after adjusting for measures of prior academic performance. However, URM students were nearly as likely as white students to persist in completing at least four gateway courses. After accounting for the lower grades of URM students in their initial classes, URM students were more likely than white students to complete four or more gateway courses. URM students experienced academic challenges, but many persist in their prehealth courses despite these challenges. Interventions at the college level to support URM student performance in gateway courses are particularly important for increasing the diversity of medical and dental schools.
David E. Proudfoot
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.
Paulo A. Meyer. M. Nascimento
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.
M. AFAN; Prof. Dr. A. A. I. Ngurah Marhaeni,MA; Prof. Dr. Nyoman Dantes
This experimental research aimed at finding out the effect of Think-Pair-Share technique on the English reading achievement of the Students differing in achievement motivation at grade eight of SMPN 13 Mataram. This research with posttest only control group design by using 2x2 factorial design. The instrument used in this research are, English reading achievement test and achievement motivation questionnaire. 80 students were taken from six regular classes as the research sample with cluster ...
Full Text Available With a growth in online course offering in recent years, there is much research focusing on student performance and student learning outcomes. However, research focusing on characteristics and achievement in Family and Consumer Sciences (FCS higher education courses was not found. The purpose of this study was to compare student characteristics and achievements in online and on-campus FCS courses. The original study collected data from students enrolled in either the online or face-to-face section of the same junior-level course so variables were consistent. The study was later extended to another university using the same research set-up, but with a freshman-level course. This small, limited study provides preliminary insights that cannot be generalized, yet allow FCS faculty to distinguish student characteristics and achievements associated with on-campus and online courses. While student characteristics varied slightly, student achievement for online and on-campus students were similar. Additional studies are needed to provide more in-depth comparisons of these delivery systems. Since few FCS studies have reported this topic, the findings from this study provide baseline data for designing more in-depth comparisons of students.
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...
Spence, Janet T.; Helmreich, Robert L.; Pred, Robert S.
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.
Daly, Alan J.; Daly, A.J.; Moolenaar, Nienke; Der-Martirosian, Claudia; Liou, Yi-Hwa
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
Tateyama-Sniezek, Karen M.
The article reviews the research on effects of cooperative learning on the academic achievement of students with handicaps. Findings of the 12 studies meeting the selection criteria were inconsistent. (Author/DB)
McLean, Leigh; McDonald Connor, Carol
This study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, Mage = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
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)
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.
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.
Ertuğrul Şahin; Resul Çekin; İlknur Yazıcılar Özçelik
Although a number of studies have attempted to determine the antecedents, correlates, and consequences of students’ academic performance, there are few studies in the literature that examine the correlates of academic achievement for physical education and sports undergraduate students. The aim of this study was to investigate the relationship between the academic achievement of first-year physical education and sports students and their sociodemographics, attitudes towards the teaching profe...
Aims: An important aspect of the student’s learning in academic performance is self-regulating. Students without required academic achievement skills need educational approaches to obtain the required insight in self-regulate learning. The aim of this study was to determine the effects of teaching academic skills on academic achievement in the advanced diploma medical emergency students of Ilam University of Medical Sciences. Materials & Methods: The intervening pretest-posttest stu...
Carden, Randy; Bryant, Courtney; Moss, Rebekah
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.
F. P.; Chew; M. H.; Teong; Z. Ishak
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...
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.
Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana
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.
Quan, Jenny Lynn
Students with ASD present as unique learners with individual characteristics which may impact their reading performance, particularly related to word reading and comprehension. While a relatively new area of research in reading, students with ASD demonstrate a pattern of below average performance on standardized measures of reading achievement,…
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.
Senler, Burcu; Sungur, Semra
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.
Nasiri, Ebrahim; Pour-Safar, Ali; Taheri, Mahdokht; Sedighi Pashaky, Abdullah; Asadi Louyeh, Ataollah
Several factors play a role in academic achievement, individual's excellence and capability to do actions and tasks that the learner is in charge of in learning areas. The main goal of this study was to present academic achievement causal model based on the dimensions of goal orientation and learning approaches among the students of Medical Science and Dentistry courses in Guilan University of Medical Sciences in 2013. This study is based on a cross-sectional model. The participants included 175 first and second students of the Medical and Dentistry schools in Guilan University of Medical Sciences selected by random cluster sampling [121 persons (69%) Medical Basic Science students and 54 (30.9%) Dentistry students]. The measurement tool included the Goal Orientation Scale of Bouffard and Study Process Questionnaire of Biggs) and the students' Grade Point Average. The study data were analyzed using Pearson correlation coefficient and structural equations modeling. SPSS 14 and Amos were used to analyze the data. The results indicated a significant relationship between goal orientation and learning strategies (P<0.05). In addition, the results revealed that a significant relationship exists between learning strategies[Deep Learning (r=0.37, P<0.05), Surface Learning (r=-0.21,P<0.05)], and academic achievement.The suggested model of research is fitted to the data of the research. Results showed that the students' academic achievement model fits with experimental data, so it can be used in learning principles which lead to students' achievement in learning.
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.
Yavuz, Hatice Çiğdem; Demirtaşlı, R. Nükhet; Yalçın, Seher; İlgün Dibek, Münevver
This study explores the relationship between student characteristics (perception regarding peer bullying, students’ confidence in mathematics, students’ like learning mathematics and students valuing mathematics) which affect mathematics achievement of eighth grade students in Turkey and teacher characteristics (working conditions of teachers, teacher’s emphasis on academic success and collaboration with colleagues in order to enhance teaching) which are dealt with at school level. In this co...
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 African American: r20 = .549, p 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.
Diggs, Laura Lynn
This study describes an educational experience in a ninth grade problem based learning (PBL) science environment and examines student attitude toward and achievement in science along with student perceptions related to this educational experience. These variables were also measured for a comparison group of ninth grade science students and offer a way to compare the educational experiences of the two groups. Attitude toward science was assessed at the beginning and again at the end of the educational experience to determine differences in attitudes among and between the groups. Achievement in science was assessed using standardized test scores and student science grades. Student perceptions were assessed using a survey based on what students' perceive happens in their science classroom based on real world applications, problem solving, self-directed learning, and communication.
Al-Zubaidy, Sarim; Abdulaziz, Nidhal; Dashtpour, Reza
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.
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
Khan, Aqeel; Ahmad, Roslee; Hamdan, Abdul Rahim; Mustaffa, Mohamed Sharif
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.…
Okpube, Nnaemeka Michael; Anugwo, M. N.
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…
Sarwar, Muhammad; Ashrafi, Ghulam Muhammad
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…
Acat, M. Bahaddin; Dereli, Esra
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…
Hariadi, Bambang; Wurijanto, Tutut
The research aimed at examining the effect of instructional strategy (web-based STAD and text-based STAD) and achiever motivation toward student learning outcomes. The research implied quasi-experimental design with nonequivalent control group factorial version. The subjects were undergraduate students of Information Systems of academic year…
This study investigated the relationships between language anxiety and achievement in oral English performance by Japanese students of English as a foreign language (EFL). Students' anxiety about situations requiring oral ability was measured using the Foreign Language Classroom Anxiety Scale, and compared statistically with a measure of their…
Poyrazli, Senel; Kavanaugh, Philip R.
This study sought to empirically assess the relation of marital status, ethnicity and academic achievement in relation to the adjustment strains experienced by international graduate students. One hundred and forty nine international students attending five universities in the United States participated in the study. Correlational and multiple…
Madhumathi, P.; Ghosh, Arijit
This paper reports findings from the study that assessed the first year Indian ESL students' awareness of reading strategy use. It also investigated the relationship that exists between reading strategy use and the reading comprehension achievements of the Indian ESL students. The study utilized two instruments such as SORS and RCT which is the…
Kitchens, Vivian D.
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…
Yenmez, Arzu Aydogan; Özpinar, Ilknur; Gökçe, Semirhan
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…
Elfeky, Abdellah Ibrahim Mohammed; Masadeh, Thouqan Saleem Yakoub
The present study aimed to examine the effect of Mobile Learning, which is a kind of E-learning that uses mobile devices, on the development of the academic achievement and conversational skills of English language specialty students at Najran University. The study used the quasi-experimental approach. Participants consisted of (50) students who…
Chiu, Ming Ming; Chow, Bonnie Wing-Yin; Joh, Sung Wook
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…
Iflazoglu, Ayten; Hong, Eunsook
Whether students' motivation, organizational approaches, physical needs, and environmental and interpersonal preferences during the homework process predict homework achievement and attitudes toward homework was examined in 1,776 Turkish students in Grades 5 through 8. The Homework Motivation and Preference Questionnaire was utilized to assess…
Elangovan, Tavasuria; Ismail, Zurida
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,…
Yilmaz, Gül Kaleli; Koparan, Timur; Hanci, Alper
In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eighth grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female…
The purpose of present study was to determine the relationship between university students' academic achievement and perceived organizational image. The sample of the study was the senior students at the faculties and vocational schools in Umuttepe Campus at Kocaeli University. Because the development of organizational image is a long process, the…
Hodge, Deborah C.
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…
Matore, Mohd Effendi Ewan Mohd; Khairani, Ahmad Zamri; Razak, Nordin Abd
This study aimed to examine the influence of Adversity Quotient (AQ) on the academic achievement among Malaysian polytechnic students. A total of 1,845 students from five polytechnics in Malaysia participated in this study and these polytechnic was selected from five different zones, namely Nouthern, Southern, Eastern, Western and Borneo. The…
Seifi, Mohammad; Derikvandi, Zahra; Moosavipour, Saeed; Khodabandelou, Rouhollah
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…
Zomorodian, Kamiar; Parva, Mohammad; Ahrari, Iman; Tavana, Samar; Hemyari, Camellia; Pakshir, Keyvan; Jafari, Peyman; Sahraian, Ali
The seat selection and classroom dynamics may have mutual influence on the student performance and participation in both assigned and random seating arrangement. The aim of the study was to understand the influence of seat selection on educational achievement. The seating positions of the medical students were recorded on an architectural plan during each class session and the means and standard deviations of the students' locations were calculated in X and Y orientations. The locations of the students in the class were analyzed based on three architectural classifications: interactional zone, distance from the board, and access to the aisles. Final exam scores were used to measure the students' educational achievement. Our results demonstrate that there is a statistically significant relationship between the student's locations in the class and their attendance and educational achievements. two factors may effect on educational achievement: student seating in the high interactional zone and minimal changes in seating location. Seating in the high interaction zone was directly associated with higher performance and inversely correlated with the percentage of absences. This observation is consistent with the view that students in the front of the classroom are likely more motivated and interact with the lecturer more than their classmates.
Mucherah, Winnie; Herendeen, Abbey
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,…
Yurtseven, Nihal; Altun, Sertel
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'…
Lance, Keith Curry; Schwarz, Bill
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…
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…
Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza
The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…
Moradi Sheykhjan, Tohid; K., Rajeswari; Jabari, Kamran
The present research endeavor was aimed to assess relationship between Mental Health and Academic Achievement among M.Ed. students in Kerala. The sample of the study consisted of 314 M.Ed. students in Kerala. The method used for the present study was survey method. Mental Health Status Scale (M.H.S. Scale) was used and the study used the total…
Witziers, Bob; Bosker, Roel; Kruger, Meta 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
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
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
McLean, Leigh; Connor, Carol McDonald
This study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, M[subscript age] = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This…
Gottfried, Michael A.
This study evaluates the effects of classroom peers on standardized testing achievement for all third- and fourth-grade students in the Philadelphia School District over 6 school years. With a comprehensive individual-and multilevel data set of all students matched to teachers, classrooms, and schools, two empirical strategies are employed. The…
Lewis, Scott E.
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…
Guntern, Sabine; Korpershoek, Hanke; van der Werf, Greetje
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
Seng, SeokHoon; Yeo, Alan
This paper explores the role of one cognitive style, spatial visualization, which research suggests correlates highly with student achievement. The study focuses on: whether students with high, average, and low spatial visualization ability differ in their preferred learning modes (concrete experience, abstract conceptualization, reflective…
Rogers, George L.
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)
Imhangbe, Osayamen Samson
Over the years, students of Catholic High/Senior secondary schools in Edo state, Nigeria have maintained a significantly higher level of academic achievement than their counterparts in public schools in the state. This development has not only been a cause of serious concern for parents of students who attend public High/Senior secondary schools…
Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir
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…
Seng, Ernest Lim Kok
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…
There is a lack of achievement among 7th grade mathematics students in the United States and a lack of technology use in the 7 th grade classroom. The purpose of this correlational study was to determine the relationship between teachers' use of calculators in Grade 7 mathematics instruction, the independent variable, and student achievement…
Kommers, Petrus A.M.; Stoyanov, S.; Stoyanov, Slavi; Mileva, Nevena; Martinez Mediano, Catalina
The study compares the effectiveness of two performance support systems, adaptive and non-adaptive, on learning achievements of engineering students. In addition, the research design controls for a possible effect of learning style. The analysis reveals that students working with an adaptive
Marshall, Jeffery H.; Chinna, Ung; Nessay, Puth; Hok, Ung Ngo; Savoeun, Va; Tinon, Soeur; Veasna, Meung
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…
Kitchens, Vivian D.; Deris, Aaron R.; Simon, Marilyn K.
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…
Naidoo, Paulette; Cartwright, Duncan James
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…
Surjono, Herman Dwi
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…
Comeaux, Eddie; Harrison, C. Keith
Studies have examined the impact of environmental variables on academic achievement among student athletes in the revenue-generating sports of men's basketball and football. However, while evidence concerning the positive impact of male student athlete and faculty interaction is virtually unequivocal, we are not certain whether the benefits…
Khader, Nisreen Saleh Khader
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…
Campbell, Manda D.
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…
Acee, Taylor W.; Cho, Yoonjung; Kim, Jung-In; Weinstein, Claire Ellen
The major purpose of this study was to investigate the relationships among properties of college students' self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N = 130) were asked to list 20 of their…
Ariani, Dorothea Wahyu
Anxiety is a natural thing and can happen to everyone; it is a reaction to the inability to overcome problems or lack of security. However, excessive anxiety can impede one's function in life. Anxiety experienced by students can also hinder them in performing better. Setting goals that are difficult to achieve can cause students to experience…
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…
Investigates the reliability and validity of the Bentley Measures of Musical Abilities (BMMA) for predicting musical achievement of students entering the Conservatory Alberto Ginastera (Argentina) by measuring the students improvement over the first four-month term. Encourages the use of the BMMA as a means to evaluating the entering students…
Davenport, Kevin O.
This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…
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 ...
This research reported in this article ethnographically examines ethnicity and achievement in the formation of Korean Chinese students' peer networks. With the significance of children's peer networks in their interaction and school experience in mind, this article demonstrates how a group of ethnic Korean students at one Korean bilingual school…
McCoy, Dana Charles; Wolf, Sharon; Godfrey, Erin B.
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…
Gottfried, Michael A.
The literature on school absences has focused predominantly on the reasons for student truancy, or it has assessed only aggregate student absences in their effect on achievement. However, this study brings forth a new issue: the relationship between types of absences--excused versus unexcused--and school performance. With a quantitative model of…
Torenbeek, Marjolein; Jansen, Ellen; Hofman, Adriaan
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:
Groginsky, Scott; Trujillo, Tara
As schools work to ensure that all students have the skills and competencies to succeed in work and life, and with growing expectations for success on standardized assessments at the federal, state and local levels, education leaders increasingly understand the importance of student wellness to achieving these goals. This report outlines why…
Kandeel, Refat A. A.
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…
Ahvan, Yaghoob Raissi; Pour, Hossein Zainali
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…
Asakereh, Ahmad; Yousofi, Nouroddin
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…
Schmidt, Rebecca Anne
Most public schools and districts must face the problem of how to help low-achieving students and efficiently target resources, particularly in the face of accountability under No Child Left Behind. One policy that has been employed is grouping students into classrooms by their measured or perceived ability--a process known as tracking. Research…
Alanizi, Faris Mayoof Mokheimer
The purpose of this study was to examine the relation between academic achievement and parenting styles among Saudi college students. The participants in this study consisted of 349 male and 219 female college students, whose age ranged from 18-25 years. The instruments for the current study were: (a) an Arabic translation of the Revised Parental…
Bhat, Younis Illahi; Khandai, Hemant
This study was undertaken to study the academic achievement and study habits of male and female college students of district Pulwama (J and k). The sample for the study was 410 including 193 male and 217 female college students .which was further divided into different groups of rural-urban dichotomy. For this purpose descriptive survey method was…
Singh, Soon Singh Bikar; Rathakrishnan, Balan; Sharif, Sabariah; Talin, Rosy; Eboy, Oliver Valentine
Recent studies indicate that the number of students electing to study Geography in Malaysian upper secondary schools, and their level of achievement in the subject, has declined. The main factor appears to be a lack of motivation. Yet there has been little research into the impact of instructional methods on Geography students' motivation and…
Abdulahi, Mohammed Mussa; Hashim, Hakim; Kawo, Mohammed
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…
Brandy, Travis D.
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…
Wright, Pamela D.
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…
Nadirova, Anna; Burger, John Michael
This study contributes to applied and theoretical research for schools and districts by helping inform programs and policies directed at school improvement, raising student achievement, and high school completion. The paper features recent results of ongoing research on student orientation to school that was assessed via a multidimensional Student…
The purpose of this study is to investigate the state and private school students' achievement goal orientation levels in terms of some variables. Quantitative survey method was used in this study. Study group in this research consists of 201 students who are studying at state and private school in Kahramanmaras during the 2014-2015 academic year.…
Abdi, Ali; Laei, Susan; Ahmadyan, Hamze
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…
This study explains mathematical difficulties of students who immigrated from the Former Soviet Union (FSU) vis-à-vis Israeli students, by identifying the existing bias factors in achievement tests. These factors are irrelevant to the mathematical knowledge being measured, and therefore threaten the test results. The bias factors were identified…
Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas
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…
Choi, Sumi; Lemberger, Matthew E.
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…
Veenstra, René; Kuyper, Hans
The school careers in secondary education are influenced by individual and environmental characteristics. Using longitudinal data on 7,000 students from 450 classes in 150 schools in The Netherlands, we present results on the importance of student and family characteristics for achievement (text
Ning, Hoi Kwan
Based on measures of approach and avoidance mastery and performance goals delineated in the 2 × 2 achievement goal framework, this study utilized a person-centered approach to examine Singapore primary students' (N = 819) multiple goals pursuit in the general school context. Latent profile analysis identified six types of students with distinct…
Finau, Teukava; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.
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…
López-Vargas, Omar; Ibáñez-Ibáñez, Jaime; Racines-Prada, Oswaldo
The present research's objective is to examine the effects of metacognitive scaffolding and cognitive style in the Field Dependence-Independence (FDI) dimension on cognitive load (CL) and learning achievement (LA) in high school students, when they interact with a hypermedia environment on philosophy (logic). Fifty-four students belonging to two…
Hanna, Shellie Lyne
Purpose, scope, and method of study. The purpose of this study was to determine if and to what degree a relationship existed between physical fitness and the academic achievement of ninth-grade public school students in Arkansas. A sample of 152 students from four different schools participated in the study. The dependent variable was academic…
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…
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…
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'…
Özek, Müzeyyen Bulut
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…
Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe
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…
Wolters, Christopher A.; Hussain, Maryam
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…
Akcay, Husamettin; Durmaz, Asli; Tuysuz, Cengiz; Feyzioglu, Burak
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…
Razak, Norizan Abdul; Yassin, Amr Abdullatif; Maasum, Tengku Nor Rizan Bt Tengku Mohamad
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…
Ogonnaya, Ukpai Patricia; Okafor, Gabriel; Abonyi, Okechukwu S.; Ugama, J. O.
The study investigated the effects of concept mapping on students' achievement in basic science. The study was carried out in Ebonyi State of Nigeria. The study employed a quasi-experimental design. Specifically the pretest posttest non-equivalent control group research design was used. The sample was 122 students selected from two secondary…
Sakiyo, John; Waziri, Kawu
The study investigated the use of concept mapping teaching method on secondary school students' academic achievement in biology. Two hypotheses tested at 0.05 level of significance guided the study. The design of the study was quasi-experimental design with 122 Senior Secondary students selected purposively from two senior secondary schools in…
Al-Srour, Nadia Hayel; Al-Ali, Safa Mohammad
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)…
Musa, Alice K.J.
The paper examined gender, geography location, achievement goals and academic performance of senior secondary school students in Borno State, Nigeria. The sample consists of 827 students from 18 public boarding secondary schools across South and North of Borno State: 414 (50.1 per cent) males and 413 (49.9 per cent) are females; 414 (50.1 per…
Rouis, Sana; Limayem, Moez; Salehi-Sangari, Esmail
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…
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.
Martinez-Perez, Frances A.
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…
Kim, Yeonwoo; Calzada, Esther J.; Barajas-Gonzalez, R. Gabriela; Huang, Keng-Yen; Brotman, Laurie M.; Castro, Ashley; Pichardo, Catherine
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…
Ganesan, Rajalakshmi; Mamat, Norul Hidayah Bt; Mellor, David; Rizzuto, Laura; Kolar, Christina
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…
Ning, Hoi Kwan
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…
Lawrence, A. S. Arul; Barathi, C.
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…
Bütüner, Suphi Önder; Filiz, Mehmet
The aim of this research was to investigate high achievers' erroneous answers and misconceptions on the angle concept. The participants consisted of 233 grade 6 students drawn from eight classes in two well-established elementary schools of Trabzon, Turkey. All the participants were considered to be current achievers in mathematics, graded 4 or 5…
Clayton, Karen E.; Zusho, Akane
Background: In recent years, there have been increasing calls to develop a more contextually based sociocultural perspective of achievement motivation. Aim: This mixed-methods study examined why Jamaican undergraduate students are motivated or unmotivated and how this relates to the extant literature on achievement motivation. Sample(s): This…
Stack-Cutler, Holly L.; Parrila, Rauno K.; Jokisaari, Markku; Nurmi, Jari-Erik
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…