Does High School Facility Quality Affect Student Achievement? A Two-Level Hierarchical Linear Model
ERIC Educational Resources Information Center
Bowers, Alex J.; Urick, Angela
2011-01-01
The purpose of this study is to isolate the independent effects of high school facility quality on student achievement using a large, nationally representative U.S. database of student achievement and school facility quality. Prior research on linking school facility quality to student achievement has been mixed. Studies that relate overall…
Does Teacher Quality Affect Student Achievement? An Empirical Study in Indonesia
ERIC Educational Resources Information Center
Sirait, Swando
2016-01-01
The objective of this study is to examine the relationship between teacher qualities in relation to student achievement in Indonesia. Teacher quality in this study defines as teacher evaluation score, in the areas of professional and pedagogic competency. The result of this study consonant to previous study that teacher quality, in term of teacher…
The effect of teacher quality on the achievement of students in Integrated Physics and Chemistry
NASA Astrophysics Data System (ADS)
Alexander, Rima
For many years, researchers, policy makers, and the education community have explored various school variables and their impact on student achievement (Darling-Hammond, 2000; Ferguson and Womack 1993; Ferguson and Ladd 1996; Rice, 2003; Rockoff, 2003; Rowan, Chiang, and Miller 1997; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Invariably, the issue of teacher quality arises. Teacher quality is the single most influential factor under school control that affects student achievement (Darling-Hammond, 2000; Rice, 2003; Rockoff, 2003; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Generally, students taught by highly qualified teachers perform better on standardized tests than students with less qualified teachers (Ferguson and Womack 1993; Ferguson and Ladd 1996; Rowan, Chiang, and Miller 1997). Previous research indicates that teachers indeed matter for the improvement of student achievement, but getting good measures of what is meant by teacher quality is a continuing challenge (Goldhaber, 2002). The purpose of this study was to describe the effect of teacher quality on the achievement of students in Integrated Physics and Chemistry (IPC). In order to achieve this purpose, this study addressed the following research question: chemistry and physics teachers compare to the achievement of students taught by less-qualified IPC teachers? A causal-comparative methodology was employed to address this research question. The independent variable was teacher quality---highly-qualified or less qualified. The teacher attributes that were examined in this study are: (1) teachers' educational background; (2) content knowledge; (3) pedagogical knowledge; and (4) certification. The dependent variable was student achievement in integrated physics and chemistry, as measured by an end-of-course IPC District Assessment of Curriculum, IPC DAC. Descriptive statistics were computed for the independent variable in the study. A Chi Square was performed on the data
Lyndon, Mataroria P; Henning, Marcus A; Alyami, Hussain; Krishna, Sanjeev; Zeng, Irene; Yu, Tzu-Chieh; Hill, Andrew G
2017-04-01
The aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach. Medical students (n = 670) in Year 3 to Year 5 at the University of Auckland were classified into three different profiles as derived from a two-step cluster analysis using World Health Organization Quality of Life-BREF scores and Copenhagen Burnout Inventory scores. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods. The response rate was 47%. Three clusters were obtained: Higher Burnout Lower Quality of Life (n = 62, 20%), Moderate Burnout Moderate Quality of Life (n = 131, 41%), and Lower Burnout Higher Quality of Life (n = 124, 39%). After controlling for gender and year level, Higher Burnout Lower Quality of Life students had significantly higher test anxiety (p < 0.0001) and amotivation scores (p < 0.0001); and lower intrinsic motivation (p < 0.005), self-efficacy (p < 0.001), and progress test scores (p = 0.03) compared with the other profiles. Burnout and Quality of Life profiles of medical students are associated with differences in academic motivation and achievement over time.
ERIC Educational Resources Information Center
Horak, Anne K.; Galluzzo, Gary R.
2017-01-01
The purpose of this study was to explore the effect of problem-based learning (PBL) on student achievement and students' perceptions of classroom quality. A group of students taught using PBL and a comparison group of students taught using traditional instruction were studied. A total of 457 students participated in the study. Pre- and…
Quality Science Teacher Professional Development and Student Achievement
NASA Astrophysics Data System (ADS)
Dubner, J.
2007-12-01
Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.
Achieving Quality Integrated Education.
ERIC Educational Resources Information Center
Hawley, Willis D.; Rosenholtz, Susan J.
While desegregation is neither a necessary nor a sufficient condition for ensuring either equity or quality education for minorities, the evidence is convincing that it is "educationally more difficult" to improve student achievement in segregated schools. Desegregation offers the opportunity to enhance the quality of education, particularly when…
Hernández, Maciel M.; Valiente, Carlos; Eisenberg, Nancy; Berger, Rebecca H.; Spinrad, Tracy L.; VanSchyndel, Sarah K.; Silva, Kassondra M.; Southworth, Jody; Thompson, Marilyn S.
2017-01-01
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.
ERIC Educational Resources Information Center
La Salle, Tamika P.; Roach, Andrew T.; McGrath, Dawn
2013-01-01
The purpose of this study was to investigate the quality of Individualized Education Programs (IEPs) and its influence on academic achievement, inclusion in general education classrooms, and curricular access for students with disabilities. 130 teachers from the state of Indiana were asked to submit the most recent IEP of one of their students in…
ERIC Educational Resources Information Center
Çiftçi, S. Koza
2015-01-01
The two aims of this study are as follows: (1) to compare the differences in mathematics anxiety and achievement in secondary school students according to their perceptions of the quality of their mathematics education via a cluster analysis and (2) to test the effects of the perception of mathematics education quality on anxiety and achievement…
ERIC Educational Resources Information Center
Valentino, Rachel
2018-01-01
Publicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor and/or minority children do not, at a minimum, attend equal quality pre-K as their non-poor, non-minority peers. In this paper, I find large "quality gaps" in public pre-K between poor, minority students and…
FACTORS CONTRIBUTING TO STUDENT ACHIEVEMENT.
ERIC Educational Resources Information Center
Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.
FACTORS WHICH MIGHT CONTRIBUTE SIGNIFICANTLY TOWARD STUDENT ACHIEVEMENT IN SELECTED TRADE AND INDUSTRIAL EDUCATION AREAS WERE EXAMINED -- WHAT IS THE BACKGROUND AND PREPARATION OF OHIO'S TEACHER IN TRADE AND INDUSTRIAL EDUCATION, IS THERE ANY RELATIONSHIP BETWEEN THE AMOUNT OF MONEY SPENT PER STUDENT AND QUALITY PROGRAMS, DO LOCAL SUPERVISORS'…
ERIC Educational Resources Information Center
Buecker, Harrie Lynne
2010-01-01
This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…
Investing in Student Achievement.
ERIC Educational Resources Information Center
Education Commission of the States, Denver, CO.
During 1996-97 the Education Commission of the States explored three policy areas in which state efforts to improve student achievement have been increasingly concentrated: early childhood education, teacher quality and stronger connections between the K-12 and postsecondary systems. The study surveyed the scope and intensity of state efforts in…
Hajovsky, Daniel B; Mason, Benjamin A; McCune, Luke A
2017-08-01
Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N=1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and tests of equivalence of the latent parameters, we were interested in whether longitudinal changes in teacher-rated closeness and conflict explained longitudinal changes in achievement, and vice versa, and whether those longitudinal influences varied by gender. Latent teacher-student closeness decreased for both genders over time (Cohen's d=-0.15 to -0.32), but latent conflict increased for males (Cohen's d=0.16). There was also increased heterogeneity in teacher-student relationship quality for males relative to females. Math and reading achievement had medium reciprocal effects (β=0.12 to 0.23), and previous math achievement had small to medium effects on subsequent teacher-student closeness (β=0.08 to 0.11) and conflict (β=-0.07 to -0.09). Teacher-student conflict and closeness did not influence subsequent levels of math or reading achievement once previous levels were controlled. Further, these influences were consistent across gender groups despite latent differences in teacher-student closeness and conflict with teachers reporting closer relationships with female students and more conflictual relationships with male students. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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Marshall, Jon; Pritchard, Ruie; Gunderson, Betsey
2004-01-01
The purpose of this study was to determine the congruence among W. E. Deming's 14 points for Total Quality Management (TQM), the organizational health of school districts, and student achievement. Based on Kanter's (1983) concept of a Culture of Pride with a Climate of Success, healthy districts were defined as having an organizational culture…
Leader-Member Exchange, Cognitive Style, and Student Achievement
ERIC Educational Resources Information Center
Mosley, Chaney; Broyles, Thomas; Kaufman, Eric
2014-01-01
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…
ERIC Educational Resources Information Center
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
2018-01-01
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the "quality of programme delivery" affects students' mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their…
Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert
2017-01-01
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher–student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed. PMID:28931966
Wu, Jiun-yu; Hughes, Jan N.; Kwok, Oi-man
2010-01-01
Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second and third grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with reports of others: Congruent positive, Congruent Negative, Incongruent Child Negative and Incongruent Child Positive. The cluster solution evidenced good internal consistency and construct validity. Cluster membership predicted growth trajectories for teacher-rated engagement and standardized achievement scores over the following three years, above prior performance. The predictive associations between child reports of teacher support and conflict and outcomes depended on whether child reports were consistent or inconsistent with reports of others. Study findings have implications for theory development, assessment of teacher-student relationships, and teacher professional development. PMID:20728688
Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement
ERIC Educational Resources Information Center
Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-Man; Villarreal, Victor; Johnson, Audrea Y.
2012-01-01
The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at-risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in Grade 2…
Massage Therapy Education Online: Student Satisfaction and Achievement, Part I
McQuillan, David James
2010-01-01
In recent years, providers of massage therapy education have, in growing numbers, started to use online technologies to support the learning processes of their students. Using a narrative review of the existing online learning literature, this paper aims to provide a solid pedagogical foundation for these early explorations. It identifies five key factors—instructional pedagogy, quality of instruction, interaction and communication, individual learner qualities, and the online interface—that contribute to student satisfaction and achievement in the online context. The relationships between those factors and the experience of the online learner are discussed with reference to maximization of student satisfaction and achievement. PMID:21589705
Zhang, Tao; Xiang, Ping; Gu, Xiangli; Rose, Melanie
2016-06-01
The 2 × 2 achievement goal model, including the mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal orientations, has recently been used to explain motivational outcomes in physical activity. This study attempted to examine the relationships among 2 × 2 achievement goal orientations, physical activity, and health-related quality of life (HRQOL) in college students. Participants were 325 students (130 men and 195 women; Mage = 21.4 years) enrolled in physical activity classes at a Southern university. They completed surveys validated in previous research assessing achievement goal orientations, physical activity, and HRQOL. Path analyses revealed a good fit between the model and data (root mean square error of approximation = .06; Comparative Fit Index = .99; Bentler-Bonett Nonnormed Fit Index = .98; Incremental Fit Index = .99), but the model explained small variances in the current study. Mastery-approach and performance-approach goal orientations only had low or no relationships with physical activity. Mastery-approach goal orientation and physical activity also had low positive relationships with HRQOL, but mastery-avoidance and performance-avoidance goal orientations had low negative relationships with HRQOL. The hypothesized mediational role of physical activity in the relationship between mastery-approach and performance-approach goal orientations and HRQOL was not supported in this study. Although the data fit the proposed model well, only small variance was explained by the model. The relationship between physical activity and HRQOL of the college students and other related correlates should be further studied.
Impact of instructional Approaches to Teaching Elementary Science on Student Achievement
NASA Astrophysics Data System (ADS)
Kensinger, Seth H.
Strengthening our science education in the United States is essential to the future success of our country in the global marketplace. Immersing our elementary students with research-based quality science instruction is a critical component to build a strong foundation and motivate our students to become interested in science. The research for this study pertained to the type of elementary science instruction in correlation to academic achievement and gender. Through this study, the researcher answered the following questions: 1. What is the difference in achievement for elementary students who have been taught using one of the three science instructional approaches analyzed in this study: traditional science instruction, inquiry-based science instruction with little or no professional development and inquiry-based science instruction with high-quality professional development? 2. What is the difference in student achievement between inquiry-based instruction and non-inquiry based (traditional) instruction? 3. What is the difference in student achievement between inquiry with high quality professional development and inquiry with little or no professional development? 4. Do the three instructional approaches have differentiated effects across gender? The student achievement was measured using the 2010 fourth grade Pennsylvania System of School Assessment (PSSA) in Science. Data was collected from 15 elementary schools forming three main groupings of similar schools based on the results from the 2009 third grade PSSA in Mathematics and student and community demographics. In addition, five sub-group triads were formed to further analyze the data and each sub-group was composed of schools with matching demographic data. Each triad contained a school using a traditional approach to teaching science, a school utilizing an inquiry science approach with little or no professional development, and a school incorporating inquiry science instruction with high quality
Montana American Indian Student Achievement Data Report, Fall 2010
ERIC Educational Resources Information Center
Montana Office of Public Instruction, 2010
2010-01-01
The well-being and accomplishment of all Montana students is vital to the future success of the state. More specifically, increasing academic achievement and providing all students with a quality education will result in the opportunity for students to have more choices beyond their K-12 experience. This is what the business of education is all…
Student Perception of Academic Achievement Factors at High School
ERIC Educational Resources Information Center
Bahar, Mustafa
2016-01-01
Measuring the quality of the "product" is elemental in education, and most studies depend on observational data about student achievement factors, focusing overwhelmingly on quantitative data namely achievement scores, school data like attendance, facilities, expenditure class size, etc. But there is little evidence of learner…
Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer
2015-01-01
This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.
ERIC Educational Resources Information Center
Ready, Douglas David
2013-01-01
Accountability systems that measure student learning rather than student achievement have the potential to more accurately evaluate school quality. However, one methodological concern has remained surprisingly absent from discussions of value-added modeling. Standardized assessments that exhibit either positive or negative correlations between…
What Does Quality Programming Mean for High Achieving Students?
ERIC Educational Resources Information Center
Samudzi, Cleo
2008-01-01
The Missouri Academy of Science, Mathematics and Computing (Missouri Academy) is a two-year accelerated, early-entrance-to-college, residential school that matches the level, complexity and pace of the curriculum with the readiness and motivation of high achieving high school students. The school is a part of Northwest Missouri State University…
ERIC Educational Resources Information Center
Knoeppel, Robert C.; Logan, Joyce P.; Keiser, Clare M.
2005-01-01
The purpose of this study was to investigate the potential viability of the variable certification by the National Board for Professional Teaching Standards (NBPTS) as a policy-relevant predictor of student achievement. Because research has identified the teacher as the most important school-related predictor of student achievement, more research…
Teacher Turnover, Teacher Quality, and Student Achievement in DCPS
ERIC Educational Resources Information Center
Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James
2017-01-01
In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…
ERIC Educational Resources Information Center
Fransen, Shelly Lynette
2013-01-01
High quality student engagement activities are essential if students are to be successful learners. Over the years, many instructional strategies and models have been devised to encourage teachers to develop student engagement activities that result in high achievement. The Reading First Model initiative was introduced as a part of the No Child…
Quality Education in Idaho: A Case Study of Academic Achievement in Three High-Poverty Rural Schools
ERIC Educational Resources Information Center
Brown, Christine
2017-01-01
The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is…
ERIC Educational Resources Information Center
Bernardo, Allan B. I.; Ismail, Rosnah
2010-01-01
The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and…
How and Why do Teacher Credentials Matter for Student Achievement? NBER Working Paper No. 12828
ERIC Educational Resources Information Center
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.
2007-01-01
Education researchers and policy makers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still persists about the causal relationship between specific teacher credentials and student achievement. In this paper, we use a rich administrative data…
Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer
2015-01-01
Purpose This study examined the relationships between the different aspects of students’ course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale “quality of teaching” directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students’ peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students’ examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011
Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement
Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-man; Villarreal, Victor; Johnson, Audrea Y.
2012-01-01
The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed. PMID:23226873
Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement.
Hughes, Jan N; Wu, Jiun-Yu; Kwok, Oi-Man; Villarreal, Victor; Johnson, Audrea Y
2012-01-01
The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed.
ERIC Educational Resources Information Center
Cheema, Jehanzeb R.; Zhang, Bo
2013-01-01
This study looked at the effect of both quantity and quality of computer use on achievement. The Program for International Student Assessment (PISA) 2003 student survey comprising of 4,356 students (boys, n = 2,129; girls, n = 2,227) was used to predict academic achievement from quantity and quality of computer use while controlling for…
ERIC Educational Resources Information Center
Senko, Corwin; Belmonte, Kimberly; Yakhkind, Anastasyia
2012-01-01
Background: Which instructor qualities do students consider most important? The answer likely depends on the student. This study attempted to trace beliefs about the most essential instructor qualities to students' academic achievement goals. Aims: The present study tested the hypothesis that students pursuing mastery goals favour instructors who…
Senko, Corwin; Belmonte, Kimberly; Yakhkind, Anastasyia
2012-09-01
Which instructor qualities do students consider most important? The answer likely depends on the student. This study attempted to trace beliefs about the most essential instructor qualities to students' academic achievement goals. The present study tested the hypothesis that students pursuing mastery goals favour instructors who stimulate and challenge them intellectually, whereas those pursuing performance goals favour instructors who present material clearly and provide clear cues about how to succeed. Participants were 157 students at a 4-year public university. Participants designed the ideal professor through a hypothetical combination of nine widely valued instructor qualities, such as enthusiasm, presentation clarity, and an interactive teaching style. The more they acquired of any one instructor quality, the less they could acquire of the others, thus compelling students to distinguish necessary qualities from desirable luxury qualities. Students' achievement goals corresponded to their views about the most essential instructor qualities. Mastery goals predicted greater demand for professors who intellectually challenge students and possess topic expertise, whereas performance goals predicted high demand for professors who present material clearly and provide cues about how to succeed in the course. The findings support emerging theorizing about how mastery and performance goals nudge students to pursue different learning agendas, with distinct consequences to their learning experience. ©2011 The British Psychological Society.
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Kareshki, Hossein; Hajinezhad, Zahra
2014-01-01
The purpose of the present study is investigating the correlation between school quality and family socioeconomic background and students' mathematics achievement in the Middle East. The countries in comparison are UAE, Syria, Qatar, Iran, Saudi Arabia, Oman, Lebanon, Jordan, and Bahrain. The study utilized data from IEA's Trends in International…
Teacher Effects on Student Achievement and Height: A Cautionary Tale
ERIC Educational Resources Information Center
Bitler, Marianne P.; Corcoran, Sean P.; Domina, Thurston; Penner, Emily K.
2014-01-01
The growing availability of data linking students to classroom teachers has made it possible to estimate the contribution teachers make to student achievement. While there is a growing consensus that teacher quality is important and current evaluation systems are inadequate, many have expressed concerns over the use of value-added measures (VAMs)…
School Climate and Restructuring for Low-Achieving Students.
ERIC Educational Resources Information Center
Smey-Richman, Barbara
Although analogous and vague definitions of school climate may help in determining whether low-achieving students are experiencing a more positive or negative school climate, more clarity is needed to render the climate construct more observable, measurable, and malleable. Tagiuri conceptualizes climate as the total environmental quality within an…
Zee, Marjolein; Koomen, Helma M Y; Van der Veen, Ineke
2013-08-01
This study tested a theoretical model considering students' personality traits as predictors of student-teacher relationship quality (closeness, conflict, and dependency), the effects of student-teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between student-teacher relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade students and their teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and student-reported closeness on reading and math achievement. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Linking Teacher Quality, Student Attendance, and Student Achievement
ERIC Educational Resources Information Center
Gershenson, Seth
2016-01-01
Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…
Antecedents of students' achievement in statistics
NASA Astrophysics Data System (ADS)
Awaludin, Izyan Syazana; Razak, Ruzanna Ab; Harris, Hezlin; Selamat, Zarehan
2015-02-01
The applications of statistics in most fields have been vast. Many degree programmes at local universities require students to enroll in at least one statistics course. The standard of these courses varies across different degree programmes. This is because of students' diverse academic backgrounds in which some comes far from the field of statistics. The high failure rate in statistics courses for non-science stream students had been concerning every year. The purpose of this research is to investigate the antecedents of students' achievement in statistics. A total of 272 students participated in the survey. Multiple linear regression was applied to examine the relationship between the factors and achievement. We found that statistics anxiety was a significant predictor of students' achievement. We also found that students' age has significant effect to achievement. Older students are more likely to achieve lowers scores in statistics. Student's level of study also has a significant impact on their achievement in statistics.
Student academic achievement in college chemistry
NASA Astrophysics Data System (ADS)
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.
Professional Learning Communities That Initiate Improvement in Student Achievement
ERIC Educational Resources Information Center
Royer, Suzanne M.
2012-01-01
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…
Teacher Evaluation and Student Achievement. Student Assessment Series.
ERIC Educational Resources Information Center
Stronge, James H.; Tucker, Pamela D.
This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) "Teacher Evaluation and Student Achievement: An Introduction to the Issues"; (2) "What is the Relationship between Teaching and Learning?" (e.g., whether teachers are responsible for student learning and…
ERIC Educational Resources Information Center
Ngware, Moses W.; Ciera, James; Musyoka, Peter K.; Oketch, Moses
2015-01-01
This paper examines the contribution of quality mathematics teaching to student achievement gains. Quality of mathematics teaching is assessed through teacher demonstration of the five strands of mathematical proficiency, the level of cognitive task demands, and teacher mathematical knowledge. Data is based on 1907 grade 6 students who sat for the…
Superintendent Tenure and Student Achievement
ERIC Educational Resources Information Center
Simpson, Jennifer
2013-01-01
A correlational research design was used to examine the influence of superintendent tenure on student achievement in rural Appalachian Kentucky school districts. Superintendent tenure was compared to aggregated student achievement scores for 2011 and to changes in students' learning outcomes over the course of the superintendents' tenure. The…
ERIC Educational Resources Information Center
Dryer, Rachel; Henning, Marcus A.; Tyson, Graham A.; Shaw, Rosemary
2016-01-01
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…
Literacy Coaching to Improve Student Reading Achievement: A Multi-Level Mediation Model
ERIC Educational Resources Information Center
Matsumura, Lindsay Clare; Garnier, Helen E.; Spybrook, Jessaca
2013-01-01
In a longitudinal group-randomized trial, we explore the key role of the quality of classroom text discussions in mediating the effects of Content-Focused Coaching (CFC) on student reading achievement (2983 students, 167 teachers). Schools in the United States serving large numbers of minority and English language learning (ELL) students from…
Alrakaf, Saleh; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine
2014-09-15
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.
ERIC Educational Resources Information Center
Haider, Zubair; Latif, Farah; Akhtar, Samina; Mushtaq, Maria
2012-01-01
Validity, reliability and item analysis are critical to the process of evaluating the quality of an educational measurement. The present study evaluates the quality of an assessment constructed to measure elementary school student's achievement in English. In this study, the survey model of descriptive research was used as a research method.…
Further Evidence of an Engagement-Achievement Paradox among U.S. High School Students
ERIC Educational Resources Information Center
Shernoff, David J.; Schmidt, Jennifer A.
2008-01-01
Achievement, engagement, and students' quality of experience were compared by racial and ethnic group in a sample of students (N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported…
Student Achievement in Middle Grades: Gauging the Effect of Teacher Training on Student Learning
ERIC Educational Resources Information Center
Gnedko, Natalya S.
2013-01-01
In the United States, teacher certification has been a baseline measure of teacher quality and gateway to the teaching profession for many decades. Research suggests that teacher certification is beneficial to student achievement, with findings particularly promising when content area of teacher certification is taken into account. Positive…
PA Student Achievement Rises for 8th Straight Year: 2010 Student Achievement Fast Facts
ERIC Educational Resources Information Center
Pennsylvania Department of Education, 2010
2010-01-01
This paper presents some facts about Pennsylvania's student achievement for 2010. These facts are: (1) Eighty two percent of Pennsylvania schools are meeting all of their Adequate Yearly Progress (AYP) targets--up from 78% of schools last year; (2) Pennsylvania students exceed state academic goals and achieve double digit gains since 2002; (3)…
Academic Achievement of Ugandan Sixth Grade Students: Influence of Parents' Education Levels
ERIC Educational Resources Information Center
Wamala, Robert; Kizito, Omala Saint; Jjemba, Evans
2013-01-01
The study investigates the influence of a father and mother's education on the academic achievement of their child. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality survey comprising 5,148 records of sixth grade students enrolled in Ugandan primary schools. Students' percentage…
ERIC Educational Resources Information Center
Fortner, Dale
2011-01-01
The purpose of this project study was to assist school principals in hiring quality teachers by examining existing hiring processes and research-based criteria on teacher practices that influence student achievement. The superintendent in one school district identified a problem of low student achievement and high teacher turnover. The theoretical…
Examination Regimes and Student Achievement
ERIC Educational Resources Information Center
Cosentino de Cohen, Clemencia
2010-01-01
Examination regimes at the end of secondary school vary greatly intra- and cross-nationally, and in recent years have undergone important reforms often geared towards increasing student achievement. This research presents a comparative analysis of the relationship between examination regimes and student achievement in the OECD. Using a micro…
Teacher Competence and the Academic Achievement of Sixth Grade Students in Uganda
ERIC Educational Resources Information Center
Wamala, Robert; Seruwagi, Gerald
2013-01-01
The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The…
van der Heijden, Kristiaan B; Vermeulen, Marije C M; Donjacour, Claire E H M; Gordijn, Marijke C M; Hamburger, Hans L; Meijer, Anne M; van Rijn, Karin J; Vlak, Monique; Weysen, Tim
2018-04-01
Inadequate sleep impairs cognitive function and has been associated with worse academic achievement in higher education students; however, studies that control for relevant background factors and include knowledge on sleep hygiene are scarce. This study examined the association of chronic sleep reduction (i.e. symptoms of chronic sleep reduction such as shortness of sleep, sleepiness and irritation), subjective sleep quality and sleep hygiene knowledge with academic achievement (grades and study credits) and study concentration among 1378 higher education students (71% female, mean age 21.73 years, SD = 3.22) in the Netherlands. Demographic, health, lifestyle and study behaviour characteristics were included as covariates in hierarchical regression analyses. After controlling for significant covariates, only chronic sleep reduction remained a significant predictor of lower grades (last exam, average in current academic year). Better sleep quality and sleep hygiene knowledge were associated with better academic achievement, but significance was lost after controlling for covariates, except for a remaining positive association between sleep hygiene beliefs and grades in the current academic year. Moreover, better sleep quality and lower scores on chronic sleep reduction were associated with better study concentration after controlling for significant covariates. To conclude, chronic sleep reduction is associated with academic achievement and study concentration in higher education students. Inadequate sleep hygiene knowledge is moderately associated with worse academic achievement. Future research should investigate whether sleep hygiene interventions improve academic achievement in students of higher education. © 2017 European Sleep Research Society.
ERIC Educational Resources Information Center
Bealer, David E.
2010-01-01
The purpose of this study was to examine the change strategies and actions taken by an urban district superintendent to improve student achievement. In a qualitative case study of a large urban school district, one research question and three subquestions focused on: 10 specific reform strategies to improve student achievement, how the quality and…
Association between substandard classroom ventilation rates and students' academic achievement.
Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J
2011-04-01
This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel. © 2010 John Wiley & Sons A/S.
Black Suburbanization in Texas Metropolitan Areas and Its Impact on Student Achievement.
ERIC Educational Resources Information Center
Kain, John F.; O'Brien, Daniel M.
Suburban schools are generally of higher quality than the inner city schools that continue to serve a disproportionate share of black children. This study provided significant evidence that school quality, measured by the mean test scores for individual grades/campuses, has a large impact on the achievement of individual students. The analysis…
Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo
2017-01-01
Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed. PMID:28769839
Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo
2017-01-01
Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.
Early Intervention and Student Achievement
ERIC Educational Resources Information Center
Hormes, Mridula T.
2009-01-01
The United States Department of Education has been rigorous in holding all states accountable with regard to student achievement. The No Child Left Behind Act of 2001 clearly laid out federal mandates for all schools to follow. K-12 leaders of public schools are very aware of the fact that results in terms of student achievement need to improve…
ERIC Educational Resources Information Center
Forehand, Michael Joshua
2014-01-01
A quasi-experimental, pre-test post-test nonequivalent control group study was utilized to determine the difference in students' perceived learning, attitudes toward school, and achievement when participating in classes utilizing engagement design qualities as compared to students in classes not utilizing engagement design qualities. To inform the…
Burrows, Tracy L; Whatnall, Megan C; Patterson, Amanda J; Hutchesson, Melinda J
2017-09-25
The impact of diet on academic achievement is a growing area of research. The aim of this systematic review was to evaluate the current evidence examining dietary intake and academic achievement in college/university students. Eight electronic databases were searched for studies published in English to January 2016. To be included, studies must have been conducted in higher education (i.e., college, university) students, reported measures of dietary intake and academic achievement, and reported the association between these. Data were extracted using a standardised tool, and studies were assessed for methodological quality. Seven studies were included, with four rated as positive quality, and the remaining three rated as neutral. Most studies were cross-sectional ( n = 4), and conducted in America ( n = 5). The most common dietary outcomes were fruit and vegetable ( n = 3), and breakfast consumption ( n = 3). Standardised grade point average (GPA) was the most common measure of academic achievement ( n = 4). Five studies reported small to moderate significant positive associations between diet and academic achievement, including for breakfast, regular meal consumption, and meeting national recommendations for fruit intake. This review examines the current evidence regarding diet and academic achievement in college/university students. The results demonstrate that few studies exist in this population group. Future studies should consider the use of validated dietary assessment methods, comprehensive measures of overall diet, and use standardised assessment and reporting of academic outcomes.
Leadership, self-efficacy, and student achievement
NASA Astrophysics Data System (ADS)
Grayson, Kristin
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), the Science Efficacy and Belief Expectations for Science Teaching (SEBEST) by Ritter, Boone, and Rubba (2001, January). Students' scores on the Texas Assessment of Knowledge and Skills (TAKS) measured fifth-grade science achievement. At the teacher level of analysis multiple regressions showed the following relationships between teachers' science self-efficacy and teacher classroom leadership behaviors and the various teacher and school demographic variables. Predictors of teacher self efficacy beliefs included teacher's level of education, gender, and leadership initiating structure. The only significant predictor of teacher self-efficacy outcome expectancy was gender. Higher teacher self-efficacy beliefs predicted higher leadership initiating structure. At the school level of analysis, higher school levels of percentage of students from low socio-economic backgrounds and higher percentage of limited English proficient students predicted lower school student mean science achievement. These findings suggest a need for continued research to clarify relationships between teacher classroom leadership, science teacher self-efficacy, and student achievement especially at the teacher level of analysis. Findings also indicate the importance of developing instructional methods to address student demographics and their needs so that all students, despite their backgrounds, will achieve in science.
Will Flexible Learning Raise Student Achievement?
ERIC Educational Resources Information Center
Guest, Ross
2005-01-01
This paper presents both theoretical and survey evidence on the effect of flexible learning--in particular, the shift to a more student-centred approach to learning--on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and…
ERIC Educational Resources Information Center
Hochweber, Jan; Vieluf, Svenja
2018-01-01
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management,…
Parents' and Teachers' Perspectives Regarding Parental Involvement and Student Achievement
ERIC Educational Resources Information Center
Walker, Christi Nelson
2017-01-01
The U.S. government has stated in federal guidelines that parents must be involved in their children's education in order for student achievement to increase. For more than 5 years, a small rural middle school in Mississippi was designated a low-performing school due to its failure to achieve the required standards for quality distribution index…
Mathematic Achievement of Canadian Private School Students
ERIC Educational Resources Information Center
Cadigan, Francoise Jane; Wei, Yichun; Clifton, Rodney A.
2013-01-01
Very little Canadian research has examined the academic achievement of private school students. Data from The Programme for International Student Assessment (PISA) 2003 were used to examine the achievement of private school students. The study found that private school students outperformed their public school peers. In addition, the students'…
Gültekin, Bülent Kadri; Dereboy, I Ferhan
2011-01-01
The present study aimed to determine the prevalence of social phobia, and the sociodemographic variables, substance use patterns, and comorbid psychiatric disorders associated with it. The impact of social phobia on quality of life, academic achievement, and identity formation were also examined. The study was conducted between 01 March and 01 June 2008, and included 700 undergraduate students at Adnan Menderes University. A sociodemographic data form, the Liebowitz Social Anxiety Scale (LSAS), World Health Organization Quality of Life-Brief Form, Turkish Version (WHOQoL-BREF-TR), and Instrument for Assessing Identity Confusion (IFAIC) were administered to the participants. In all, 20.9% of the participants had social phobia during the previous year and 21.7% had social phobia for a lifetime. In total, 74.6% of those that had social phobia during the previous year and 76.5% of those that had social phobia for their whole lives also had a specific social phobia. There was a significant difference between the participants with generalized social phobia or a specific social phobia, and those without social phobia, in terms of LSAS and IFAIC scores. Logistic regression analysis showed that the risk of social phobia was 1.7-fold higher among the females than males, 1.5-fold higher among those that lived in cities for the last 15 years than those that lived in towns, 1.9-fold higher among those that lived in cities for the last 15 years than those that lived in villages, and 1.8-fold higher among those that had relatives with a psychiatric illness than those that didn't. Higher socioeconomic status was negatively correlated with the prevalence of social phobia. Cigarette smoking was more prevalent among the students without social phobia and suicidal ideation was more prevalent among the students with social phobia. WHOQOL-BREF-TR scores showed that students without social phobia had significantly higher quality of life quality than those with social phobia. Self
ERIC Educational Resources Information Center
Cheng, Qiang
2014-01-01
Although teaching quality is seen as crucial in affecting students' performance, what types of instructional practices constitute quality teaching remains a question. With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide, this study examined the types of quality mathematics instructional practices that…
The Role of Teachers at University: What Do High Achiever Students Look for?
ERIC Educational Resources Information Center
Monteiro, Silvia; Almeida, Leandro S.; Vasconcelos, Rosa M.
2012-01-01
The perceptions of students about their teachers have interested the academic and scientific community, regarding the improvement of the quality of higher education. This paper presents data obtained from interviews conducted with ten high achiever engineering students and focuses on the characteristics of teachers that are highly valued by the…
ERIC Educational Resources Information Center
Gilbert, Andrea
2014-01-01
The purpose of this study was to understand the relationship between teacher quality, student characteristics, teacher attributes, and student growth in reading. The legislation requirements enacted with NCLB (2002), WAEA (2013), and Chapter 29 (Wyoming Department of Education, 2010) necessitated that student achievement be a primary consideration…
ERIC Educational Resources Information Center
Jones, Albert; Shindler, John
2016-01-01
Many educators view school climate and student achievement as separate considerations. For some, the idea of promoting a high quality climate can seem like a luxury in the face of the current high stakes assessment climate in which student achievement gains are the paramount consideration. However, the results of this study suggest that climate…
ERIC Educational Resources Information Center
Wu, Jiun-Yu; Hughes, Jan N.; Kwok, Oi-Man
2010-01-01
Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with…
2017-01-01
The impact of diet on academic achievement is a growing area of research. The aim of this systematic review was to evaluate the current evidence examining dietary intake and academic achievement in college/university students. Eight electronic databases were searched for studies published in English to January 2016. To be included, studies must have been conducted in higher education (i.e., college, university) students, reported measures of dietary intake and academic achievement, and reported the association between these. Data were extracted using a standardised tool, and studies were assessed for methodological quality. Seven studies were included, with four rated as positive quality, and the remaining three rated as neutral. Most studies were cross-sectional (n = 4), and conducted in America (n = 5). The most common dietary outcomes were fruit and vegetable (n = 3), and breakfast consumption (n = 3). Standardised grade point average (GPA) was the most common measure of academic achievement (n = 4). Five studies reported small to moderate significant positive associations between diet and academic achievement, including for breakfast, regular meal consumption, and meeting national recommendations for fruit intake. This review examines the current evidence regarding diet and academic achievement in college/university students. The results demonstrate that few studies exist in this population group. Future studies should consider the use of validated dietary assessment methods, comprehensive measures of overall diet, and use standardised assessment and reporting of academic outcomes. PMID:28946663
A Case Study of Student Achievement in a Secondary Charter School
ERIC Educational Resources Information Center
Hung, Li-Ching; Badejo, Folashade; Bennett, Jo
2014-01-01
The quality of student learning and achievement in public schools has become a matter of public discourse and policy, thus led to the establishment of charter school concept. However, there are controversial reports on the academic performances of charter schools, inadequate information on their instructional practices, and the learning…
Leon, Jaime; Medina-Garrido, Elena; Núñez, Juan L.
2017-01-01
Math achievement and engagement declines in secondary education; therefore, educators are faced with the challenge of engaging students to avoid school failure. Within self-determination theory, we address the need to assess comprehensively student perceptions of teaching quality that predict engagement and achievement. In study one we tested, in a sample of 548 high school students, a preliminary version of a scale to assess nine factors: teaching for relevance, acknowledge negative feelings, participation encouragement, controlling language, optimal challenge, focus on the process, class structure, positive feedback, and caring. In the second study, we analyzed the scale’s reliability and validity in a sample of 1555 high school students. The scale showed evidence of reliability, and with regard to criterion validity, at the classroom level, teaching quality was a predictor of behavioral engagement, and higher grades were observed in classes where students, as a whole, displayed more behavioral engagement. At the within level, behavioral engagement was associated with achievement. We not only provide a reliable and valid method to assess teaching quality, but also a method to design interventions, these could be designed based on the scale items to encourage students to persist and display more engagement on school duties, which in turn bolsters student achievement. PMID:28701964
Leon, Jaime; Medina-Garrido, Elena; Núñez, Juan L
2017-01-01
Math achievement and engagement declines in secondary education; therefore, educators are faced with the challenge of engaging students to avoid school failure. Within self-determination theory, we address the need to assess comprehensively student perceptions of teaching quality that predict engagement and achievement. In study one we tested, in a sample of 548 high school students, a preliminary version of a scale to assess nine factors: teaching for relevance, acknowledge negative feelings, participation encouragement, controlling language, optimal challenge, focus on the process, class structure, positive feedback, and caring. In the second study, we analyzed the scale's reliability and validity in a sample of 1555 high school students. The scale showed evidence of reliability, and with regard to criterion validity, at the classroom level, teaching quality was a predictor of behavioral engagement, and higher grades were observed in classes where students, as a whole, displayed more behavioral engagement. At the within level, behavioral engagement was associated with achievement. We not only provide a reliable and valid method to assess teaching quality, but also a method to design interventions, these could be designed based on the scale items to encourage students to persist and display more engagement on school duties, which in turn bolsters student achievement.
QUEST for Quality for Students: A Student Quality Concept. Volume 3
ERIC Educational Resources Information Center
Galán Palomares, Fernando Miguel; Todorovski, Blazhe; Kažoka, Asnate; Saarela, Henni
2013-01-01
This is the final publication of the QUEST for Quality for Students (QUEST) project, run by the European Students' Union. The QUEST project has managed to analyse students' views on the quality of higher education to identify areas in which students can become increasingly involved in quality assurance and enhancement processes. This publication…
Hughes, Jan N.
2010-01-01
The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843
Attitudes and Achievement of Bruneian Science Students.
ERIC Educational Resources Information Center
Dhindsa, Harkirat S.; Chung, Gilbert
2003-01-01
Evaluates attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. Results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. (Contains 46 references.)…
Bozick, Robert; Malchiodi, Alessandro; Miller, Trey
2016-10-01
Using a nationally representative sample of 1,189 immigrant youth in American high schools, we examine whether the quality of education in their country of origin is related to post-migration math achievement in the 9th grade. To measure the quality of their education in the country of origin, we use country-specific average test scores from two international assessments: the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). We find that the average PISA or TIMSS scores for immigrant youth's country of origin are positively associated with their performance on the 9th grade post-migration math assessment. We also find that each year spent in the United States is positively associated with performance on the 9th grade post-migration math assessment, but this effect is strongest for immigrants from countries with low PISA/TIMSS scores.
Motivation and academic achievement in medical students.
Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh
2012-01-01
Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.
Factors Influencing Student Achievement in Reading
ERIC Educational Resources Information Center
Dawkins, Lakeshia Darby
2017-01-01
The purpose of this study was to understand the reasons, as perceived by elementary school teachers at the target Title I school, for low student achievement in reading. The conceptual framework that guided this study was the ecological theory that postulates that students' academic achievement is influenced by several subsystems that affect human…
ERIC Educational Resources Information Center
Alexander, Nicola A.; Jang, Sung Tae; Kankane, Shipi
2017-01-01
This article explores the associations between student performance and the presence of state policies that include student achievement in teacher evaluations. We examined performance among states from 2007 through 2013. Including student performance in state teacher evaluation policies is modestly associated with higher reading achievement but had…
Relationship between the learning style preferences of medical students and academic achievement.
Almigbal, Turky H
2015-03-01
To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers' PowerPoint slides, textbooks, and journals). The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student's academic achievements, marital status, residency, or study resources (for example, teachers' PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies' variables, the learning style preferences were not related to GPA. Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students' learning styles.
School Districts and Student Achievement
ERIC Educational Resources Information Center
Chingos, Matthew M.; Whitehurst, Grover J.; Gallaher, Michael R.
2015-01-01
School districts are a focus of education reform efforts in the United States, but there is very little existing research about how important they are to student achievement. We fill this gap in the literature using 10 years of student-level, statewide data on fourth- and fifth-grade students in Florida and North Carolina. A variance decomposition…
Improving Student Achievement in Math and Science
NASA Technical Reports Server (NTRS)
Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.
1998-01-01
As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order
ERIC Educational Resources Information Center
Çakir, Hasan; Bichelmeyer, Barbara A.
2016-01-01
Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered…
Attitudes and achievement of Bruneian science students
NASA Astrophysics Data System (ADS)
Dhindsa, Harkirat S.; Chung, Gilbert
2003-08-01
The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.
ERIC Educational Resources Information Center
Rangel, Claudia; Lleras, Christy
2010-01-01
This study examines the effects of family socio-economic disadvantage and differences in school resources on student achievement in the city of Cartagena, Colombia. Using data from the ICFES and C-600 national databases, we conduct a multilevel analysis to determine the unique contribution of school-level factors above and beyond family…
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
ERIC Educational Resources Information Center
Allen, Joseph; Pianta, Robert; Gregory, Anne; Mikami, Amori; Lun, Janetta
2011-01-01
Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated…
ERIC Educational Resources Information Center
Kheirzadeh, Shiela; Sistani, Nafiseh
2018-01-01
High quality teaching, student learning, and students achievement is dependent on the skills teachers use and the existence of professional expertise such as teachers reflectivity. The purpose of this study was to see whether there was any relationship between Iranian EFL teachers reflectivity and their students' language achievement and whether…
Teacher Feedback and Student Academic Achievement: Teacher Use of Student Information Systems
ERIC Educational Resources Information Center
Bishop, Daniel J.
2013-01-01
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…
Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair
2014-04-01
Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.
Teacher-Student Cognitive Style and Achievement in Biology.
ERIC Educational Resources Information Center
Jolly, Pauline E.; Strawitz, Barbara M.
1984-01-01
Investigated the consequences of teacher-student cognitive style (field dependence- FD and independence- FI) matches and mismatches on student achievement in biology. Results suggest that whereas FI students may be taught by and achieve equally well with either FI or FD teachers, FD students are more successfully taught by FI teachers. (JN)
Quality M.Ed. Principal Licensure Degrees + Conscientious Students = Leader Principals
ERIC Educational Resources Information Center
Guillaume, Cindy; Vitucci, Alanna
2015-01-01
Effective educational leadership at the principal level positively correlates with quality classroom teachers and improved student achievement (Portin et al., 2009). It also fosters a caring, supportive and inter-connected environment that inspires students and engages teachers (Seashore et al., 2010). Preparing competent, effective, and caring…
Teacher Research Experience Programs = Increase in Student Achievement
NASA Astrophysics Data System (ADS)
Dubner, J.
2010-12-01
Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.
Relationship between the learning style preferences of medical students and academic achievement
Almigbal, Turky H.
2015-01-01
Objectives: To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. Methods: A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Results: The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student’s academic achievements, marital status, residency, or study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies’ variables, the learning style preferences were not related to GPA. Conclusion: Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students’ learning styles. PMID:25737179
ERIC Educational Resources Information Center
Ng, Pak Tee
2015-01-01
This paper presents the findings of a research project that examines how middle leaders in Singapore schools understand "quality education" and how they think quality education can be achieved. From the perspective of these middle leaders, quality education emphasises holistic development, equips students with the knowledge and skills…
Teacher Dispositions and Student Achievement
ERIC Educational Resources Information Center
Vaughn, Kathleen Adams
2012-01-01
In an effort to close the achievement gap between students of minority and majority populations and between students in higher and lower economic circumstances, the National Council for the Accreditation of Teacher Education (NCATE) added instruction and evaluation of teacher dispositions to its requirements for credentialing prospective teachers.…
Student Achievement: Improving Our Focus.
ERIC Educational Resources Information Center
Hawkins, Amber
An efficient way to help students achieve academically is to maximize the consistent attendance of permanent teachers in the classroom. Students nationwide are spending increased amounts of time with instructors other than their permanent teachers. A large contributor to the problem of teacher absenteeism is mandatory leave for professional…
Libraries, the MAP, and Student Achievement.
ERIC Educational Resources Information Center
Jones, Cherri; Singer, Marietta; Miller, David W.; Makemson, Carroll; Elliott, Kara; Litsch, Diana; Irwin, Barbara; Hoemann, Cheryl; Elmore, Jennifer; Roe, Patty; Gregg, Diane; Needham, Joyce; Stanley, Jerri; Reinert, John; Holtz, Judy; Jenkins, Sandra; Giles, Paula
2002-01-01
Includes 17 articles that discuss the Missouri Assessment Program (MAP) and the role of school library media centers. Highlights include improving student achievement; improving student scores on the MAP; graphic organizers; programs for volunteer student library workers; research process; research skills; reading initiatives; collaborative…
Information Technology Diffusion: Impact on Student Achievement
ERIC Educational Resources Information Center
Lee, Gregory M.; Lind, Mary L.
2011-01-01
For student achievement, the diffusion and adoption of information technology (IT) infrastructure enabled by special funding was posited to have a positive impact on student achievement. Four urban school districts provided the context for this study to assess the impact of IT adoption on standardized test scores.
Professional Learning Communities Impact on Student Achievement
ERIC Educational Resources Information Center
Hamilton, Jan L.
2013-01-01
This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools…
The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement
ERIC Educational Resources Information Center
Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy
2013-01-01
With teacher quality repeatedly cited as the most important "schooling" factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs…
ERIC Educational Resources Information Center
John, Tyrone Ahson
2017-01-01
In this study, I investigate the impact of teachers' perceptions of professional learning communities on student algebraic achievement. Furthermore, I also investigate whether these relationships manifest differently for males compared to females. Research indicates that teacher quality and professionalism are considered the most critical factors…
ERIC Educational Resources Information Center
D'Amico, Mark M.; Morgan, Grant B.; Robertson, Thashundray C.
2011-01-01
This study blends elements from two South Carolina Technical College System initiatives--Achieving the Dream and a workforce cluster strategy. Achieving the Dream is a national non-profit organization created to help technical and community college students succeed, particularly low-income students and students of color. This initiative, combined…
Community College Faculty Development Program and Student Achievement
ERIC Educational Resources Information Center
Perez, Aaron M.; McShannon, Judy; Hynes, Pat
2012-01-01
Community college administrators look for strategies to help students. GRASP (Gaining Retention and Achievement for Students Program) is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement. GRASP is founded on the belief that…
Teacher Certification and Student Achievement
ERIC Educational Resources Information Center
Moss, Patricia Lewis
2012-01-01
The purpose of this mixed-method study was to determine if there is a significant difference between the achievement of students who are taught by traditionally prepared teachers and that of students who are taught by alternatively prepared teachers. The study further addressed the perspectives of both groups of teachers regarding selected…
The Relationship between Collective Student Trust and Student Achievement
ERIC Educational Resources Information Center
Casper, David Carl
2012-01-01
The relationship between collective student trust and student achievement was tested in a sample of 1,748 5th grade students in 34 Title I elementary schools in an urban and urban fringe district. Trust was defined, the conditions of trust described, and the facets of trust discussed. Collective trust was distinguished from relational trust and…
Flipping College Algebra: Effects on Student Engagement and Achievement
ERIC Educational Resources Information Center
Ichinose, Cherie; Clinkenbeard, Jennifer
2016-01-01
This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…
Goal Setting and Student Achievement: A Longitudinal Study
ERIC Educational Resources Information Center
Moeller, Aleidine J.; Theiler, Janine M.; Wu, Chaorong
2012-01-01
The connection between goals and student motivation has been widely investigated in the research literature, but the relationship of goal setting and student achievement at the classroom level has remained largely unexplored. This article reports the findings of a 5-year quasi-experimental study examining goal setting and student achievement in…
Personality, Motivation, and Math Achievement Among Turkish Students.
Akben-Selcuk, Elif
2017-04-01
Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.
Motivation and Achievement of Middle School Mathematics Students
ERIC Educational Resources Information Center
Herges, Rebecca M.; Duffield, Stacy; Martin, William; Wageman, Justin
2017-01-01
Mathematics achievement among K-12 students has been a long-standing concern in schools across the United States. A possible solution to this mathematics achievement problem is student motivation. A survey was administered to 65 mathematics students at a Midwestern middle school to determine their beliefs and attitudes related to motivation and…
Effects of sleep timing, sleep quality and sleep duration on school achievement in adolescents.
Tonetti, Lorenzo; Fabbri, Marco; Filardi, Marco; Martoni, Monica; Natale, Vincenzo
2015-08-01
The aim of this study was to examine the effects of sleep timing, quality and duration on school achievement in adolescents. Thirty-six Italian students (mean age: 18.14 ± 0.49 years) attending their last year of high school participated in the study. They completed the Morningness-Eveningness Questionnaire for Children and Adolescents (MEQ-CA). This was used to determine their ideal sleep timing by computing the total score, with higher scores corresponding to a greater tendency toward morningness. In addition, students underwent two non-consecutive weeks of actigraphy in one-month period to objectively assess: habitual sleep timing through the midpoint of sleep (MS); habitual sleep quality through the parameter of sleep efficiency (SE); and habitual sleep duration through the parameter of total sleep time (TST). Participants also completed the Mini Sleep Questionnaire, which allowed us to assess perceived sleep quality, at the end of each actigraphic-recording week. School performance was assessed using the grades obtained by students in their school leaving exams taken at the end of the school year. A significant positive correlation was observed between SE and exam grades, as well as MEQ-CA scores and grades. Multiple regression analysis showed that only SE was significantly and positively related to the final grade. Examining objective and ecological measures, SE (indicator of sleep quality) had the strongest effect on school achievement in adolescents. Copyright © 2015 Elsevier B.V. All rights reserved.
Quality of life: international and domestic students studying medicine in New Zealand.
Henning, Marcus A; Krägeloh, Christian; Moir, Fiona; Doherty, Iain; Hawken, Susan J
2012-08-01
International students form a significant proportion of students studying within universities in Western countries. The quality of life perceptions of international medical students in comparison with domestic medical students has not been well documented. There is some evidence to suggest that international medical students may have different educational and social experiences in relation to their domestic peers. This study investigates the levels of quality of life experienced by international and domestic students studying medicine. A total of 548 medical students completed the abbreviated version of the World Health Organization Quality of Life questionnaire. The focus of the analysis was to evaluate differences between international and domestic students in their early clinical years. The responses were analysed using multivariate analysis of variance methods. International medical students are experiencing lower social and environmental quality of life compared with domestic peers. International medical students in New Zealand have expressed quality of life concerns, which likely have an impact on their academic achievement, feelings of wellness, acculturation, and social adaptation. The findings reinforce the need for creating stronger social networks and accessible accommodation, as well as developing systems to ensure safety, peer mentorship and student support.
Achieving total quality through intelligence.
Fuld, L M
1992-02-01
American firms want 'total quality'. The time and money spent by U.S. companies attempting to qualify for the coveted Baldrige Award exemplifies corporate America's desire to achieve new quality standards. Corporate intelligence and 'total quality' are inextricably linked. In this article, the authors demonstrate how shared and properly-used information can be a powerful tool for elevating quality standards, and how corporate intelligence programmes can provide the information links vital for success in attaining the highest standards of quality.
NASA Astrophysics Data System (ADS)
Pakkeer-Jaufar, Pakkeer Cadermohideen
This study sought to identify those organizational health factors that might have overriding influence on the achievement level of students in science in Sri Lankan secondary schools. This study involved 752 students, 33 science teachers, and 10 principals from two different districts, Ampara and Colombo, in Sri Lanka. Ten Tamil medium, secondary level, public schools were selected to participate in this study. Data were collected using four types of instruments: a questionnaire for pupils; interview schedules for science teachers and principals; checklists for classroom/school facilities, science laboratory facilities, and science practicals; and a science achievement test. The analysis focused on the collective perceptions of students, science teachers, and principals. Regression and path analyses were used as major analysis techniques, and the qualitative data provided by science teachers and principals were considered for a crosschecking of the quantitative inferences. The researcher found teacher affiliation, academic emphasis, and instructional leadership of the principal, in descending order, were the overriding influential factors on the achievement level of students in science in Sri Lankan secondary schools. At the same time a similar descending order was found in their mean values and qualities. The researcher concluded that increasing the quality of the organizational health factors in Sri Lankan secondary schools would result in improved better achievement in science. The findings further indicate that instructional leadership of the principal had both direct and indirect effects on students' achievement in science when academic emphasis and teacher affiliation were taken into account. In addition, the resource support of the principal did not make any difference in students' science achievement and the findings stress the availability of the resources for individual students instead of assuming the general facilities of the school are available to all
ERIC Educational Resources Information Center
Cobbs, Joyce Bernice
2014-01-01
The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly…
Measuring the Impact of Substance Abuse on Student Academic Achievement and Academic Growth
ERIC Educational Resources Information Center
Rattermann, Mary Jo
2014-01-01
This research presents data linking the impact of substance disorder to academic achievement, using data gathered at a recovery high school. Recovery schools provide recovery supports and a high-quality education to students with substance use disorders. The Global Appraisal of Individual Needs -- Short Screener and the Northwest Evaluation…
Measuring Achievement Goal Orientations of Pharmacy Students
Muthart, Thomas; Khan, Ghous M.
2014-01-01
Objectives. To measure the achievement goal orientations of pharmacy students attending a 3-year (accelerated) doctor of pharmacy (PharmD) program. Methods. A 16-item survey based on the Achievement Goal Questionnaire (AGQ) was administered to first-year (P1) and second-year (P2) pharmacy students at the Appalachian College of Pharmacy (ACP). Students were instructed to indicate to what degree each statement was true for them using a 7-point Likert scale (1=not true of me, 7=very true of me). Results. One hundred twenty of the 155 students (77%) completed the survey. Most students had mastery-approach, mastery-avoidance, performance-approach, and/or performance-avoidance goal orientations; few had work-avoidance goal orientations. Second-year students and male students had higher work-avoidance mean scores than did P1 students and female students (p<0.05). Conclusion. Pharmacy students were mastery- and performance-oriented learners, and most did not have work-avoidance goal orientations. Male students and P2 students had higher work-avoidance than did female students and P1 students, respectively. More longitudinal studies are needed to confirm these findings. PMID:24761015
ERIC Educational Resources Information Center
Niaz Asadullah, Mohammad; Chaudhury, Nazmul; Dar, Amit
2007-01-01
In this paper we present new evidence on the impact of school characteristics on secondary student achievement using a rich dataset from rural Bangladesh. We deal with a potentially important selectivity issue in the South Asian context: the non-random sorting of children into madrasas (Islamic faith schools). We do so by employing a combination…
Teacher Quality as a Predictor of Student Achievement in Urban Schools: A National Focus
ERIC Educational Resources Information Center
Salinas, Roselia A.; Kritsonis, William Allan; Herrington, David
2006-01-01
Research indicates that an increasing demand for teacher accountability and student achievement is at the forefront with the mandate of the No Child Left Behind Act (NCLB) of 2001. These challenges will be crucial in urban and rural schools where the need for classroom teachers in critical teaching areas such as bilingual education, special…
Baert, Stijn; Omey, Eddy; Verhaest, Dieter; Vermeir, Aurélie
2015-04-01
There is growing evidence that health factors affect tertiary education success in a causal way. This study assesses the effect of sleep quality on academic achievement at university. To this end, we surveyed 804 students about their sleep quality by means of the Pittsburgh Sleep Quality Index (PSQI) before the start of their first exam period in December 2013 at Ghent University. PSQI scores were merged with course marks in this exam period. Instrumenting PSQI scores by sleep quality during secondary education, we find that increasing total sleep quality with one standard deviation leads to 4.85 percentage point higher course marks. Based on this finding, we suggest that higher education providers might be incentivised to invest part of their resources for social facilities in professional support for students with sleep and other health problems. Copyright © 2015 Elsevier Ltd. All rights reserved.
Multimedia Technology and Students' Achievement in Geography
ERIC Educational Resources Information Center
DaSilva, Edmar Bernardes; Kvasnak, Robb Neil
2012-01-01
In this study done at a community college in South Florida, the achievements of students who spoke English as their second language who had attended their K-12 education outside the United States in their home countries, in a U.S. college course on world geography are compared with the achievements of students in the same classes who spoke English…
Review of "High-Achieving Students in the Era of NCLB"
ERIC Educational Resources Information Center
Camilli, Gregory
2008-01-01
A recent report from the Fordham Institute considers potential instructional policies for high-achieving students that should be considered in the forthcoming reauthorization of the No Child Left Behind Act. The report finds: 1) achievement growth among high-achieving students has been slower than that of low-achieving students; 2) this trend can…
The interplay between academic performance and quality of life among preclinical students.
Shareef, Mohammad Abrar; AlAmodi, Abdulhadi A; Al-Khateeb, Abdulrahman A; Abudan, Zainab; Alkhani, Mohammed A; Zebian, Sanderlla I; Qannita, Ahmed S; Tabrizi, Mariam J
2015-10-31
The high academic performance of medical students greatly influences their professional competence in long term career. Meanwhile, medical students greatly demand procuring a good quality of life that can help them sustain their medical career. This study examines validity and reliability of the tool among preclinical students and testifies the influence of their scholastic performance along with gender and academic year on their quality of life. A cross sectional study was conducted by distributing World Health Organization Quality of Life, WHOQOL-BREF, survey among medical students of year one to three at Alfaisal University. For validity, item discriminate validity(IDV) and confirmatory factor analysis were measured and for reliability, Cronbach's α test and internal item consistency(IIC) were examined. The association of GPA, gender and academic year with all major domains was drawn using Pearson's correlation, independent samples t-test and one-way ANOVA, respectively. A total of 335 preclinical students have responded to this questionnaire. The construct has demonstrated an adequate validity and good reliability. The high academic performance of students positively correlated with physical (r = 0.23, p < 0.001), psychological health (r = 0.29, p < 0.001), social relations (r = 0.11, p = 0.03) and environment (r = 0.23, p < 0.001). Male student scored higher than female peers in physical and psychological health. This study has identified a direct relationship between the academic performance of preclinical students and their quality of life. The WHOQOL-BREF is a valid and reliable tool among preclinical students and the positive direction of high academic performance with greater QOL suggests that academic achievers procure higher satisfaction and poor achievers need a special attention for the improvement of their quality of life.
Homework Involvement and Academic Achievement of Native and Immigrant Students.
Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio
2016-01-01
Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.
ERIC Educational Resources Information Center
Talley, Gregory Keith
2012-01-01
This study investigates the relationship between access, use of technology and student achievement in public middle schools in Maryland. The objective of this study was to determine whether a digital divide (differences in access and utilization of technology based on student characteristics of race, socioeconomic status, and gender) exists among…
ERIC Educational Resources Information Center
Hanford, Jennifer
2016-01-01
The purpose of this quantitative, correlational research study was to develop an understanding of the relationship between the quality of school climate and connectedness as perceived by 3rd- to 5th-grade students and their teachers, and the level and of reading achievement of 3rd- to 5th-grade students in one district in the Northwestern United…
Homework Involvement and Academic Achievement of Native and Immigrant Students
Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L.; Piñeiro, Isabel; Díaz, Sara M.; Valle, Antonio
2016-01-01
Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students’ relationship between homework involvement and Math achievement. The sample included 1328 students, 10–16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren’t found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students. PMID:27757097
Reading Achievement State by State, 1999. Goal 3: Student Achievement and Citizenship.
ERIC Educational Resources Information Center
National Education Goals Panel (ED), Washington, DC.
Noting that performance at the highest levels of achievement on the National Assessment of Educational Progress (NAEP) is evidence that students have demonstrated competency over challenging subject matter and achieved the third National Educational Goal, this report presents the most up-to-date results in reading achievement for the states and…
Structure of Black Male Students Academic Achievement in Science
NASA Astrophysics Data System (ADS)
Rascoe, Barbara
Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.
Student Alienation, Academic Achievement, and WebCT Use
ERIC Educational Resources Information Center
Johnson, Genevieve Marie
2005-01-01
The current investigation sought to understand the relationships between college student alienation, academic achievement, and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data: 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four…
Examining Charter Student Achievement Effects across Seven States
ERIC Educational Resources Information Center
Zimmer, Ron; Gill, Brian; Booker, Kevin; Lavertu, Stephane; Witte, John
2012-01-01
Since their inception, charter schools have been a lighting rod for controversy, with much of the debate revolving around their effectiveness in improving student achievement. Previous research has shown mixed results for student achievement; this could be the consequence of different policy environments or varying methodological approaches with…
Staff Development and Student Achievement: Making the Connection.
ERIC Educational Resources Information Center
Weathersby, Jeanie; Harkreader, Steve
This study examined connections between staff development and student achievement in order to develop a base of knowledge for improving Georgia's staff development. The study asked whether differences in how districts and schools provided staff development for teachers accounted for some of the variation in student achievement across Georgia…
NASA Astrophysics Data System (ADS)
Dubner, J.
2008-12-01
U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional
Student Achievement in Title I Schools
ERIC Educational Resources Information Center
Diaz, Abby T.
2017-01-01
This researcher seeks to answer the following question: How did two elementary Title I schools, identified as "high performing" on the first Smarter Balanced assessment, address elements of Maslow's hierarchy of needs when developing school-wide initiatives to enhance student achievement? Many students in Title I schools face barriers to…
Military Deployment and Elementary Student Achievement
ERIC Educational Resources Information Center
Phelps, Terri; Dunham, Mardis; Lyons, Robert
2010-01-01
This study investigated the impact that military deployment has upon academic achievement of elementary school students. TerraNova test scores of 137 fourth and fifth grade students in two elementary schools with a high proportion of military dependent children were examined for two consecutive years. Although the academic test performance fell…
The Relationship between Title I Funding Allocations and Student Achievement
ERIC Educational Resources Information Center
Contreras, Heather
2011-01-01
Title I legislation was enacted in 1965 under the Improving the Academic Achievement of the Disadvantaged Act. The goal of Title I was to support disadvantaged students in achieving academic excellence and to close the achievement gap between disadvantaged students and students from high socioeconomic backgrounds. Despite billions of dollars, and…
The Impact of Professional Learning Communities on Student Achievement
ERIC Educational Resources Information Center
DiNardo, Lynne M.
2010-01-01
Professional learning communities (PLC) are one strategy aimed at facilitating teacher professional development, with a focus on increasing student achievement. This mixed methods study investigated the impact of professional learning on student achievement. A total of 6 teachers and 121 students recruited from the third and fifth grades of a…
Effect of Tax Ratification Elections on Student Achievement
ERIC Educational Resources Information Center
Groppel, Lance
2013-01-01
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…
Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement
NASA Astrophysics Data System (ADS)
Scantlebury, Kathryn
2008-10-01
Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.
Self-Concept and Achievement Motivation of High School Students
ERIC Educational Resources Information Center
Lawrence, A. S. Arul; Vimala, A.
2013-01-01
The present study "Self-concept and Achievement Motivation of High School Students" was investigated to find the relationship between Self-concept and Achievement Motivation of High School Students. Data for the study were collected using Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT)…
Counterstereotypic Identity among High-Achieving Black Students
ERIC Educational Resources Information Center
Harpalani, Vinay
2017-01-01
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,…
Student Achievement and National Economic Growth
ERIC Educational Resources Information Center
Ramirez, Francisco O.; Luo, Xiaowei; Schofer, Evan; Meyer, John W.
2006-01-01
Educational policy around the world has increasingly focused on improving aggregate student achievement as a means to increase economic growth. In the last two decades, attention has focused especially on the importance of achievement in science and mathematics. Yet, the policy commitments involved have not been based on research evidence. The…
Black Students: Self Esteem and Achievement.
ERIC Educational Resources Information Center
Christmon, Matt
This paper presents research-based viewpoints on black students' self-esteem and how it relates to achievement. Both historical events and research findings support the argument that blacks' self-esteem and achievement levels have been systematically kept at a lower level than whites'. Arguments for both segregation and insulation are considered…
Using Student Achievement Data Effectively to Inform Instruction
ERIC Educational Resources Information Center
Bunns, Sandra D.
2012-01-01
The use of student achievement data to improve teaching and learning is a national concern driven by accountability requirements of the No Child Left Behind Act of 2002. Research studies that examine how schools use student achievement data document the need for teachers to connect data to instructional practices. Bruner's social constructivist…
A Comparative Study of Students' Achievement in Botany and Zoology
ERIC Educational Resources Information Center
Tamir, P.
1974-01-01
A comparative study of student achievement in botany and zoology based on data of 10 studies conducted in 20 countries. Up to age 14, students achieve better in zoology; after age 14, students achieve better in botany. Based on the findings, recommendations are suggested regarding curriculum planning, laboratory work and the need for specific…
Filipino students' reported parental socialization of academic achievement by socioeconomic group.
Bernardo, Allan B I
2009-10-01
Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.
Relationship quality and student engagement
NASA Astrophysics Data System (ADS)
Culver, Jennifer
The purpose of this study was to examine the qualities of support, relatedness, and negative interaction within parent-child and teacher-student relationships and their association with cognitive, psychological, and behavioral engagement. Additionally, this study explored the contributions of cognitive and psychological engagement on behavioral engagement. The role of gender, grade, and ethnicity on relationship quality and engagement was also considered. Participants (n=311) were students in grades three through five from a suburban school district in southeastern Michigan. Perceptions of teacher-student relationship quality varied by grade level. In general, younger students reported greater teacher support and relatedness in comparison to older students. Conversely, older students perceived greater conflict within the teacher-student relationship. Student engagement also varied by grade level, with younger students reporting greater engagement than older students. Ethnicity also contributed to variance in student engagement, with African American students reporting significantly more engagement than Caucasian or Multiracial students. Teacher-student relationship quality was a significant predictor of student engagement, even after controlling for student characteristics and parent-child relationship variables. Results of path analysis revealed that cognitive and psychological engagement contributed significantly to behavioral engagement.
Do Charter Schools Improve Student Achievement?
ERIC Educational Resources Information Center
Clark, Melissa A.; Gleason, Philip M.; Tuttle, Christina Clark; Silverberg, Marsha K.
2015-01-01
This article presents findings from a lottery-based study of the impacts of a broad set of 33 charter middle schools across 13 states on student achievement. To estimate charter school impacts, we compare test score outcomes of students admitted to these schools through the randomized admissions lotteries with outcomes of applicants who were not…
Student Participation and Parental Involvement in Relation to Academic Achievement
ERIC Educational Resources Information Center
Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats
2015-01-01
This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…
Achievement of Serbian Eighth Grade Students in Science
ERIC Educational Resources Information Center
Antonijevic, Radovan
2006-01-01
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…
Symbolic Notations and Students' Achievements in Algebra
ERIC Educational Resources Information Center
Peter, Ebiendele E.; Olaoye, Adetunji A.
2013-01-01
This study focuses on symbolic notations and its impact on students' achievement in Algebra. The main reason for this study rests on the observation from personal and professional experiences on students' increasing hatred for Algebra. One hundred and fifty (150) Senior Secondary School Students (SSS) from Ojo Local Education District, Ojo, Lagos,…
Student achievement in science: A longitudinal look at individual and school differences
NASA Astrophysics Data System (ADS)
Martinez, Alina
The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for
Chen, Wei-Wen; Ho, Hsiu-Zu
2012-01-01
The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.
ERIC Educational Resources Information Center
Sebanc, Anne M.; Guimond, Amy B.; Lutgen, Jeff
2016-01-01
This study investigates whether friendship quality, academic achievement, and mastery goal orientation predict each other across the transition to middle school. Participants were 146 Latino students (75 girls) followed from the end of elementary school through the first year of middle school. Measures included positive and negative friendship…
Liem, Arief Darmanegara; Nie, Youyan
2008-10-01
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.
Students Upgrading Mathematical Achievement Project SUMA--1989. Evaluation Section Report.
ERIC Educational Resources Information Center
Berney, Tomi D.; Barrera, Marbella
Students Upgrading Mathematical Achievement (SUMA) is a part of the Bilingual Mathematics and Science Achievement project for Spanish-speaking Limited English Proficient (LEP) students. Its objective is to provide both remedial tutoring to students lacking mathematics skills and enrichment to students who are potentially gifted in mathematics.…
NASA Astrophysics Data System (ADS)
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.
NASA Astrophysics Data System (ADS)
Made Rajendra, I.; Made Sudana, I.
2018-01-01
Interactive multimedia technology empowers the educational process by means of increased interaction between teachers and the students. The utilization of technology in the instructional media development has an important role in the increase of the quality of teaching and learning achievements of students. The application of multimedia technology in the instructional media development is able to integrate aspects of knowledge and skills. The success of multimedia technology has revolutionized teaching and learning methods. The design of the study was quasi-experimental with pre and post. The instrument used is the form of questionnaires and tests This study reports research findings indicated that there is a significance difference between the mean performances of students in the experimental group than those students in the control group. The students in the experimental group performed better in mechanical technology practice and in retention test than those in the control group. The study recommended that multimedia instructional tool is an effective tool to enhance achievement students on practice skills in mechanical Technology.
ERIC Educational Resources Information Center
Adelson, Jill L.; Dickinson, Emily R.; Cunningham, Brittany C.
2016-01-01
This brief examined the patterns of reading achievement using statewide data from all students (Grades 3-10) in multiple years to examine gaps based on student, school, and district characteristics. Results indicate reading achievement varied most between students within schools and that students' prior achievement was the strongest predictor of…
ERIC Educational Resources Information Center
Daniels, Lia M.; Perry, Raymond P.; Stupnisky, Robert H.; Stewart, Tara L.; Newall, Nancy E. G.; Clifton, Rodney A.
2014-01-01
In the area of achievement motivation, students' beliefs pertaining to achievement goals and perceived control have separately guided a large amount theoretical and empirical research. However, limited research has considered the simultaneous effects of goals and control on achievement. The purpose of this study was to examine primary and…
Maximizing Student Achievement: Using Student-Centered Learning
ERIC Educational Resources Information Center
Johnson, William L.; Johnson, Annabel M.; Johnson, Jared W.
2017-01-01
The document is from a featured presentation at the 2017 annual conference of the Science Teachers Association of Texas (STAT) in Houston, Texas, November 9-11, 2017. When educators discuss student achievement, it is rare not to hear names like Robert Marzano and John Hattie. Both have clear, specific, and concrete strategies teachers can use to…
Exploring High-Achieving Students' Images of Mathematicians
ERIC Educational Resources Information Center
Aguilar, Mario Sánchez; Rosas, Alejandro; Zavaleta, Juan Gabriel Molina; Romo-Vázquez, Avenilde
2016-01-01
The aim of this study is to describe the images that a group of high-achieving Mexican students hold of mathematicians. For this investigation, we used a research method based on the Draw-A-Scientist Test (DAST) with a sample of 63 Mexican high school students. The group of students' pictorial and written descriptions of mathematicians assisted us…
ERIC Educational Resources Information Center
Nelson, Gena; Powell, Sarah R.
2018-01-01
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 third-grade students on a measure…
The Effect of the Adoption of the Quality Philosophy by Teachers on Student Achievement
ERIC Educational Resources Information Center
Sandifer, Cody Clark
2009-01-01
The purpose of this study was to determine if the adoption of the Deming philosophy by teachers and use of the LtoJ[R] process resulted in greater academic achievement. Results of internal consistency analysis indicated that the instrument, the "Commitment to Quality Inventory for Educators," was a reliable measure of the Deming…
Comparing Types of Student Placement and the Effect on Achievement for Students with Disabilities
ERIC Educational Resources Information Center
Mason, Patricia Lynn
2013-01-01
Since implementing No Child Left Behind, schools have improved student achievement while also preparing students for the 21st century. Schools continue to strive for 100% proficiency in all subgroups by 2014, but achievement gap exists for students with disabilities. This study used a causal comparative research design to test the concept of…
Second-year medical students' motivational beliefs, emotions, and achievement.
Artino, Anthony R; La Rochelle, Jeffery S; Durning, Steven J
2010-12-01
A challenge for medical educators is to better understand the personal factors that lead to individual success in medical school and beyond. Recently, educational researchers in fields outside medicine have acknowledged the importance of motivation and emotion in students' learning and performance. These affective factors have received less emphasis in the medical education literature. This longitudinal study examined the relations between medical students' motivational beliefs (task value and self-efficacy), achievement emotions (enjoyment, anxiety and boredom) and academic achievement. Second-year medical students (n=136) completed motivational beliefs and achievement emotions surveys following their first and second trimesters, respectively. Academic achievement was operationalised as students' average course examination grades and national board shelf examination scores. The results largely confirmed the hypothesised relations between beliefs, emotions and achievement. Structural equation modelling revealed that task value beliefs were positively associated with course-related enjoyment (standardised regression coefficient [β] = 0.59) and were negatively related to boredom (β= -0.25), whereas self-efficacy beliefs were negatively associated with course-related anxiety only (β = -0.47). Furthermore, student enjoyment was positively associated with national board shelf examination score (β = 0.31), whereas anxiety and boredom were both negatively related to course examination grade (β= -0.36 and -0.27, respectively). The overall structural model accounted for considerable variance in each of the achievement outcomes: R(2) = 0.20 and 0.14 for the course examination grade and national board shelf examination score, respectively. This study suggests that medical students' motivational beliefs and achievement emotions are important contributors to their academic achievement. These results have implications for medical educators striving to understand the
Student-Faculty Personality Styles and Their Impact Upon Student Achievement.
ERIC Educational Resources Information Center
Nelson, Blaine W.; Reyes, Robert
This paper reports the results of a study conducted to determine whether a congruence between student and instructor of dogmatic personality styles, as measured by a 50-item closed-ended questionnaire that included a short-form version of Rokeach's Dogmatism Scale, affected the student's level of achievement. Subjects were five instructors and…
The Effects of Math Intervention on Student Achievement
ERIC Educational Resources Information Center
Ulichnie, Staci
2015-01-01
Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their "Not Met" PASS scores from their 3rd grade year. A survey assessing student attitudes…
Threats and Supports to Female Students' Math Beliefs and Achievement.
McKellar, Sarah E; Marchand, Aixa D; Diemer, Matthew A; Malanchuk, Oksana; Eccles, Jacquelynne S
2018-03-23
This study examines how student perceptions of teacher practices contribute to female high school students' math beliefs and achievement. Guided by the expectancy-value framework, we hypothesized that students' motivation beliefs and achievement outcomes in mathematics are fostered by teachers' emphasis on the relevance of mathematics and constrained by gender-based differential treatment. To examine these questions, structural equation modeling was applied to a longitudinal panel of 518 female students from the Maryland Adolescent Development in Context Study. While controlling for prior achievement and race, gendered differential treatment was negatively associated with math beliefs and achievement, whereas relevant math instruction was positively associated with these outcomes. These findings suggest inroads that may foster positive math motivational beliefs and achievement among young women. © 2018 Society for Research on Adolescence.
Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03
ERIC Educational Resources Information Center
Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James
2016-01-01
In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…
NASA Astrophysics Data System (ADS)
Dobbs, Vicki
Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.
Science Standards, Science Achievement, and Attitudes about Evolution
ERIC Educational Resources Information Center
Belin, Charlie M.; Kisida, Brian
2015-01-01
This article explores the relationships between (a) the quality of state science standards and student science achievement, (b) the public's belief in teaching evolution and the quality of state standards, and (c) the public's belief in teaching evolution and student science achievement. Using multiple measures, we find no evidence of a…
The correlation between achievement goals, learning strategies, and motivation in medical students.
Kim, Sun; Hur, Yera; Park, Joo Hyun
2014-03-01
The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.
Learning styles and academic achievement among undergraduate medical students in Thailand.
Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima
2015-01-01
This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.
Sleep Quality Among Pharmacy Students
Clark, Andraya; Woolley, Thomas W.; Saunders, Amy
2015-01-01
Objective. To determine the quality of sleep among pharmacy students in the didactic portion of the curriculum at one school of pharmacy. Methods. The study consisted of an anonymous, voluntary survey that included the Pittsburgh Sleep Quality Index (PSQI), a self-rated instrument that measures sleep habits for a month. Results. The survey was completed by 253 students. Students in the lower grade point average (GPA) category had higher scores on 2 of 7 components of the PSQI and on the global score. Poor sleep quality, indicated by a global PSQI score of greater than 5, was reported by 140 students. The rate of poor sleeping was higher among students in the lower GPA category. Conclusion. Poor sleep quality was pervasive among surveyed pharmacy students in the didactic portion of the pharmacy school curriculum, especially among those with lower GPAs. PMID:25741025
Leveraging MSLQ Data for Predicting Student Achievement Goal Orientations
ERIC Educational Resources Information Center
Ali, Liaqat; Hatala, Marek; Winne, Phil; Gaševic, Dragan
2014-01-01
This study aims to investigate how the learning strategies and achievement goal orientations of students relate to their academic behaviours and performance in the context of an online learning system. The study also develops and validates a relational model between student learning strategies and achievement goals.
Cheng, Rebecca Wing-yi; Lam, Shui-fong; Chan, Joanne Chung-yan
2008-06-01
There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project-based learning. The present research investigated the roles of group heterogeneity and processes in project-based learning. At the student level, we examined the interaction effect between students' within-group achievement and group processes on their self- and collective efficacy. At the group level, we examined how group heterogeneity was associated with the average self- and collective efficacy reported by the groups. The participants were 1,921 Hong Kong secondary students in 367 project-based learning groups. Student achievement was determined by school examination marks. Group processes, self-efficacy and collective efficacy were measured by a student-report questionnaire. Hierarchical linear modelling was used to analyse the nested data. When individual students in each group were taken as the unit of analysis, results indicated an interaction effect of group processes and students' within-group achievement on the discrepancy between collective- and self-efficacy. When compared with low achievers, high achievers reported lower collective efficacy than self-efficacy when group processes were of low quality. However, both low and high achievers reported higher collective efficacy than self-efficacy when group processes were of high quality. With 367 groups taken as the unit of analysis, the results showed that group heterogeneity, group gender composition and group size were not related to the discrepancy between collective- and self-efficacy reported by the students. Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality.
Strategies and Resources for Enhancing the Achievement of Mobile Students
ERIC Educational Resources Information Center
Titus, Dale N.
2007-01-01
Because studies reveal a relationship between high student mobility and low academic achievement, school administrators are faced with the challenge of raising academic achievement in an era of increased student mobility. Wide variations in state requirements create additional difficulties for mobile students, who tend to be disadvantaged in other…
The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions.
ERIC Educational Resources Information Center
Gregory, Sheila T., Ed.
This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement. The 19 chapters highlight the achievement of students from kindergarten through college as follows: (1) "Discrepancies between Aspirations and Preparation of Low SES Elementary Students" (Dianne L.…
ERIC Educational Resources Information Center
Ajogbeje, Oke James; Borisade, Fidelis Tunde; Aladesaye, Charles Ademuyiwa; Ayodele, Oludolapo Bolanle
2013-01-01
The urge to excel or perform maximally in mathematics varies from individual to individual because achievement motivation is often developed or learnt during socialization and learning experiences. The study examined the relationship between College of Education students' achievement motivation and mathematics achievement, correlation coefficient…
Becker, Bronwyn E; Luthar, Suniya S
2002-01-01
Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.
ERIC Educational Resources Information Center
Caputo, Andrea; Rastelli, Valentina
2014-01-01
This study provides preliminary evidence from an Italian in-service training program addressed to lower secondary school teachers which supports school improvement plans (SIPs). It aims at exploring the association between characteristics/contents of SIPs and student improvement in math achievement. Pre-post standardized tests and text analysis of…
Washington State Student Achievement Initiative Policy Study: Final Report
ERIC Educational Resources Information Center
Jenkins, Davis; Wachen, John; Moore, Colleen; Shulock, Nancy
2012-01-01
In 2007, the Washington State Board for Community and Technical Colleges launched a performance funding policy called the Student Achievement Initiative (SAI) both to improve public accountability by more accurately describing what students achieve from enrolling in community colleges and to provide incentives to colleges through financial rewards…
Comprehensive School Reform & Student Achievement in Kentucky Middle Schools
ERIC Educational Resources Information Center
Evans-Andris, Melissa; Usui, Wayne M.
2008-01-01
This project examines the effects of Comprehensive School Reform (CSR) models on the achievement of students in Kentucky middle schools. Previous studies exploring the effects of CSR on schools and student achievement have rendered mixed results (Berends, 2000; May & Supovitz, 2006; May, Supovitz, & Perda, 2004; RAND, 2002; Zhang,…
School Personnel-Student Racial Congruence and the Achievement Gap
ERIC Educational Resources Information Center
Moore, Allison B.; MacGregor, Cynthia; Cornelius-White, Jeffrey
2017-01-01
Purpose: This paper aims to examine the relationship between student achievement and racial congruence of school personnel and students to help educators and policy makers narrow the achievement gap. Design/methodology/approach: This quasi-experimental, correlational study used publicly available data from 158 elementary schools in the Houston…
ERIC Educational Resources Information Center
Shindler, John; Jones, Albert; Williams, A. Dee; Taylor, Clint; Cardenas, Hermenia
2016-01-01
This study examined the relationship between school climate and student achievement ratings in urban school districts in five states (N = 230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the…
Student Achievement in Ohio Charter Schools: A Comparative and Longitudinal Study
ERIC Educational Resources Information Center
Kotler, Ruth M.
2012-01-01
The purpose of this study was to investigate fifth-grade student achievement in Ohio public charter schools as compared to student achievement in traditional public schools, and to determine whether the performance of charter schools changed over time. Research questions asked 1) how does student achievement in Ohio's public charters compare to…
Promoting Student Academic Achievement through Faculty Development about Inclusive Teaching
ERIC Educational Resources Information Center
Schmid, Megan E.; Gillian-Daniel, Donald L.; Kraemer, Sara; Kueppers, Mark
2016-01-01
The achievement gap, disparities in the academic achievement of marginalized students (e.g., underrepresented minority, first generation in their family to attend college, and low socio-economic status undergraduate students) relative to their non-minority peers is a pervasive problem in higher education. It impacts student access to the major and…
ERIC Educational Resources Information Center
Gilmour, Allison F.; Henry, Gary T.
2018-01-01
Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math…
Learning styles and academic achievement among undergraduate medical students in Thailand
Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima
2015-01-01
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. PMID:26165948
Mathematical thinking styles of undergraduate students and their achievement in mathematics
NASA Astrophysics Data System (ADS)
Risnanosanti
2017-08-01
The main purpose of this study is to analyze the role of mathematical thinking styles in students' achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students' mathematical thinking styles during problem solving, the second to asses students' achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students' achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.
Teachers' Judgements of Students' Foreign-Language Achievement
ERIC Educational Resources Information Center
Zhu, Mingjing; Urhahne, Detlef
2015-01-01
Numerous studies have been conducted on the accuracy of teacher judgement in different educational areas such as mathematics, language arts and reading. Teacher judgement of students' foreign-language achievement, however, has been rarely investigated. The study aimed to examine the accuracy of teacher judgement of students' foreign-language…
Student Achievement Goal Setting: Using Data to Improve Teaching and Learning
ERIC Educational Resources Information Center
Stronge, James H.; Grant, Leslie W.
2009-01-01
The first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement. The book is divided into three parts: (1) How Student Achievement Data Can Be…
School Autonomy, Leadership and Student Achievement: Reflections from Finland
ERIC Educational Resources Information Center
Saarivirta, Toni; Kumpulainen, Kristiina
2016-01-01
Purpose: The purpose of this paper is to provide national information on school autonomy, leadership and student achievements in Finland. Design/methodology/approach: The paper is a literature review on Finnish studies focusing on school autonomy, leadership and student achievement. The studies have been reviewed on the basis of a content…
Why We Should Care if Teachers Get A's: Teacher Test Scores and Student Achievement in Mexico
ERIC Educational Resources Information Center
Santibanez, Lucrecia
2006-01-01
Understanding the relationship between teacher test scores and student achievement is important in an accountability environment that favors using quantitative measures of teaching quality, as is the case with Mexico's national "Carrera Magisterial" (CM) teacher incentive program. The results of this paper suggest that teacher test…
Beyond ORF: Student-Level Predictors of Reading Achievement
ERIC Educational Resources Information Center
Canto, Angela I.; Proctor, Briley E.
2013-01-01
This study explored student-level predictors of reading achievement among third grade regular education students. Predictors included student demographics (sex and socioeconomic status (SES), using free and reduced lunch as proxy for SES), direct observations of reading skills (oral reading fluency (ORF) and word decoding skill (nonsense word…
ERIC Educational Resources Information Center
Clark, Tanner
2017-01-01
The underachievement of students in the US is a growing and significant problem. When guided by the K-12 Service-Learning Standards for Quality Practice, research has shown service-learning results in increased academic achievement among middle and high school students. This study focused on identifying the impact of service learning interventions…
Reading Development and Achievement of 4th-Grade Hmong Students
ERIC Educational Resources Information Center
Mahowald, Megan; Loughnane, Megan
2016-01-01
Researchers and practitioners alike have noted that Hmong students in the United States do not achieve as well as their monolingual peers and other bilingual students. The current mixed-methods study is designed to describe reading development and achievement of 4th-grade Hmong students in one large, urban school district. This study explores the…
Student Involvement in Learning and School Achievement.
ERIC Educational Resources Information Center
Anderson, Lorin W.
The purpose of the study was to investigate the relationship between selected student characteristics, student involvement in learning, and achievement. Both naturalistic (n = 28, 27) and experimental studies were conducted. In the experimental study, two classes (n = 29, 26) learned a sequence of matrix arithmetic by mastery learning strategies.…
ERIC Educational Resources Information Center
Chia-Ling, Hsu; Ya-Fung, Chang
2017-01-01
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…
The influence of optimism and pessimism on student achievement in mathematics
NASA Astrophysics Data System (ADS)
Yates, Shirley M.
2002-11-01
Students' causal attributions are not only fundamental motivational variables but are also critical motivators of their persistence in learning. Optimism, pessimism, and achievement in mathematics were measured in a sample of primary and lower secondary students on two occasions. Although achievement in mathematics was most strongly related to prior achievement and grade level, optimism and pessimism were significant factors. In particular, students with a more generally pessimistic outlook on life had a lower level of achievement in mathematics over time. Gender was not a significant factor in achievement. The implications of these findings are discussed.
Dual Enrollment Student Achievement in Various Learning Environments
ERIC Educational Resources Information Center
Arnold, Bethany; Knight, Hal; Flora, Bethany
2017-01-01
The purpose of this study was to examine whether variations in student achievement in college courses exist between high school students who took the courses as dual enrollment (DE) courses and academically comparable high school students (AIMS scholars) who took the courses upon matriculation to college. Additionally, the researcher explored…
Middle School Response to Intervention and Student Achievement
ERIC Educational Resources Information Center
Smith, Kelly A. Obrion
2013-01-01
This ex post facto descriptive-comparative quantitative study compared the differences in reading achievement between groups of 6th- through 8th-grade students enrolled in a response to intervention (RtI) classroom against groups of students enrolled in a general education classroom. Students across English language learner and low socioeconomic…
Does Video-Autotutorial Instruction Improve College Student Achievement?
ERIC Educational Resources Information Center
Fisher, K. M.; And Others
1977-01-01
Compares student achievement in an upper-division college introductory course taught by the video-autotutorial method with that in two comparable courses taught by the lecture-discussion method. Pre-post tests of 623 students reveal that video-autotutorial students outperform lecture/discussion participants at all ability levels and that in…
Personality Type and Academic Achievement of Secondary School Students
ERIC Educational Resources Information Center
Lawrence, Arul A. S.; Lawrence, John A.
2014-01-01
Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students…
Technologies of Student Testing for Learning Quality Evaluation in the System of Higher Education
ERIC Educational Resources Information Center
Bayukova, Nadezhda Olegovna; Kareva, Ludmila Alexandrovna; Rudometova, Liliya Tarasovna; Shlangman, Marina Konstantinovna; Yarantseva, Natalia Vladislavovna
2015-01-01
The paper deals with technology of students' achievement in the area of educational activities, methods, techniques, forms and conditions of monitoring knowledge quality in accordance with the requirements of Russian higher education system modernization. The authors propose methodic techniques of students' training for testing based on innovative…
Charter Schools and Student Achievement in Florida
ERIC Educational Resources Information Center
Sass, Tim R.
2006-01-01
I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par…
The effect of technology on student science achievement
NASA Astrophysics Data System (ADS)
Hilton, June Kraft
2003-10-01
Prior research indicates that technology has had little effect on raising student achievement. Little empirical research exists, however, studying the effects of technology as a tool to improve student achievement through development of higher order thinking skills. Also, prior studies have not focused on the manner in which technology is being used in the classroom and at home to enhance teaching and learning. Empirical data from a secondary school representative of those in California were analyzed to determine the effects of technology on student science achievement. The quantitative analysis methods for the school data study included a multiple linear path analysis, using final course grade as the ultimate exogenous variable. In addition, empirical data from a nationwide survey on how Americans use the Internet were disaggregated by age and analyzed to determine the relationships between computer and Internet experience and (a) Internet use at home for school assignments and (b) more general computer use at home for school assignments for school age children. Analysis of data collected from the a "A Nation Online" Survey conducted by the United States Census Bureau assessed these relationships via correlations and cross-tabulations. Finally, results from these data analyses were assessed in conjunction with systemic reform efforts from 12 states designed to address improvements in science and mathematics education in light of the Third International Mathematics and Science Survey (TIMSS). Examination of the technology efforts in those states provided a more nuanced understanding of the impact technology has on student achievement. Key findings included evidence that technology training for teachers increased their use of the computer for instruction but students' final science course grade did not improve; school age children across the country did not use the computer at home for such higher-order cognitive activities as graphics and design or spreadsheets
ERIC Educational Resources Information Center
Royle, Jonathan; Brown, Casey Graham
2014-01-01
This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the…
Lemma, Seblewengel; Berhane, Yemane; Worku, Alemayehu; Gelaye, Bizu; Williams, Michelle A
2014-05-01
This study assessed the association of sleep quality with academic performance among university students in Ethiopia. This cross-sectional study of 2,173 college students (471 female and 1,672 male) was conducted in two universities in Ethiopia. Students were selected into the study using a multistage sampling procedure, and data were collected through a self-administered questionnaire. Sleep quality was assessed using Pittsburgh Sleep Quality Index, and academic performance was based on self-reported cumulative grade point average. The Student's "t" test, analysis of variance, and multiple linear regression were used to evaluate associations. We found that students with better sleep quality score achieved better on their academic performance (P value = 0.001), while sleep duration was not associated with academic performance in the final model. Our study underscores the importance of sleep quality on better academic performance. Future studies need to identify the possible factors which influence sleep quality other than the academic environment repeatedly reported by other literature. It is imperative to design and implement appropriate interventions to improve sleep quality in light of the current body of evidence to enhance academic success in the study setting.
MSU-Test: A Tool for Measuring Students' Achievement
ERIC Educational Resources Information Center
Chansirisira, Pacharawit; Nuangchalerm, Prasart; Morakot, Nongnit; Khamkong, Surasak
2011-01-01
The study aims to employ MSU-test as a tool to measure Mahasarakham student in secondary and high school levels to achieve their learning potential. The importance of this study will help university understanding school potential and provide information to increase students' score. Two thousand and seven hundred eight nine students participated in…
Improving Secondary School Students' Achievement using Intrinsic Motivation
ERIC Educational Resources Information Center
Albrecht, Erik; Haapanen, Rebecca; Hall, Erin; Mantonya, Michelle
2009-01-01
This report describes a program for increasing students' intrinsic motivation in an effort to increase academic achievement. The targeted population consisted of secondary level students in a middle to upper-middle class suburban area. The students of the targeted secondary level classes appeared to be disengaged from learning due to a lack of…
ERIC Educational Resources Information Center
Dagnew, Asrat
2017-01-01
The current study investigated the relationship between students' attitudes towards school, values of education, achievement motivation and academic achievement. Accordingly, the study adopted a correlation research design. To achieve the objectives of the study, 362 students using systematic sampling technique were taken from grade 9 students of…
ERIC Educational Resources Information Center
Tatar, Erdal; Tüysüz, Cengiz; Tosun, Cemal; Ilhan, Nail
2016-01-01
In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the…
The Phantom Collapse of Student Achievement in New York
ERIC Educational Resources Information Center
Cronin, John; Jensen, Nate
2014-01-01
When New York state released the first results of the exams under the Common Core State Standards, many wrongly believed that the results showed dramatic declines in student achievement. A closer look at the results showed that student achievement may have increased. Another lesson from the exams is that states need to closely coordinate new data…
Feri, Rose; Soemantri, Diantha; Jusuf, Anwar
2016-12-29
This study applied self-determination theory (SDT) to investigate the relationship between students' autonomous motivation and tutors' autonomy support in medical students' academic achievement. This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Mean score (±standard deviation) of the autonomous motivation, tutors' autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students' autonomous motivation was associated with improvement of students' academic achievement (β=15.2, p=0.004). However, augmentation of tutors' autonomy support was not reflected in the improvement of students' academic achievement (β = -12.6, p = 0.019). Both students' autonomous motivation and tutors' autonomy support had a contribution of about 4.2% students' academic achievement (F = 4.343, p = 0.014, R 2 = 0.042). Due to the unique characteristic of our medical students' educational background, our study shows that tutors' autonomy support is inconsistent with students' academic achievement. However, both autonomous motivation and support are essential to students' academic achievement. Further study is needed to explore students' educational background and self-regulated learning competence to improve students' academic achievement.
NASA Astrophysics Data System (ADS)
Selcen Guzey, S.; Harwell, Michael; Moreno, Mario; Peralta, Yadira; Moore, Tamara J.
2017-04-01
The new science education reform documents call for integration of engineering into K-12 science classes. Engineering design and practices are new to most science teachers, meaning that implementing effective engineering instruction is likely to be challenging. This quasi-experimental study explored the influence of teacher-developed, engineering design-based science curriculum units on learning and achievement among grade 4-8 students of different races, gender, special education status, and limited English proficiency (LEP) status. Treatment and control students ( n = 4450) completed pretest and posttest assessments in science, engineering, and mathematics as well as a state-mandated mathematics test. Single-level regression results for science outcomes favored the treatment for one science assessment (physical science, heat transfer), but multilevel analyses showed no significant treatment effect. We also found that engineering integration had different effects across race and gender and that teacher gender can reduce or exacerbate the gap in engineering achievement for student subgroups depending on the outcome. Other teacher factors such as the quality of engineering-focused science units and engineering instruction were predictive of student achievement in engineering. Implications for practice are discussed.
Involvement in Learning for Low-Achieving Students.
ERIC Educational Resources Information Center
Richman, Barbara Smey
This resource document is one of a series of nine resource documents, each of which addresses a separate factor in the "Assessment of School Needs for Low-Achieving Students" survey that can help determine a student's academic success and each of which contains information that responds to specific survey items. This document addresses the factor…
ERIC Educational Resources Information Center
Broun, Dan
2014-01-01
The Financial Empowerment for Student Success (FESS) Initiative was a two-year initiative focused on increasing student success through the provision of financial services. Achieving the Dream, Inc. and MDC, Inc. joined together, with funding from the Bank of America Charitable Foundation, to support three Achieving the Dream Leader Colleges to…
Relating Preferred Learning Style to Student Achievement.
ERIC Educational Resources Information Center
Thomas, Heather; Cox, Robin; Kojima, Takahiro
The paper examines the learning style preferences of 44 second-year Japanese college students pursuing an undergraduate degree and learning English as a Second Language at a New Zealand college. The goal is to learn more about between style and achievement, and how to cater to such students as multi-dimensional individuals and as members of a…
[Academic achievement, engagement and burnout among first year medical students].
Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea
2015-07-01
Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.
Assessment Results and Student Achievement; a Correlation Study Regarding Ability Grouping
ERIC Educational Resources Information Center
Slonaker, Richard V.
2013-01-01
School leaders face increased pressure to identify instructional and administrative practices that increase student achievement. However, achievement gaps persist between disadvantaged and non-disadvantaged student groups. This study highlighted relationships between ability grouping and academic achievement in a suburban school district.…
ERIC Educational Resources Information Center
Hood, Otis D., Jr.
2012-01-01
National educational assessment organizations present statistical information that an achievement gap exists between White students and students of color. This achievement gap closely relates to students representing lower SES conditions. This study examined the lack of achievement for ethnic minorities in the field of mathematics using an…
Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement
NASA Astrophysics Data System (ADS)
Hanners, Grace D.
Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.
An Analysis of Alternative School Effectiveness on Student Achievement
ERIC Educational Resources Information Center
Moger, Scott Douglas
2010-01-01
This study is a comparative analysis investigating student achievement, attendance rates, grade point average and credit earned by at-risk students attending an alternative high school of choice, at-risk students attending a traditional high school and at-risk students attending a Disciplinary Alternative Education Placement Campus within the same…
The Effect of Student Time Allocation on Academic Achievement
ERIC Educational Resources Information Center
Grave, Barbara S.
2011-01-01
There is a large literature on the influence of institutional characteristics on student academic achievement. In contrast, relatively little research focusses on student time allocation and its effects on student performance. This paper contributes to the literature by investigating the effect of student time allocation on the average grade of…
ERIC Educational Resources Information Center
Karaçöp, Ataman
2016-01-01
The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program…
Eren, Ozkan
2017-04-01
Using data from a well-executed randomized experiment, I examine the effects of gender composition and peer achievement on high school students' outcomes in disadvantaged neighborhoods. Results show that having a higher proportion of female peers in the classroom improves girls' math test scores only in less-advanced courses. For male students, the estimated gender peer effects are positive but less precisely estimated. I also find no effect of average classroom achievement on female math test scores. Males, on the other hand, seem to benefit from a higher-achieving classroom. I propose mechanisms relating to lower gender stereotype influences and gender-specific attitudes toward competition as potential explanations for peer effects findings. Finally, having a higher proportion of female students in the classroom decreases student absenteeism among male students but has no impact on female attendance.
[Quality of Life of Teenage Mothers, University Students].
Aponte, María Rosa Estupiñán; Correa, Diana Rocío Vela
2012-09-01
University education and motherhood are two aspects not generally associated, although their relationship determines a significant risk regarding the learning process of student-mothers. To assess life quality as perceived by university- student mothers. Comprehensive study of the phenomenological-hermeneutical type. Interviews and life stories of 34 students between 19 and 24, who were, or are teenager mothers, were used. A qualitative analysis was applied to triangulate the discourses so as to establish relationships between practice and the social phenomenon studied. The University as a social support network is negatively perceived; student mothers feel rejected and disregarded. Sometimes they feel alone and experience emotional emptiness. Additionally, physical health, stress and depression affect their emotional health; in general, they also experience eating and sleeping difficulties. When positively assumed, motherhood generates personal productivity leading to professional growth thus achieving a good working performance. The quality of life in student-mothers is strongly linked to the condition of their family relationships and the social support perceived in the university context. In terms of their personal productivity, emotional expression, health, and safety, they become dependent but can be strengthened with acceptance of the commitment implied by motherhood within their families and academic communities. Universities face a major challenge regarding this reality and the criteria to be followed to accompany the integral formation student-mothers. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.
Predictors of Academic Achievement for Elementary Teacher Education Students in Turkey
ERIC Educational Resources Information Center
Buyukozturk, Sener
2004-01-01
Studies examining the important predictors of academic achievement of elementary teacher education students help us to understand the predictors of student achievement. These studies (House, 2000b; Ting & Bryant, 2001; Zheng, Saunders, Shelley, & Whalen, 2002)focus on the relationship between academic achievement and a number of cognitive…
Stanford Achievement Tests and Students with Special Needs.
ERIC Educational Resources Information Center
Burke, Dawn; Lombardi, Thomas P.
West Virginia Bill 300 (Jobs Through Education Act) requires all students in grades 1-11 to take the Stanford Achievement Test. A minimum of 50 percent of a school's students in grades 3-11 must perform in the third quartile or the school will be considered deficient. A clause in the bill states that all students will be tested except those…
Teacher Behaviours Explaining Turkish and Dutch Students' Mathematic Achievements
ERIC Educational Resources Information Center
Yalçin, Seher
2017-01-01
The purpose of this study was to examine the differences between Turkish and Dutch students' mathematics achievement and to examine the predictive level of teacher behaviours for student performance. The participants were 3210 students and principals from 168 schools in Turkey and 2541 students and principals from 156 schools in the Netherlands,…
Implications of Student Health Problems on Achievement and Engagement
ERIC Educational Resources Information Center
La Salle, Tamika P.; Hagermoser Sanetti, Lisa M.
2016-01-01
Healthy students are better learners. Establishing positive school climates where students are healthy, engaged, and prepared to learn is a critical component in increasing student engagement and closing the achievement gap. As such, educators need to be aware of the impact of education-related outcomes on student outcomes and schools' ability to…
EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement
ERIC Educational Resources Information Center
Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid
2016-01-01
This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…
ERIC Educational Resources Information Center
Siahi, Evans Atsiaya; Maiyo, Julius K.
2015-01-01
The studies on the correlation of academic achievement have paved way for control and manipulation of related variables for quality results in schools. In spite of the facts that schools impart uniform classroom instructions to all students, wide range of difference is observed in their academic achievement. The study sought to determine the…
First Generation College Students: Motivation, Integration, and Academic Achievement
ERIC Educational Resources Information Center
Prospero, Moises; Vohra-Gupta, Shetal
2007-01-01
The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses…
The influence of formative assessments on student motivation, achievement, and conceptual change
NASA Astrophysics Data System (ADS)
Yin, Yue
2005-07-01
This study connected research on formative assessment, motivation, and conceptual change. In particular, it examined three research questions: (1) Can formative assessment improve students' motivational beliefs? (2) Can formative assessment improve students' achievement in science and bring about conceptual change? and (3) Are students' science achievement and conceptual change correlated with their motivational beliefs? Formative assessment in this study refers to assessments embedded in an inquiry-based curriculum. To answer those questions, a randomized experiment was conducted. One thousand and two 6th or 7th graders of 12 teachers in 12 different schools in six states participated in the study. The 12 teachers were matched in pairs and randomly assigned to the experimental and control group. The experimental group employed embedded formative assessments while teaching a science curriculum unit and the control group taught the same unit without formative assessments. All the students were given a motivation survey and one or more achievement tests at pre- and posttest. By comparing the experimental and control students' motivation and achievement scores at pretest and posttest, I examined whether the formative assessment treatment affected students' motivation, learning, and conceptual change. By correlating students' posttest motivation, achievement as well as conceptual change scores, I examined whether students' motivation was related to their achievement and conceptual change. Analyses indicated that, the embedded assessments used by the experimental group did not significantly influence students' motivation, achievement, or conceptual change compared to students in the control group. Most motivation beliefs were correlated with students' achievement in a way similar to what has been reported in the literature. They were not correlated with students' conceptual change scores as hypothesized. Teachers, as well as some contextual factors associated with
Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation
ERIC Educational Resources Information Center
Dotson, Lauren; Foley, Virginia
2016-01-01
This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement the focus of this paper. Recognizing the impact of poverty on student achievement as measured by…
NASA Astrophysics Data System (ADS)
Simpkins, Pamela Mccrea
2007-12-01
At-risk students show consistent patterns of under achievement and social maladjustment in school which leads to their demise in high school (McMillian & Reed, 1994). Similarly, special education students are at increased risk of not completing high school and do not perform as well on national achievement tests than their nondisabled peers (Land & Legters, 2002). It is possible that students at-risk for academic failure will not meet graduation requirements unless interventions are put in place to alleviate this problem. It has been documented that science textbooks contain difficult vocabulary and high reading levels that are challenging for struggling students. Using approaches such as activities oriented instruction, which supports the cooperative learning/peer tutoring model is one approach that has been successful with normally achieving and special education students. This research examined the effect of differentiated curriculum enhancements with peer tutoring on the achievement of at-risk and normally achieving students in science. A crossover design was implemented in three fifth grade inclusive classes, consisting of typically achieving students, students at-risk, and students with learning disabilities. The participants included 16 at-risk students, three special education students and 44 normally achieving students. The science review activities were implemented during two consecutive science units. One unit covered Earth and Space science. The other unit covered Light and Sound. Each curriculum enhancement had identification and production level activities. The identification level provided prompts; the production level did not provide prompts. Pretest and posttest were administered. Overall findings of the study revealed a significant interaction between experimental condition and treatment order, suggesting an advantage for students using differentiated curriculum enhancements. Main effects analysis suggested that students performed better on one
The Relationship between School Funding and Student Achievement in Kansas Public Schools
ERIC Educational Resources Information Center
Neymotin, Florence
2010-01-01
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…
Temperament, Personality and Achievement Goals among Chinese Adolescent Students
ERIC Educational Resources Information Center
Chen, Chen; Zhang, Li-Fang
2011-01-01
Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 x 2 achievement goal framework among 775 Chinese adolescent students.…
Self-Efficacy, Adversity Quotient, and Students' Achievement in Mathematics
ERIC Educational Resources Information Center
Suryadi, Bambang; Santoso, Teguh Iman
2017-01-01
Indonesian students' achievement in mathematics is generally still low compared with other countries. Many psychological factors, both internal and external, influence this poor performance. This study aimed to measure the effect of self-efficacy and the adversity quotient of Grade IX students regarding achievement in mathematics. Both of these…
Immigrant Students' Achievements in Croatia, Serbia and Slovenia in Context
ERIC Educational Resources Information Center
Šori, Iztok; Šušteric, Nika; Gaber, Slavko
2011-01-01
Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In…
Can the Academic Achievement of Korean Students Be Portrayed as a Product of "Shadow Achievement"?
ERIC Educational Resources Information Center
Kim, Hyunjin
2015-01-01
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…
Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies
ERIC Educational Resources Information Center
Fan, F. A.
2012-01-01
Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…
Resource Allocation Patterns and Student Achievement
ERIC Educational Resources Information Center
James, Lori; Pate, James; Leech, Donald; Martin, Ellice; Brockmeier, Lantry; Dees, Elizabeth
2011-01-01
This quantitative research study was designed to examine the relationship between system resource allocation patterns and student achievement, as measured by eighth grade Criterion-Referenced Competency Test (CRCT) mathematics, eighth grade CRCT reading, eleventh grade Georgia High School Graduation Test (GHSGT) mathematics, eleventh grade and…
ERIC Educational Resources Information Center
Falk-Ross, Francine; Dealy, Ann; Porcelli, Justinna; Hammond, Jonna; Evans, Brian
2017-01-01
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…
ERIC Educational Resources Information Center
Pyo, Michelle Hyo Jung
2013-01-01
The quality of school leadership is linked to student academic achievement (Leithwood et al., 2004; Thompson & Barnes, 2007; Glatthorn & Jailall, 1997; Lezotte, 1991; Edmonds, 1979; Hallinger & Heck, 1996; Crum & Sherman, 2008). The purpose of this study was to examine the instructional leadership (IL) of high school principals and…
ERIC Educational Resources Information Center
Barksdale, Christopher J.
2017-01-01
The purpose of this sequential mixed method study was to examine the relationship between classroom climate and student achievement of middle school students. This study included a review of data collected from the Learning Environment Inventory from a purposeful sample of middle school students from a large suburban school district. A purposeful…
Effect of Problem-Based Learning on Students' Achievement in Chemistry
ERIC Educational Resources Information Center
Aidoo, Benjamin; Boateng, Sampson Kwadwo; Kissi, Philip Siaw; Ofori, Isaac
2016-01-01
The study investigated the effect of problem-based learning (PBL) on students' achievement in chemistry. Learners' low achievement in Science in South Africa has been a concern to government, stakeholders, school principals and parents over the years as a result of poor teaching techniques, students' attitudes, lack of teaching and learning…
Perfectionism and Achievement Goal Orientations in Adolescent School Students
ERIC Educational Resources Information Center
Damian, Lavinia E.; Stoeber, Joachim; Negru, Oana; Baban, Adriana
2014-01-01
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…
Academic Achievement of LEP Students After Reclassification: A Southern California Study.
ERIC Educational Resources Information Center
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…
The influence of activities and nutrition status to university students' achievements
NASA Astrophysics Data System (ADS)
Fathonah, Siti
2018-03-01
The purpose of this research is to analyse the influence of activity and nutrition status to the achievement of students from Engineering Faculty of UNNES. The subject of this research is the students of Engineering Faculty of UNNES. Using proportional random sampling, there are 5% (214 students of 2015 batch) taken as the samples of the research. The methods of collecting the data were using documentation from akademik.unnes.ac.id on students' achievement, questionnaire to ask upon students' activity, and BMI measurement for nutrition status. The data analysis was using percentage description, chi-square analysis, and regression. The data obtained that the average grade points of engineering students are satisfying in the level of 3.29 with light activities with the energy of 2.220 kkal. The average sleeping time of the students were 5.68 hours, whereas the total of their studying and private activity were 18.18 hours. The status of students' nutrition is Normal weight with the details of 64.2% of students are Normal weight, 23.5% of them are wasting, 4.0% are overweight, and 5.2% are obesity. The activity and nutrition status were proven not significantly influencing students grade point of achievements. The suggestions proposed by the researcher are 1) the students need to increase their sleeping time to be 6-9 hours, and they need to habituate themselves in working out at least 3 times a week in 30 - 45 minutes, and 2) further research on nutrition status and students' achievements can focus on the influence of food consumption and students' clean lifestyle.
Music Achievement and Academic Achievement: Isolating the School as a Unit of Study
ERIC Educational Resources Information Center
Frey-Clark, Marta
2015-01-01
Music participation and academic achievement have long been of interest to educators, researchers and policy makers. The literature is replete with studies linking music participation to higher state assessment scores, grade point averages, and Standardized Achievement Test (SAT) scores. If students from quality music programs academically…
Leadership, Self-Efficacy, and Student Achievement
ERIC Educational Resources Information Center
Grayson, Kristin
2013-01-01
This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the "Leadership Behavior Description Question" (LBDQ) Form XII by Stogdill (1969),…
Student Perceptions of High-Achieving Classmates
ERIC Educational Resources Information Center
Händel, Marion; Vialle, Wilma; Ziegler, Albert
2013-01-01
The reported study investigated students' perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in…
ERIC Educational Resources Information Center
Kwok, Oi-man; Hughes, Jan N.; Luo, Wen
2007-01-01
This study investigated a measurement model of personality resilience and the contribution of personality resilience to lower achieving first grade students' academic achievement. Participants were 445 ethnically diverse children who at entrance to first grade scored below their school district median on a test of literacy. Participants were…
ERIC Educational Resources Information Center
McCoach, D. Betsy; Siegle, Del
This report discusses the outcomes of a study that investigated the relationship between student scores on the five sub-scales of the School Attitude Assessment Survey-Revised (SAAS-R) and the academic achievement of known groups of gifted achievers and gifted underachievers. The study examined whether gifted achievers and gifted underachievers…
Lumley, Sophie; Ward, Peter; Roberts, Lesley; Mann, Jake P
2015-09-19
To explore the relationship between academic performance, extracurricular activity, and quality of life at medical school in the UK to aid our understanding of students' work-life balance. A cross-sectional study, using an electronic questionnaire distributed to UK final year medical students across 20 medical schools (4478 students). Participants reported the hours of self-regulated learning and extracurricular activities undertaken each year at medical school; along with their academic decile (1 = highest, 10 = lowest). Self-reported quality of life (QoL) was assessed using an established screening tool (7 = highest, 1 = lowest). Seven hundred responses were obtained, across 20 participating medical schools, response rate 16% (700/4478). Factors associated with higher academic achievement were: graduate entry course students (2 deciles higher, p < 0.0001), more hours academic study during term and revision periods (rho=-0.1, p < 0.01), and involvement in teaching or research. Increased hours of study was associated with lower QoL (rho = -0.13, p < 0.01). Study skills may be more important than duration spent studying, for academic achievement and QoL. Graduate-entry students attain higher decile scores despite similar self-reported duration of study.
School Vouchers and Student Achievement: Recent Evidence and Remaining Questions
ERIC Educational Resources Information Center
Rouse, Cecilia Elena; Barrow, Lisa
2009-01-01
In this article, we review the empirical evidence on the impact of education vouchers on student achievement and briefly discuss the evidence from other forms of school choice. The best research to date finds relatively small achievement gains for students offered education vouchers, most of which are not statistically different from zero.…
Documenting Reading Achievement and Growth for Students Taking Alternate Assessments
ERIC Educational Resources Information Center
Tindal, Gerald; Nese, Joseph F. T.; Farley, Dan; Saven, Jessica L.; Elliott, Stephen N.
2016-01-01
Students with disabilities have been included in state accountability systems for more than a decade; however, only in the past few years have alternate assessments of alternate achievement standards (AA-AAS) become stable enough to allow examination of these students' achievement growth. Using data from Oregon's AA-AAS in Reading during the…
NASA Astrophysics Data System (ADS)
Ilyas, Muhammad; Salwah
2017-02-01
The type of this research was experiment. The purpose of this study was to determine the difference and the quality of student's learning achievement between students who obtained learning through Realistic Mathematics Education (RME) approach and students who obtained learning through problem solving approach. This study was a quasi-experimental research with non-equivalent experiment group design. The population of this study was all students of grade VII in one of junior high school in Palopo, in the second semester of academic year 2015/2016. Two classes were selected purposively as sample of research that was: year VII-5 as many as 28 students were selected as experiment group I and VII-6 as many as 23 students were selected as experiment group II. Treatment that used in the experiment group I was learning by RME Approach, whereas in the experiment group II by problem solving approach. Technique of data collection in this study gave pretest and posttest to students. The analysis used in this research was an analysis of descriptive statistics and analysis of inferential statistics using t-test. Based on the analysis of descriptive statistics, it can be concluded that the average score of students' mathematics learning after taught using problem solving approach was similar to the average results of students' mathematics learning after taught using realistic mathematics education (RME) approach, which are both at the high category. In addition, It can also be concluded that; (1) there was no difference in the results of students' mathematics learning taught using realistic mathematics education (RME) approach and students who taught using problem solving approach, (2) quality of learning achievement of students who received RME approach and problem solving approach learning was same, which was at the high category.
ERIC Educational Resources Information Center
Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy
2012-01-01
With teacher quality repeatedly cited as the most important "schooling" factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs…
ERIC Educational Resources Information Center
Ing, Marsha; Webb, Noreen M.; Franke, Megan L.; Turrou, Angela C.; Wong, Jacqueline; Shin, Nami; Fernandez, Cecilia H.
2015-01-01
Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement. This study examined how the kinds of teacher practices that may…
Parenting Style as a Moderator for Students' Academic Achievement
NASA Astrophysics Data System (ADS)
Ishak, Zahari; Low, Suet Fin; Lau, Poh Li
2012-08-01
Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the Parental Authority Questionnaire (Buri in J Pers Assess 57:110-119, 1991). Academic achievement is measured based on the students' performance in the Lower Secondary Assessment. Data were analyzed using structural equation modelling. Results demonstrated that model of authoritative and model of authoritarian fit the data of this study well. Both authoritative and authoritarian parenting styles are the most common practice of the parents. Parenting styles have been found to be a moderator of this study. The results indicated that parenting styles moderated the effect of academic self-concept on academic achievement. The impact of academic self-concept on academic achievement is found to be greater for the authoritative than the authoritarian parenting style.
ERIC Educational Resources Information Center
Dettmers, Swantje; Trautwein, Ulrich; Ludtke, Oliver; Kunter, Mareike; Baumert, Jurgen
2010-01-01
The present study examined the associations of 2 indicators of homework quality (homework selection and homework challenge) with homework motivation, homework behavior, and mathematics achievement. Multilevel modeling was used to analyze longitudinal data from a representative national sample of 3,483 students in Grades 9 and 10; homework effects…
2 x 2 Achievement Goals and Achievement Emotions: A Cluster Analysis of Students' Motivation
ERIC Educational Resources Information Center
Jang, Leong Yeok; Liu, Woon Chia
2012-01-01
This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the…
Does Peer Ability Affect Student Achievement?
ERIC Educational Resources Information Center
Hanushek, Eric A.; Kain, John F.; Markman, Jacob M.; Rivkin, Steven G.
Empirical analysis of peer effects on student achievement has been open to question because of the difficulties of separating peer effects from other confounding influences. While most econometric attention has been directed at issues of simultaneous determination of peer interactions, this paper argues that issues of omitted and mismeasured…
Charter School Authorizers and Student Achievement
ERIC Educational Resources Information Center
Carlson, Deven; Lavery, Lesley; Witte, John F.
2012-01-01
In this paper we analyze the relationship between charter school authorizers and student achievement. We perform this analysis using a 10-year panel dataset from Minnesota, a state that permits four distinct types of authorizers--local school boards, postsecondary institutions, nonprofit organizations, and the Minnesota Department of Education.…
Principals' Leadership Styles and Student Achievement
ERIC Educational Resources Information Center
Harnish, David Alan
2012-01-01
Many schools struggle to meet No Child Left Behind's stringent adequate yearly progress standards, although the benchmark has stimulated national creativity and reform. The purpose of this study was to explore teacher perceptions of principals' leadership styles, curriculum reform, and student achievement to ascertain possible factors to improve…
The association between academic engagement and achievement in health sciences students
2013-01-01
Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005
ERIC Educational Resources Information Center
Rochmes, Jane
2015-01-01
While progress to close racial achievement gaps has stagnated and income achievement gaps have grown, recent case studies enthusiastically describe "transformational" schools, which claim to establish conditions that enable students--primarily poor students of color--to achieve at levels far higher than their social background predicts.…
Academic Self-Efficacy of High Achieving Students in Mexico
ERIC Educational Resources Information Center
Camelo-Lavadores, Ana Karen; Sánchez-Escobedo, Pedro; Pinto-Sosa, Jesus
2017-01-01
The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high school students. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, high achieving students showed significantly higher academic self-efficacy that their peers. However, interesting gender…
Do Comments on Mathematics Homework Affect Student Achievement?
ERIC Educational Resources Information Center
Austin, Joe Dan
1976-01-01
Students in nine classes were randomly assigned to treatment groups receiving (1) written comments on their homework papers or (2) no comments. In two of the classes, the students receiving comments showed achievement superior to that of the others. In the remainder of the classes there was no difference. (SD)
Becker, Bronwyn E.; Luthar, Suniya S.
2012-01-01
Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834
School Location, Student Achievement, and Homework Management Reported by Middle School Students
ERIC Educational Resources Information Center
Xu, Jianzhong
2009-01-01
The aim of this study was to examine whether student achievement and school location may influence a range of homework management strategies. The participants were 633 rural and urban students in Grade 8. These homework management strategies include: (a) setting an appropriate work environment, (b) managing time, (c) handling distraction, (d)…
ERIC Educational Resources Information Center
Kaniuka, Theodore S.
2010-01-01
The main purpose of schools is to improve the academic performance of all students and more recently with special regard to those that have historically struggled to meet state achievement goals. In an effort to attain these goals, educators have utilized many approaches including enhancing student self-esteem as a precursor to improving the…
Annual Report on Student Achievement 1992-93. Publication Number 92.30.
ERIC Educational Resources Information Center
Mangino, Evangelina; And Others
Student achievement in the Austin Independent School District (AISD) (Texas), as reflected by different achievement test scores, is reported for 1992-93. In this year, 14,114 students took the Texas Assessment of Academic Skills (TAAS)in the fall, and 14,799 took the TAAS in the spring. In grades 1 and 2, 9,520 students took the Iowa Tests of…
The Impact on Student Achievement of When CAS Technology Is Introduced
ERIC Educational Resources Information Center
Driver, David
2012-01-01
When a Computer Algebra System (CAS) is used as a pedagogical and functional tool in class and as a functional tool in exams, its effect on student achievement can be quite profound. The timing of when students are first introduced to a CAS has an impact on gains in student achievement. In this action research project, the CAS calculator was…
Students' Achievement and Homework Assignment Strategies.
Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José
2017-01-01
The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.
Students' Achievement and Homework Assignment Strategies
Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José
2017-01-01
The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall. PMID:28326046
Instructional Expenditures and Student Achievement: A Multiyear Statewide Analysis
ERIC Educational Resources Information Center
Cullen, Maureen; Polnick, Barbara; Robles-Piña, Rebecca; Slate, John R.
2015-01-01
In this investigation, we examined the extent to which instructional expenditures were related to student academic achievement for students enrolled in Texas public schools for the 2005-2006 through the 2009-2010 school years. Student performance on the state-mandated assessments for all school districts in Texas for these five school years was…
Assessing Student Achievement in Physical Education for Teacher Evaluation
ERIC Educational Resources Information Center
Mercier, Kevin; Doolittle, Sarah
2013-01-01
While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…
Improving Elementary Students' Spelling Achievement Using High-Frequency Words.
ERIC Educational Resources Information Center
Durnil, Christina; And Others
An action research study detailed a program for improving spelling achievement across the curriculum. The targeted population is composed of second and third grade students from a growing, middle class community located in a suburb of Chicago, Illinois. The problem of misspelled words in the students' writing was documented through students'…
IRIS, Gender, and Student Achievement at University of Genova
ERIC Educational Resources Information Center
Bonfa, Antonella; Freddano, Michela
2012-01-01
The article analyses the gender effects on student achievement at University of Genova and it is a part of the research performed by the University of Genova called "Benchmarks interfaculty students: Development of a gender perspective to find strategies to understand what leads students to success in their studies", financed by the…
ERIC Educational Resources Information Center
Dull, Richard B.; Schleifer, Lydia L. F.; McMillan, Jeffrey J.
2015-01-01
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…
The Impact of Assessment for Learning: Benefits and Barriers to Student Achievement
ERIC Educational Resources Information Center
Collins, Natalie M.
2012-01-01
The purpose of this study was to compare growth in student achievement of students in a classroom where the assessment for learning process was either absent from or present in a teacher's practices, and to gather the teacher's and students' perceptions of the benefits and barriers related to growth in student achievement when the…
Student Achievement as a Measure of Instructor Effectiveness.
ERIC Educational Resources Information Center
Morsch, Joseph E.; And Others
Using an eight-day hydraulics maintenance course taught by 121 instructors on a regular basis to classes of about 14 students using the same classrooms and materials, the Air Force conducted a study designed to determine instructor measures which correlate with, and are therefore predictive of, student achievement. The study report first discusses…
Using Structured Debate to Achieve Autonomous Student Discussion
ERIC Educational Resources Information Center
Musselman, Elizabeth Green
2004-01-01
In this article, the author describes a technique she uses to achieve an autonomous student discussion. The technique involves setting up highly structured debates, whose content is informed by coherent sets of primary sources and whose form models one aspect of how professional historians work. Students are required to read about twenty to…
Selected medical students achieve better than lottery-admitted students during clerkships.
Urlings-Strop, Louise C; Themmen, Axel P N; Stijnen, Theo; Splinter, Ted A W
2011-10-01
A recent controlled study by our group showed that the dropout rate in the first 2 years of study of medical students selected for entry by the assessment of a combination of non-cognitive and cognitive abilities was 2.6 times lower than that of a control group of students admitted by lottery. The aim of the present study was to compare the performance of these two groups in the clinical phase. A prospective cohort study was performed to compare the performance of 389 medical students admitted by selection with that of 938 students admitted by weighted lottery between 2001 and 2004. Follow-up of these cohorts lasted 5.5-8.5 years. The main outcome measures were the mean grade obtained on the first five discipline-specific clerkships by all cohorts and the mean grade achieved on all 10 clerkships by the cohorts of 2001 and 2002. Selected students obtained a significantly higher mean grade during their first five clerkships than lottery-admitted students (mean ± standard error [SE] 7.95 ± 0.03, 95% confidence interval [CI] 7.90-8.00 versus mean ± SE 7.84 ± 0.02, 95% CI 7.81-7.87; p < 0.001). This difference reflected the fact that selected students achieved a grade of ≥ 8.0 1.5 times more often than lottery-admitted students. An analysis of all mean grades awarded on 10 clerkships revealed the same results. Moreover, the longer follow-up period over the clerkships showed that the relative risk for dropout was twice as low in the selected student group as in the lottery-admitted student group. The selected group received significantly higher mean grades on their first five clerkships, which could not be attributed to factors other than the selection procedure. Although the risk for dropout before the clinical phase increased somewhat in both groups, the actual dropout rate proved to be twice as low in the selected group. © Blackwell Publishing Ltd 2011.
Medical student quality-of-life in the clerkships: a scale validation study.
Brannick, Michael T; Horn, Gregory T; Schnaus, Michael J; Wahi, Monika M; Goldin, Steven B
2015-04-01
Many aspects of medical school are stressful for students. To empirically assess student reactions to clerkship programs, or to assess efforts to improve such programs, educators must measure the overall well-being of the students reliably and validly. The purpose of the study was to develop and validate a measure designed to achieve these goals. The authors developed a measure of quality of life for medical students by sampling (public domain) items tapping general happiness, fatigue, and anxiety. A quality-of-life scale was developed by factor analyzing responses to the items from students in two different clerkships from 2005 to 2008. Reliability was assessed using Cronbach's alpha. Validity was assessed by factor analysis, convergence with additional theoretically relevant scales, and sensitivity to change over time. The refined nine-item measure is a Likert scaled survey of quality-of-life items comprised of two domains: exhaustion and general happiness. The resulting scale demonstrated good reliability and factorial validity at two time points for each of the two samples. The quality-of-life measure also correlated with measures of depression and the amount of sleep reported during the clerkships. The quality-of-life measure appeared more sensitive to changes over time than did the depression measure. The measure is short and can be easily administered in a survey. The scale appears useful for program evaluation and more generally as an outcome variable in medical educational research.
Professional Learning Communities: Teachers' Perceptions and Student Achievement
ERIC Educational Resources Information Center
Peters, Erica
2013-01-01
Professional Learning Communities (PLC's) are designed to help schools improve student achievement; all decisions are based on the needs of students. PLC's are an effective way to receive professional development (PD), allow for collaboration with fellow teachers, and offer timely intervention to all students. In a district known for PLC…
Correlation Between University Students' Kinematic Achievement and Learning Styles
NASA Astrophysics Data System (ADS)
Çirkinoǧlu, A. G.; Dem&ircidot, N.
2007-04-01
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.
Teaching quality: High school students' autonomy and competence.
León, Jaime; Medina-Garrido, Elena; Ortega, Miriam
2018-05-01
How teachers manage class learning and interact with students affects students’ motivation and engagement. However, it could be that the effect of students’ representation of teaching quality on the students’ motivation varies between classes. Students from 90 classes participated in the study. We used multilevel random structural equation modeling to analyze whether the relationship of the students’ perception of teaching quality (as an indicator of the students’ mental representation) and students’ motivation varies between classes, and if this variability depends on the class assessment of teaching quality (as an indicator of teaching quality). The effect of teachers’ structure on the regression slope of student perception of student competence was .127. The effect of teachers’ autonomy support on the regression slope of student perception of student autonomy was .066. With this study we contribute a more detailed description of the relationship between teaching quality, competence and autonomy.
Emotional Intelligence and Academic Achievement in 11th Grade At-Risk Students
ERIC Educational Resources Information Center
Nelson, Patricia Diane
2009-01-01
As the emphasis on measures of student academic achievement increases, educational researchers and practitioners are interested in identifying factors that demonstrate effectiveness in supporting student achievement. This quantitative, correlational study explored the influence of emotional intelligence on closing the achievement gap. A study of…
ERIC Educational Resources Information Center
Pekrun, Reinhard; Goetz, Thomas; Frenzel, Anne C.; Barchfeld, Petra; Perry, Raymond P.
2011-01-01
Aside from test anxiety scales, measurement instruments assessing students' achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in…
The Impact of Written Comments on Student Achievement.
ERIC Educational Resources Information Center
Freeman, Donald J.; Niemeyer, Roger C.
This study sought to determine if an instructor of a competency-based course who sets performance standards at a comparatively low level might facilitate higher levels of student achievement through the use of written comments on unit posttests. Eighty-eight students in a graduate education course were randomly assigned to one of four experimental…
Gonida, Eleftheria N; Cortina, Kai S
2014-09-01
Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. The study examined whether different types of parents' involvement in homework (autonomy support, control, interference, cognitive engagement) (1) are predicted by their mastery and performance goals for their child and their beliefs of the child's academic efficacy, and (2) predict student achievement goal orientations, efficacy beliefs, and achievement. Grade-level differences were also investigated. The sample consisted of 282 elementary school (5th grade) and junior high school students (8th grade) and one of their parents. Surveys were used for data collection. Structural equation modelling was applied for data analysis. (1) Autonomy support during homework was predicted by parent mastery goal, parents' control and interference by their performance goal and perceptions of child efficacy, and cognitive engagement as supplementary to homework by parent perceptions of child efficacy. (2) Parental autonomy support, control, and interference were differentially associated with student mastery and performance goal orientations, whereas parent cognitive engagement was associated with student efficacy beliefs. (3) The structural model was the same for elementary and junior high school students but the latent means for a number of variables were different. Different types of parental involvement in homework were associated with different outcomes with parent autonomy support to be the most beneficial one. © 2014 The British Psychological Society.
Middle Grades: Quality Teaching Equals Higher Student Achievement. Research Brief
ERIC Educational Resources Information Center
Bottoms, Gene; Hertl, Jordan; Mollette, Melinda; Patterson, Lenora
2014-01-01
The middles grades are critical to public school systems and our nation's economy. It's the make-or-break point in students' futures. Studies repeatedly show when students are not engaged and lose interest in the middle grades, they are likely to fall behind in ninth grade and later drop out of school. When this happens, the workforce suffers, and…
ERIC Educational Resources Information Center
Parkham, Shamika; McBroom, Aravis
2015-01-01
In this chapter, two student members of the Student Voice Collaborative (SVC) describe their experiences as "Student Shadows" during the annual Quality Review process, used throughout the New York Department of Education to evaluate how well schools are organized to support student achievement. They chronicle how this experience enhanced…
ERIC Educational Resources Information Center
Güvendir, Emre
2015-01-01
This study examines how student and school characteristics are related to Turkish students' English language achievement in Evaluation of Student Achievement Test (ÖBBS) of 2009. The participants of the study involve 43707 ninth year students who were required to take ÖBBS in 2009. For data analysis two level hierarchical linear modeling was…
Impact of cognitive absorption on Facebook on students' achievement.
Rouis, Sana
2012-06-01
In the great expansion of the social networking activity, young people are the main users whose choices have vast influence. This study uses the flow theory to gauge the impact of Facebook usage on Tunisian students' achievements, with the presumption that the high usage level might reduce students' scholar achievements. The research design suggests that this impact would vary among students with different interests for the university and multitasking capabilities. Facebook usage would develop students' satisfaction with friends and family, which could enhance their academic performance. Analyses from 161 Tunisian students show that Facebook usage does not affect significantly students' academic performance and their satisfaction with the family, whereas it decreases their actual satisfaction with friends. Yet, a high level of satisfaction of the student with his family continues to enhance his academic performance. Overall, though, Facebook usage appears to do not have a significant effect on undergraduate students' academic performance. However, this interdependency is significantly moderated by the student's interest for the university and his multitasking capabilities. Students with multitasking skills and students with initial interest for the university might experience a positive effect of Facebook usage on their studies, as they keep control over their activity and make it a beneficial leisure activity. However, students who do not have these characteristics tend to not have any significant effect. Results help to understand the psychological attitude and consequent behavior of the youths on this platform. Implications, limitations, and further research directions are offered.
ERIC Educational Resources Information Center
Rausch, Tobias; Karing, Constance; Dörfler, Tobias; Artelt, Cordula
2016-01-01
This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their…
What Effective Principals Do to Improve Instruction and Increase Student Achievement
ERIC Educational Resources Information Center
Turner, Elizabeth Anne
2013-01-01
The purposes of this mixed method study were to (a) Examine the relationships among principal effectiveness, principal instructional leadership, and student achievement; (b) examine the differences among principal effectiveness, principal instructional leadership and student achievement; and (c) investigate what effective principals do to improve…
Print exposure, reading habits, and reading achievement among deaf and hearing college students.
Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah
2012-01-01
This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations.
The impact of teacher preparation on student achievement in rural secondary schools
NASA Astrophysics Data System (ADS)
Barnes, Shontier Prescott
The primary purpose of this study was to examine significant differences, if any, in student achievement in the area of math and science of students taught by traditionally certified teachers and alternatively certified teachers. This study examined alternatively certified teachers, as identified from through the Georgia TAPP (Teacher Alternative Preparation Program), and traditionally certified teachers in rural high schools in the Central Savannah River Area of Georgia. Student achievement was measured by student scores on the Algebra I and Physical Science End-Of-Course Test, a criterion-referenced test aligned with state adopted curriculum standards. The study utilized frequency distributions, correlations, descriptive statistics, and univariate analysis of variance (ANOVA) to examine the data. Univariate tests were done to find individual differences for each dependent variable. The ANOVA was used for the single dependent (student achievement) and formed comparisons and tracked the effect of the independent variable (teacher preparation), each of which (traditional and alternative) may have a number of levels and may interact to affect the dependent variable. The covariates, the independent variables not manipulated, but still affecting the response, are students' ethnicity, gender, and school socioeconomic status were also analyzed to predict student achievement. KEY WORDS. Teacher Preparation, Student Achievement, Math, Science, Traditionally certified teachers, Alternatively certified teachers, Georgia TAPP (Teacher Alternative Preparation Program), End-Of-Course Test (EOCT), Performance standard.
Strategies for Science Student Achievement & Productive School Management
ERIC Educational Resources Information Center
Johnson, William L.
2010-01-01
There is an increasing literature pertaining to student achievement and school productivity. This session will present school and classroom strategies used in high school science classes at Robert E. Lee High School (5A) in Tyler, Texas. This year, 84% of the students at Lee passed the science TAKS test. Lee is also ranked in the top 1500 high…
Educator Gender and Student Achievement in Algebra I
ERIC Educational Resources Information Center
Sykes, Curtis
2017-01-01
Dedicated educators strive to ensure the achievement of all their students. Much research has been done to determine which factors may lead to success in the classroom, particularly that of the math classroom. As the study of mathematics is fundamental for many careers, a solid foundation is vital for students. This study examined whether or not…
The Achievement Goals Orientation of South African First Year University Physics Students
ERIC Educational Resources Information Center
Ramnarain, Umesh Dewnarain; Ramaila, Sam
2016-01-01
This study investigated the achievement goals orientation of first year physics students at a South African university. The mixed methods design involved a quantitative survey of 291 students using an achievement goals questionnaire and individual interviews of selected participants. Results showed that the students perceived they have a stronger…
Essays on Academic Achievement and Student Behavior in Public Schools
ERIC Educational Resources Information Center
Moussa, Wael Soheil
2013-01-01
This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English test…
How Teacher Turnover Harms Student Achievement
ERIC Educational Resources Information Center
Ronfeldt, Matthew; Loeb, Susanna; Wyckoff, James
2013-01-01
Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York…
STAR Follow-Up Studies, 1996-1997: The Student/Teacher Achievement Ratio (STAR) Project.
ERIC Educational Resources Information Center
Pate-Bain, Helen; Boyd-Zaharias, Jayne; Cain, Van A.; Word, Elizabeth; Binkley, M. Edward
The Student/Teacher Achievement Ratio (STAR) Project first investigated the effect of small class size on student achievement with over 6,000 Tennessee primary students in 1985 through 1989. The study found a consistent and significant benefit of small classes for all students, with the greatest advantages for minority, inner-city students from…
The effect of inquiry-flipped classroom model toward students' achievement on chemical reaction rate
NASA Astrophysics Data System (ADS)
Paristiowati, Maria; Fitriani, Ella; Aldi, Nurul Hanifah
2017-08-01
The aim of this research is to find out the effect of Inquiry-Flipped Classroom Models toward Students' Achievement on Chemical Reaction Rate topic. This study was conducted at SMA Negeri 3 Tangerang in Eleventh Graders. The Quasi Experimental Method with Non-equivalent Control Group design was implemented in this study. 72 students as the sample was selected by purposive sampling. Students in experimental group were learned through inquiry-flipped classroom model. Meanwhile, in control group, students were learned through guided inquiry learning model. Based on the data analysis, it can be seen that there is significant difference in the result of the average achievement of the students. The average achievement of the students in inquiry-flipped classroom model was 83,44 and the average achievement of the students in guided inquiry learning model was 74,06. It can be concluded that the students' achievement with inquiry-flipped classroom better than guided inquiry. The difference of students' achievement were significant through t-test which is tobs 3.056 > ttable 1.994 (α = 0.005).
Achieving Quality in Occupational Health
NASA Technical Reports Server (NTRS)
O'Donnell, Michele (Editor); Hoffler, G. Wyckliffe (Editor)
1997-01-01
The conference convened approximately 100 registered participants of invited guest speakers, NASA presenters, and a broad spectrum of the Occupational Health disciplines representing NASA Headquarters and all NASA Field Centers. Centered on the theme, "Achieving Quality in Occupational Health," conferees heard presentations from award winning occupational health program professionals within the Agency and from private industry; updates on ISO 9000 status, quality assurance, and information technologies; workshops on ergonomics and respiratory protection; an overview from the newly commissioned NASA Occupational Health Assessment Team; and a keynote speech on improving women's health. In addition, NASA occupational health specialists presented 24 poster sessions and oral deliveries on various aspects of current practice at their field centers.
ERIC Educational Resources Information Center
Hacieminoglu, Esme; Yilmaz-Tuzun, Ozgul; Ertepinar, Hamide
2009-01-01
This study examined the relationships among students' learning approaches, motivational goals, previous science grades, and their science achievement for the concepts related to atomic theory and explored the effects of gender and sociodemographic variables on students' learning approaches, motivational goals, and their science achievement for the…
The Chinese High School Student's Stress in the School and Academic Achievement
ERIC Educational Resources Information Center
Liu, Yangyang; Lu, Zuhong
2011-01-01
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…
The Relationship between the Minority Student Achievement Gap and Collective Teacher Efficacy
ERIC Educational Resources Information Center
O'Hara, Jane A.
2011-01-01
The purpose of this study was to determine the relationship between Collective Teacher Efficacy and minority student achievement gap over and above that explained by socioeconomics, school size, and prior achievement gaps for Black and Hispanic students with White students. Forty-seven Virginia middle schools were selected to participate in the…
International note: between-domain relations of Chinese high school students' academic achievements.
Yangyang, Liu
2012-08-01
The present study examined the between-domain relations of Chinese high school students' academic achievements. In a sample of 1870 Chinese 10th grade students, the results indicated that Chinese high school students' academic achievements were correlated across nine subjects. In line with the previous Western findings, the findings suggested that academic achievement was largely domain-general in nature. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
Self-reported extracurricular activity, academic success, and quality of life in UK medical students
Lumley, Sophie; Ward, Peter; Roberts, Lesley
2015-01-01
Objectives To explore the relationship between academic performance, extracurricular activity, and quality of life at medical school in the UK to aid our understanding of students’ work-life balance. Methods A cross-sectional study, using an electronic questionnaire distributed to UK final year medical students across 20 medical schools (4478 students). Participants reported the hours of self-regulated learning and extracurricular activities undertaken each year at medical school; along with their academic decile (1 = highest, 10 = lowest). Self-reported quality of life (QoL) was assessed using an established screening tool (7 = highest, 1 = lowest). Results Seven hundred responses were obtained, across 20 participating medical schools, response rate 16% (700/4478). Factors associated with higher academic achievement were: graduate entry course students (2 deciles higher, p< 0.0001), more hours academic study during term and revision periods (rho=-0.1, p< 0.01), and involvement in teaching or research. Increased hours of study was associated with lower QoL (rho = -0.13, p<0.01). Conclusions Study skills may be more important than duration spent studying, for academic achievement and QoL. Graduate-entry students attain higher decile scores despite similar self-reported duration of study. PMID:26385285
The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement
ERIC Educational Resources Information Center
Fan, Weihua; Dempsey, Allison G.
2017-01-01
This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high…
NASA Astrophysics Data System (ADS)
Zelmanowicz, Marc
Purpose The use of technology in the science classroom has been a major part of the initiative toward increasing student attitude and achievement in Science, Technology, Education and Math [STEM] education in the United States. The purpose of this study was to determine the extent to which the use of probeware in a high school science living environment classroom impacts student attitude towards science and/or student achievement on standards-based assessments. This study sought to answer the following quantitative questions with a qualitative component: To what extent does the use of probeware in a high school level living environment course influence student attitudes toward science compared to students who are not using probeware? What is the impact, if any, on student achievement in a living environment course, as measured by New York State Living Environment Regents [NYSLER] exam grades, between students who use probeware and students who do not? Is there a significant difference between the two groups with regard to achieving mastery on the NYSLER exam? Sample The participants in the study were Living Environment students of a suburban high school outside of New York City. Methods The quasiexperimental study examined the effects of the replacement of traditional scientific equipment with probeware on student attitude and achievement in a living environment classroom. Student attitude was measured by the modified Attitude Toward Science Inventory [mATSI] and student achievement was measured by the New York State Living Environment Regents [NSLER] Exam. Descriptive statistics, ANCOVA and hierarchical regression analysis were conducted to answer the research questions in this study. A qualitative component was included to enhance the understanding of the quantitative analysis. Major Findings Through this study, results demonstrated a statistically significant impact of probeware on student attitude, but did not show a statistically significant impact of
Time Efficiency, Written Feedback, and Student Achievement in Inquiry-Oriented Biology Labs
ERIC Educational Resources Information Center
Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.
2014-01-01
We examined how different styles of written feedback by graduate-student teaching assistants (GTAs) in college intro biology lab (USA) influenced student achievement and related the different styles to time efficiency. We quantified GTA feedback on formative lab reports and student achievement on two different types of assessments, a quiz in 2010…
Weighing in on Education: A Study of Childhood Obesity and Student Achievement
ERIC Educational Resources Information Center
Guindon, John R., Sr.
2014-01-01
This quantitative causal comparative study looked to see if there was a relationship between childhood obesity and student achievement. Because of the many conflicting results in the research available, it was not known if there was a relationship between childhood obesity and student achievement among inner-city middle school students in a school…
The Power of Perception: Mediating the Impact of Poverty on Student Achievement
ERIC Educational Resources Information Center
Dell'Angelo, Tabitha
2016-01-01
Race and class often marginalize students in impoverished urban neighborhoods, and this reality is evident in consistently low student achievement in many of the schools in these neighborhoods. This study examines how a teacher's sense of agency can help mediate the detrimental impact of poverty on student achievement. Teachers in a large…
Incremental Beliefs of Ability, Achievement Emotions and Learning of Singapore Students
ERIC Educational Resources Information Center
Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei
2014-01-01
This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…
ERIC Educational Resources Information Center
Akinsola, Mojeed Kolawole; Tella, Adedeji; Tella, Adeyinka
2007-01-01
Procrastination is now a common phenomenon among students, particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a…
Teacher Evaluation Ratings and Student Achievement: What's the Connection?
ERIC Educational Resources Information Center
Medlock, Ingrid Yvonne Williams
2017-01-01
Many public school districts struggle with the federal and state charge to increase student achievement while continuing to build the instructional capacity of classroom teachers. While this charge may not seem to be unreasonable, the widening achievement gap between various student subgroups as evidenced in standardized testing results presents…
Theories of Intelligence, Achievement Goals and Learning Strategies of Chinese Students.
ERIC Educational Resources Information Center
Hau, Kit-Tai; Hui, Hing-fai
It has been suggested that students' belief of whether intelligence is malleable and flexible would affect their purpose of achievement (achievement goals). This might, in turn, influence their learning strategies. The present study examined the above relationships among 194 Grade 7 Chinese students in Hong Kong. Structural equation modeling…
Teacher Morale, Student Engagement, and Student Achievement Growth in Reading: A Correlational Study
ERIC Educational Resources Information Center
Sabin, Jenny T.
2015-01-01
This research study explored the current state of teacher morale in fourth and fifth grade classrooms in three low socio-economic schools in North Carolina. Additional research questions address correlational relationships among the variables of teacher morale, student engagement, and student achievement growth as measured by the NC Teacher…
ERIC Educational Resources Information Center
Bill & Melinda Gates Foundation, 2012
2012-01-01
Research has long been clear that teachers matter more to student learning than any other in-school factor. Improving the quality of teaching is critical to student success. Yet only recently have many states and districts begun to take seriously the importance of evaluating teacher performance and providing teachers with the feedback they need to…
ERIC Educational Resources Information Center
Kane, Thomas J.; Staiger, Douglas O.
2012-01-01
Research has long been clear that teachers matter more to student learning than any other in-school factor. Improving the quality of teaching is critical to student success. Yet only recently have many states and districts begun to take seriously the importance of evaluating teacher performance and providing teachers with the feedback they need to…
Predicting Seventh Grade Students' Engagement in Science by Their Achievement Goals
ERIC Educational Resources Information Center
Hidiroglu, Melike; Sungur, Semra
2015-01-01
The aim of this study was to examine how well seventh grade students' engagement in science can be predicted by their achievement goals. For the specified purpose, a correlational research design was utilized. Data were obtained from 153 seventh grade students through administration of Achievement Goal Questionnaire and Engagement Questionnaire.…
Reflective Assessment in Knowledge Building by Students with Low Academic Achievement
ERIC Educational Resources Information Center
Yang, Yuqin; van Aalst, Jan; Chan, Carol K. K.; Tian, Wen
2016-01-01
This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an…
Student Approaches to Achieving Understanding--Approaches to Learning Revisited
ERIC Educational Resources Information Center
Fyrenius, Anna; Wirell, Staffan; Silen, Charlotte
2007-01-01
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 Effect of Analogy-Based Teaching on Students' Achievement and Students' Views about Analogies
ERIC Educational Resources Information Center
Genc, Murat
2013-01-01
The purpose of this study is to determine the effect of the analogy-based teaching on students' achievement and students' views about analogies. In this research, Solomon group design which is one of the experimental designs, was implemented. The sample of the research consists of 108 students in four 6th grade classes in Turkey. The achievement…
ERIC Educational Resources Information Center
Bergeron, Julie; Chouinard, Roch; Janosz, Michel
2011-01-01
The main goal was to test if teacher-student relationships and achievement motivation are predicting dropout intention equally for low and high socio-economic status students. A questionnaire measuring teacher-student relationships and achievement motivation was administered to 2,360 French Canadian secondary students between 12 and 15 years old…
ERIC Educational Resources Information Center
Zhang, Danhui; Campbell, Todd
2015-01-01
This study aims to better understand questions related to the impact of teacher quality and access to qualified teachers in China. A large-scale data set collected in 2010 in China was used along with concurrently collected teacher questionnaires. In total, surveys from 9,943 8th grade students from 343 middle schools in 6 provinces were used,…
NASA Astrophysics Data System (ADS)
Grabau, Larry J.
Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models
An Inexpensive School/Home Intervention Program To Raise Student Achievement.
ERIC Educational Resources Information Center
Evans, Thomas; And Others
A comprehensive strategy targeted to raise student achievement is arguably one of the most important components of any school's vision for improvement. This paper describes a comprehensive intervention program at The San Alejo American School, Honduras (student enrollment: <100). This program was aimed toward raising students' achievement…
NASA Astrophysics Data System (ADS)
Brooks, John
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.
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement
ERIC Educational Resources Information Center
Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.; Grimm, Kevin J.; Curby, Timothy W.
2009-01-01
This study examined the extent to which kindergarteners' classroom behavioral engagement mediated the relation between global classroom quality and children's reading achievement. A structural equation framework was used to analyze data collected in a primarily low-income rural sample (N = 171). Children's reading achievement was measured in the…
ERIC Educational Resources Information Center
Warden, David N; Myers, Charlsie A.
2017-01-01
The relationship between domain-specific nonintellective variables and academic achievement among nontraditional students was explored to address uninvestigated factors and clarify distinctions between nontraditional and traditional student achievement. College students (nontraditional n = 72, traditional n = 67) completed an online survey…
ERIC Educational Resources Information Center
Chen, Su-Yen; Lu, Luo
2015-01-01
This study explores how motivational factors are associated with Taiwanese college students' cognitive, personal, and social development by incorporating both relatively global, static self-attributes, such as social-oriented achievement motivation and individual-oriented achievement motivation, which are considered to be culturally balanced…
Culturally Responsive Pedagogies in Arizona and Latino Students' Achievement
ERIC Educational Resources Information Center
López, Francesca A.
2016-01-01
Background: Despite numerous educational reform efforts aimed at aggressively addressing achievement disparities, Latinos continue to underperform in school. In sharp contrast to the belief that the inordinate achievement disparities among Latino students stem from deficiencies, some researchers assert that culturally responsive teaching (CRT)…
Good Schools: What Research Says about Improving Student Achievement.
ERIC Educational Resources Information Center
Hawley, Willis D.; And Others
1985-01-01
This journal, presented in monograph form, reviews research findings in order to identify elements that influence student academic achievement. Sections focus on effective teaching, effect of school leadership on achievement, schoolwide learning environment, learning resources, and parent involvement. An extensive bibliography is included. (DF)
Effects of digital game-based learning on student engagement and academic achievement
NASA Astrophysics Data System (ADS)
Little, Timothy W.
This experimental study was designed to determine the effect of digital game-based learning on student engagement and academic achievement. The sample was comprised of 34 students enrolled in a secondary Biology class in a rural public school. The study utilized an experimental pretest-posttest design with switching replications. After random assignment, students participated in one of two supplemental learning activities: playing a digital game designed to review science concepts or participating in a lab to review the same concepts. Students subsequently switched activities. Student achievement data were collected on mastery of science concepts, and student engagement data were collected utilizing self- and teacher-reported measures. Data were analyzed using analysis of variance (ANOVA) with repeated measures. Results demonstrated that the digital game was as effective as the lab activity at increasing teacher-reported student engagement and academic achievement. These findings may be of interest to school administrators or directors of teacher preparation programs on the potential effectiveness of digital games as a learning tool.
High-Achieving and Average Students' Reading Growth: Contrasting School and Summer Trajectories
ERIC Educational Resources Information Center
Rambo-Hernandez, Karen E.; McCoach, D. Betsy
2015-01-01
Much is unknown about how initially high-achieving students grow academically, especially given the measurement issues inherent in assessing growth for the highest performing students. This study compared initially high-achieving and average students' growth in reading (in a cohort of third-grade students from 2,000 schools) over 3 years.…
Parental influences on students' self-concept, task value beliefs, and achievement in science.
Senler, Burcu; Sungur, Semra
2009-05-01
The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.
Teacher–Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study
Hughes, Jan N.; Luo, Wen; Kwok, Oi-Man; Loyd, Linda K.
2008-01-01
Measures of teacher–student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year 1 TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children’s school trajectories. PMID:19578558
The Achievement Gap: Factors That Influenced the Achievement of Successful Black Students
ERIC Educational Resources Information Center
Morton, Kwame R., Sr.
2011-01-01
The academic underperformance of Black students when compared to their White peers has confounded educators nationwide. This discrepancy in academic performance commonly referred to as the achievement gap has become a national crisis which has led to one of the most significant educational reforms undertaken in the United States of America in the…
NASA Astrophysics Data System (ADS)
Zhang, Danhui
Previous literature leaves us unanswered questions about whether teaching behaviors mediate the relationship between teacher education level and experience with student science achievement. This study examined this question with 655 students from sixth to eighth grade and their 12 science teachers. Student science achievements were measured at the beginning and end of 2006-2007 school year. Given the cluster sampling of students nested in classrooms, which are nested in teachers, a two-level multilevel model was employed to disentangle the effects from teacher-level and student-level factors. Several findings were discovered in this study. Science teachers possessing of advanced degrees in science or education significantly and positively influenced student science achievement. However, years of teaching experience in science did not directly influence student science achievement. A significant interaction was detected between teachers possessing an advanced degree in science or education and years of teaching science, which was inversely associated to student science achievement. Better teaching behaviors were also positively related to student achievement in science directly, as well as mediated the relationship between student science achievement and both teacher education and experience. Additionally, when examined separately, each teaching behavior variable (teacher engagement, classroom management, and teaching strategies) served as a significant intermediary between both teacher education and experience and student science achievement. The findings of this study are intended to provide insights into the importance of hiring and developing qualified teachers who are better able to help students achieve in science, as well as to direct the emphases of ongoing teacher inservice training.
Testing the Connection: Student Achievement, Student Behavior, and New Construction
ERIC Educational Resources Information Center
Cox, Edward P.; Landis, Lynn Patrick
2013-01-01
This article asks the following questions: (1) Is there a link between new construction and student achievement? (2) What role does socioeconomics play in the answer? Data were collected for seven academic indicators and two behavioral indicators. The high schools ranked in the lowest wealth quartile were then divided into two groups: schools with…
Exploring the Impacts of Accelerated Delivery on Student Learning, Achievement and Satisfaction
ERIC Educational Resources Information Center
Wilkins, Stephen; Martin, Susan; Walker, Ian
2010-01-01
This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated…
Curriculum Alignment: Exploring Student Perception of Learning Achievement Measures
ERIC Educational Resources Information Center
Kuhn, Kerri-Ann L.; Rundle-Thiele, Sharyn R.
2009-01-01
The importance of constructively aligned curriculum is well understood in higher education. Based on the principles of constructive alignment, this research considers whether student perception of learning achievement measures can be used to gain insights into how course activities and pedagogy are assisting or hindering students in accomplishing…
Math Intervention Teachers' Pedagogical Content Knowledge and Student Achievement
ERIC Educational Resources Information Center
Waller, Lisa Ivey
2012-01-01
This research investigated the relationship of math intervention teachers' (MITs) pedagogical content knowledge (PCK) and students' math achievement gains in primary math interventions. The Kentucky Center for Mathematics gathered data on the MITs and primary math intervention students included in this study. Longitudinal data were analyzed for a…
Automated Writing Evaluation Program's Effect on Student Writing Achievement
ERIC Educational Resources Information Center
Holman, Lester Donnie
2011-01-01
In an ex post facto causal-comparative research design, this study investigated the effectiveness of Automated Writing Evaluation (AWE) programs on raising the student writing achievement. Tennessee Comprehensive Assessment Program (TCAP) writing achievement scores from the 2010 administration were utilized for this study. The independent variable…
Preparing Principals to Improve Student Achievement
ERIC Educational Resources Information Center
Corcoran, Roisin P.
2017-01-01
Background: The growing interest in principal effectiveness as a means of improving teaching and student learning has led to a focus on the quality of principal preparation programs (PPPs) with calls for the adoption of PPP accountability systems similar to those of teacher preparation programs. Objective: The purpose of the present study is to…
ERIC Educational Resources Information Center
Marks, Gary N.
2016-01-01
Multi-domain and longitudinal studies of student achievement routinely find moderate to strong correlations across achievement domains and even stronger within-domain correlations over time. The purpose of this study is to examine the sources of these patterns analysing student achievement in 5 domains across Years 3, 5 and 7. The analysis is of…
Effective Teaching Results in Increased Science Achievement for All Students
ERIC Educational Resources Information Center
Johnson, Carla C.; Kahle, Jane Butler; Fargo, Jamison D.
2007-01-01
This study of teacher effectiveness and student achievement in science demonstrated that effective teachers positively impact student learning. A general linear mixed model was used to assess change in student scores on the Discovery Inquiry Test as a function of time, race, teacher effectiveness, gender, and impact of teacher effectiveness in…
Factors Affecting Turkish Students' Achievement in Mathematics
ERIC Educational Resources Information Center
Demir, Ibrahim; Kilic, Serpil; Depren, Ozer
2009-01-01
Following past researches, student background, learning strategies, self-related cognitions in mathematics and school climate variables were important for achievement. The purpose of this study was to identify a number of factors that represent the relationship among sets of interrelated variables using principal component factor analysis and…
[Learning objectives achievement in ethics education for medical school students].
Chae, Sujin; Lim, Kiyoung
2015-06-01
This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics.
Student Engagement in the Scottish Quality Enhancement Framework
ERIC Educational Resources Information Center
Gvaramadze, Irakli
2011-01-01
The research addressed the interplay of student engagement and quality enhancement mechanisms in the Scottish higher education system. The paper demonstrates increasing focus on student learning, learning experience and high-quality learning in the current quality enhancement approaches. The student-university coproduction model is used to…
Computer Games for the Math Achievement of Diverse Students
ERIC Educational Resources Information Center
Kim, Sunha; Chang, Mido
2010-01-01
Although computer games as a way to improve students' learning have received attention by many educational researchers, no consensus has been reached on the effects of computer games on student achievement. Moreover, there is lack of empirical research on differential effects of computer games on diverse learners. In response, this study…
Students' Aspirations, Expectations and School Achievement: What Really Matters?
ERIC Educational Resources Information Center
Khattab, Nabil
2015-01-01
Using the Longitudinal Study of Young People in England (LSYPE), this study examines how different combinations of aspirations, expectations and school achievement can influence students' future educational behaviour (applying to university at the age of 17-18). The study shows that students with either high aspirations or high expectations have…
Science Motivation of University Students: Achievement Goals as a Predictor
ERIC Educational Resources Information Center
Arslan, Serhat; Akcaalan, Mehmet; Yurdakul, Cengiz
2017-01-01
The objective of this investigation is to make a study of the relationship between achievement goals and science motivation. Research data were collected from 295 university students. Achievement goals and science motivation scales were utilized as measure tools. The link between achievement goals orientation and science motivation was…
ERIC Educational Resources Information Center
Chiu, Ming Ming; Chow, Bonnie Wing-Yin
2015-01-01
Classmates can influence a student's academic achievement through immediate interactions (e.g., academic help, positive attitudes toward reading) or by sharing tangible or intangible family resources (books, stories of foreign travel). Multilevel analysis of 141,019 fourth-grade students' reading achievements in 33 countries showed that…
ERIC Educational Resources Information Center
Wilson, Joshua
2017-01-01
The present study examined growth in writing quality associated with feedback provided by an automated essay evaluation system called PEG Writing. Equal numbers of students with disabilities (SWD) and typically-developing students (TD) matched on prior writing achievement were sampled (n = 1196 total). Data from a subsample of students (n = 655)…
Establishment of a New Magnet School: Effects on Student Achievement.
ERIC Educational Resources Information Center
Thacker, Jerry L.
1997-01-01
Describes a study of an Indiana magnet school's effects on student achievement. The school has a diverse student body and offers programs in foreign languages and cultures, economics, politics, history, ecology, and social systems. On the Comprehensive Test of Basic Skills, the group of 560 students performed significantly better than they had…
Fostering Students' Preparation and Achievement in Upper Level Mathematics Courses
ERIC Educational Resources Information Center
Celik, Mehmet; Shaqlaih, Ali
2017-01-01
This study describes an intervention to address both motivation, student engagement and preparation in upper-level mathematics courses. The effect of the intervention regarding students' achievements is investigated via students' opinions and data analysis from students' assessments. The results of this study show the featured intervention…
How Is Formative Assessment Related to Students' Reading Achievement? Findings from PISA 2009
ERIC Educational Resources Information Center
Li, Hongli
2016-01-01
Drawing on the programme for international student assessment 2009 US data-set, this study examines the relationship between formative assessment and students' reading achievement using a structural equation modelling approach. We find that formative assessment is positively related to students' reading achievement directly and indirectly (through…
Jirdehi, Maryam Mirzaee; Asgari, Fariba; Tabari, Rasool; Leyli, Ehsan Kazemnejad
2018-01-01
Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014-2015. This is a descriptive-correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014-2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression. The results indicated a significant relationship between grade point average and educational self-esteem ( P = 0.002, r = 0.135) and global self-esteem ( P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem ( P = 0.019, r = 0.102) and academic achievement ( P = 0.007, r = 0.116) and global self-esteem ( P = 0.020, r = 0.102). According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested.
Critical Consciousness: A Key to Student Achievement
ERIC Educational Resources Information Center
El-Amin, Aaliyah; Seider, Scott; Graves, Daren; Tamerat, Jalene; Clark, Shelby; Soutter, Madora; Johannsen, Jamie; Malhotra, Saira
2017-01-01
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…
Student Academic Achievement: Report to the Provost.
ERIC Educational Resources Information Center
Leas, David E.
In fall 1991, the faculty and staff of New Mexico State University-Alamogordo (NMSU-A) designed and implemented a strategic planning process which incorporates a comprehensive annual review of various aspects of student academic achievement (SAA). The faculty-based SAA assessment process includes activities focused on classroom instruction,…
The Effects of Class Size on Students' Academic Achievement
ERIC Educational Resources Information Center
Wilson, Claire
2011-01-01
The purpose of this quantitative correlational research was to study the relationship between class size and students' academic achievement. Citywide language arts and math test scores for third and fifth grade students in four New York City public schools were examined using a variety of variables including (a) gender, (b) ethnicity, (c) grade…
Explaining Hong Kong Students' International Achievement in Civic Learning
ERIC Educational Resources Information Center
Kennedy, Kerry J.; Lijuan, Li
2016-01-01
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…
ERIC Educational Resources Information Center
Marshik, Tesia; Ashton, Patricia T.; Algina, James
2017-01-01
Self-determination theory and research suggest that students are more motivated and have higher achievement when teachers support their psychological needs for autonomy, competence, and relatedness. However, teachers might have difficulty supporting their students' psychological needs if their own psychological needs are not met, which might…
Using PISA 2003, Examining the Factors Affecting Students' Mathematics Achievement
ERIC Educational Resources Information Center
Demir, Ibrahim; Kilic, Serpil
2010-01-01
The purpose of this study is to examine the effects of learning strategies on mathematics achievement. The sample was compiled from students who participated in Programme for International Student Assessment (PISA) in Turkey. The data consisted of 4493 15 years old Turkish students in 158 schools, and analyzed by two levels Bernoulli model as a…
ERIC Educational Resources Information Center
Rathbone, A. Sue
Possible gender differences in attitudes toward mathematics were studied between low-achieving and high-achieving fifth-grade students in selected elementary schools within a large, metropolitan area. The attitudes of pre-adolescent children at an intermediate grade level were assessed to determine the effects of rapidly emerging gender-related…
ERIC Educational Resources Information Center
Carter, Glenda; Jones, M. Gail; Rua, Melissa
2003-01-01
Investigates high-achieving fifth-grade students' achievement gains and conceptual reorganization on convection. Features an instructional sequence of three dyadic inquiry investigations related to convection currents as well as pre- and post-assessment consisting of a multiple-choice test, a card sorting task, construction of a concept map, and…
The Effects of National Board Certification on Student Achievement
ERIC Educational Resources Information Center
Clark, Shawn Berry
2012-01-01
The purpose of this study was to examine the relationship between National Board Certification and student achievement in mathematics and reading as measured by an achievement test used in South Carolina. Using the Northwest Evaluation Association's Measures of Academic Progress (MAP), the study examined the RIT (Rasch Unit) scores of third…
The impact of selected educational factors on the academic achievement of secondary students
NASA Astrophysics Data System (ADS)
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.
Yilmaz Soylu, Meryem; Zeleny, Mary G.; Zhao, Ruomeng; Bruning, Roger H.; Dempsey, Michael S.; Kauffman, Douglas F.
2017-01-01
The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance avoidance goals. The results of Study 1 were an indication for the researchers to move forward with Study 2, which included 563 high school students. The secondary students completed the WAGS, as well as the Self-efficacy for Writing Scale, and the Liking Writing Scale. Students also self-reported grades for writing and for language arts courses. Approximately 6 weeks later, students completed a statewide writing assessment. We tested a theoretical model representing relationships among Study 2 variables using structural equation modeling including students' responses to the study scales and students' scores on the statewide assessment. Results from Study 2 revealed a good fit between a model depicting proposed relationships among the constructs and the data. Findings are discussed relative to achievement goal theory and writing. PMID:28878707
Comparison of student achievement among two science laboratory types: traditional and virtual
NASA Astrophysics Data System (ADS)
Reese, Mary Celeste
Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.
ERIC Educational Resources Information Center
Bettini, Elizabeth; Park, Yujeong; Benedict, Amber; Kimerling, Jenna; Leite, Walter
2016-01-01
This investigation examined relationships among special education teachers' working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities' reading achievement and behavioral outcomes. Data from the…
NASA Astrophysics Data System (ADS)
Larry, Triaka A.
The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing students’ pursuit of subject-specific careers and academic achievement. The impact of self-efficacy and student perceptions of teacher interpersonal behaviors on student achievement have been extensively researched in the areas of Mathematics and English, however, most studies using science achievement, as a criterion variable, were conducted using non-diverse, White upper middle class to affluent participants. In order to determine the strength of relationships between perceived science self-efficacy, and student perceptions of teacher interpersonal behaviors as factors that influence science achievement (science GPA), the Science Self-Efficacy Questionnaire (SSEQ) and Questionnaire on Teacher Interactions (QTI) were administered to twelfth grade students enrolled at a highly diverse urban Title I high school, while controlling for demographics, defined as gender, ethnicity, and minority status. Using a hierarchical multiple linear regression analysis, results demonstrated that the predictor variables (i.e., gender, ethnicity, minority status, science self-efficacy, and teacher interpersonal behaviors) accounted for 20.8% of the variance in science GPAs. Science self-efficacy made the strongest unique contribution to explaining science GPA, while minority status and gender were found to be statistically significant contributors to the full model as well. Ethnicity and teacher interpersonal behaviors did not make a statistically significant contribution to the variance in science GPA, and accounted for ≤ 1% of the variance. Implications and recommendations for future research are subsequently given.
The Impact of Developmental Advising for High-Achieving Minority Students.
ERIC Educational Resources Information Center
Novels, Alphonse N.; Ender, Steven C.
1988-01-01
The impact of developmental advising activities with high-achieving Black students at Indiana University of Pennsylvania was investigated. Results indicate that involvement in developmental advising had a positive impact on participating students' cumulative grade point average. (Author/MLW)
Academic Achievement of University Students with Dyslexia.
Olofsson, Åke; Taube, Karin; Ahl, Astrid
2015-11-01
Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students. Copyright © 2015 John Wiley & Sons, Ltd.
Parent Involvement Practices of High-Achieving Elementary Science Students
NASA Astrophysics Data System (ADS)
Waller, Samara Susan
This study addressed a prevalence of low achievement in science courses in an urban school district in Georgia. National leaders and educators have identified the improvement of science proficiency as critical to the future of American industry. The purpose of this study was to examine parent involvement in this school district and its contribution to the academic achievement of successful science students. Social capital theory guided this study by suggesting that students achieve best when investments are made into their academic and social development. A collective case study qualitative research design was used to interview 9 parent participants at 2 elementary schools whose children scored in the exceeds category on the Science CRCT. The research questions focused on what these parents did at home to support their children's academic achievement. Data were collected using a semi-structured interview protocol and analyzed through the categorical aggregation of transcribed interviews. Key findings revealed that the parents invested time and resources in 3 practices: communicating high expectations, supporting and developing key skills, and communicating with teachers. These findings contribute to social change at both the local and community level by creating a starting point for teachers, principals, and district leaders to reexamine the value of parent input in the educational process, and by providing data to support the revision of current parent involvement policies. Possibilities for further study building upon the findings of this study may focus on student perceptions of their parents' parenting as it relates to their science achievement.
ERIC Educational Resources Information Center
What Works Clearinghouse, 2012
2012-01-01
This study examined five instruments used to assess the effectiveness of teacher practices based on classroom observations. The study first examined whether observers could reliably assess teachers with each instrument, and then examined how well each instrument, along with other information, predicted student achievement. The study reported that,…
Kwok, Oi-man; Hughes, Jan N.; Luo, Wen
2007-01-01
This study investigated a measurement model of personality resilience and the contribution of personality resilience to lower achieving first grade students' academic achievement. Participants were 445 ethnically diverse children who at entrance to first grade scored below their school district median on a test of literacy. Participants were administered an individual achievement test in first grade and 1 year later. Confirmatory factor analysis confirmed a second-order latent construct of resilient personality defined by teacher-rated conscientiousness, agreeableness, and ego-resiliency that was distinct from measures of externalizing behaviors and IQ. Using latent structural equation modeling and controlling for baseline economic adversity, IQ, and externalizing symptoms, resilient personality predicted children's concurrent and future achievement (controlling also for baseline achievement in the prospective analyses). Model fit was invariant across gender. PMID:18084626
NASA Astrophysics Data System (ADS)
Kaya, Sibel
The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are
Does Autonomy over Teacher Hiring Affect Student Math and Science Achievement?
ERIC Educational Resources Information Center
Kim, Youngran
2017-01-01
This paper examines the causal effects of autonomy over teacher hiring on student math and science achievement using the random student assignment policy implemented in Korea. Under this policy, students were randomly assigned to different schools within their school districts which equalized the compositions of student bodies across schools.…
Local Tax Limits, Student Achievement, and School-Finance Equalization
ERIC Educational Resources Information Center
Davis, Matthew; Vedder, Andrea; Stone, Joe
2016-01-01
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…
Parenting Style as a Moderator for Students' Academic Achievement
ERIC Educational Resources Information Center
Ishak, Zahari; Low, Suet Fin; Lau, Poh Li
2012-01-01
Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the…
The Influence of Principal Longevity and Continuity on Student Achievement
ERIC Educational Resources Information Center
Mills, Gemar
2017-01-01
In the state of New Jersey, academic success at the high school level is defined by student achievement on the New Jersey High School Proficiency Assessment (NJ HSPA), which students take in the 11th grade. New Jersey high school principals are accountable for ensuring that students who attend their schools are proficient in mathematics and…
Hyper-Achievement, Perfection, and College Student Resilience
ERIC Educational Resources Information Center
Eells, Gregory T.
2017-01-01
Over the past decade, there has been considerable attention given to college students' experience of pressure to pursue perfection through hyper-achievement and the psychological and emotional toll this process takes on them. The popular press has highlighted this phenomenon and raised specific questions about some of the related consequences like…
Facts at a Glance... Student Achievement and the School Library Media Program.
ERIC Educational Resources Information Center
Dzikowski, Judith, Comp.
This report summarizes the research studies, literature reviews and related documents on the relationship between public school students' achievement and the library media program. Research indicates students in schools with well-equipped library media centers and professional library media specialists perform better on achievement tests for…
Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education
ERIC Educational Resources Information Center
Al-Qahtani, Awadh A. Y.; Higgins, S. E.
2013-01-01
The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…
A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement
NASA Astrophysics Data System (ADS)
Mueanploy, Wannapa
2016-04-01
This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level.
El Ansari, Walid; Stock, Christiane
2014-07-14
We assessed and compared by gender, students' achievement of recommended guidelines of four PA forms, and the association between guideline achievement of each of the four PA forms and students' academic performance. Data (2009-2010) comprised 3,271 students (11 faculties) at Assiut University, Egypt. A self-administered questionnaire measured: moderate PA (MPA), vigorous PA (VPA), moderate to vigorous PA (MVPA), muscle-strengthening PA; five socio-demographic variables (gender, age, year of study, father's education, living arrangements during semester); self-rated health; and, academic performance. We compared the levels of four PA forms, socio-demographic variables, and academic performance by gender. Binary logistic regression examined the factors associated with achieving the guidelines of the four PA forms. Linear regression examined the association between frequency of four PA forms and level of academic performance. Nearly equal proportions of males and females (37%, 36%) achieved the MPA guidelines. Significantly more males achieved the VPA, MVPA, and muscle strengthening PA guidelines. Father's education was positively associated with achieving all four PA guidelines (with each increasing educational achievement of the father, student's odds of achieving PA guidelines increased by 7-9%). Students living with their parents or room mates off campus were more likely to achieve the VPA and MVPA guidelines. Students who achieved VPA and MVPA guidelines were more likely to report better academic performance. For all PA forms (except MPA), increasing academic achievement was positively associated with increasing frequency of PA, but standardised Beta (0.05-0.07) suggested a modest correlation between academic achievement and PA frequency. The linear association between frequency of PA and academic achievement, and the finding that the proportions of students who achieved the recommended levels of several forms of PA were below half of the sample call for higher
Characterizing Water Quality in Students' Own Community
ERIC Educational Resources Information Center
Lunsford, S. K.; Speelman, Nicole; Yeary, Amber; Slattery, William
2007-01-01
The surface water quality studies are developed to help first year college students who are preparing to become high school teachers. These water quality impact studies allow students to correlate geologic conditions and chemistry.
Construction of Economics Achievement Test for Assessment of Students
ERIC Educational Resources Information Center
Osadebe, P. U.
2014-01-01
The study was carried out to construct a valid and reliable test in Economics for secondary school students. Two research questions were drawn to guide the establishment of validity and reliability for the Economics Achievement Test (EAT). It is a multiple choice objective test of five options with 100 items. A sample of 1000 students was randomly…
Understanding the Gap in Mathematics Achievement of Malaysian Students
ERIC Educational Resources Information Center
Ismail, Noor Azina
2009-01-01
Of 46 countries that participated in the Trends in International Mathematics and Science Study in 2003 (I. V. S. Mullis, M. O. Martin, E. J. Gonzalez, & S. J. Chrostowski, 2004), Malaysia was ranked 10th in international scores of mathematics achievement for 8th-grade students. The present author aimed to examine the importance of students'…
Brain Hemisphericity and Mathematics Achievement of High School Students
ERIC Educational Resources Information Center
Fernandez, Sanny F.
2011-01-01
This study aimed to find out the brain hemisphericity and mathematics achievement of high school students. The respondents of the study were the 168 first year high school students of Colegio de San Jose, during school year 2010-2011 who were chosen through stratified random sampling. The descriptive and interview methods of research were used in…
Effects of Teacher Certification on the Educational Achievement of African American Students
ERIC Educational Resources Information Center
Wheeler-Davenport, Veronica
2014-01-01
The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total…
Long-Term Follow Up of CSRP: Understanding Students' Academic Achievement Post-Treatment
ERIC Educational Resources Information Center
Lennon, Jaclyn M.; Li-Grining, Christine; Raver, C. Cybele; Pess, Rachel A.
2011-01-01
In this poster presentation, the authors examine the impact of Chicago School Readiness Project (CSRP) on students' academic achievement in elementary school. First, they provide upper- and lower-bound estimates of the impact of CSRP on students' academic achievement, taking into account their subsequent nonrandom selection into higher versus…
Effect of Digital Game Based Learning on Ninth Grade Students' Mathematics Achievement
ERIC Educational Resources Information Center
Swearingen, Dixie K.
2011-01-01
This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards-based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. Two hundred eighty ninth grade students from a…
The Relationship between Principal Leadership Styles and Student Achievement in Elementary Schools
ERIC Educational Resources Information Center
May, Natasha K.
2010-01-01
This study investigated the relationship between principal leadership style, school socioeconomic status (SES), and student achievement for 6 elementary schools. Each school's spring 2007 Mississippi Curriculum Test (MCT) scores were used in the areas of Reading, Language, and Mathematics as a measure of student achievement. The principal's…
Student Success Skills: An Evidence-Based Cognitive and Social Change Theory for Student Achievement
ERIC Educational Resources Information Center
Lemberger, Matthew E.; Brigman, Greg; Webb, Linda; Moore, Molly M.
2012-01-01
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…
Appraising Reading Achievement.
ERIC Educational Resources Information Center
Ediger, Marlow
To determine quality sequence in pupil progress, evaluation approaches need to be used which guide the teacher to assist learners to attain optimally. Teachers must use a variety of procedures to appraise student achievement in reading, because no one approach is adequate. Appraisal approaches might include: (1) observation and subsequent…
The effects of perfectionism on academic achievement in medical students.
Kyeon, Yeong-Gi; Cho, Sung-Myeong; Hwang, Hwyeon-Guk; Lee, Kang-Uk
2010-09-01
The purpose of this study was to explore the differential effects of multi-dimensional perfectionism on academic achievement, depression, engagement, and burnout in medical students. Also, the mediating effects of engagement on perfectionism and academic achievement, as well as the effects of burnout on perfectionism and depression, were examined. Two hundred eight medical students participated, and 167 students completed questionnaires, including the Frost Multi-dimensional Perfectionism Scale (FMPS), Hewitt & Flett Multi-dimensional Perfectionism Scale (HFMPS), Beck Depression Inventory (BDI), Schaufeli Engagement Scale (SES), and Malslach Burnout Inventory-General Survey (MBI-GS). Academic achievement was measured as the grade point average (GPA) of the previous semester. Data were analyzed by correlation analyses, independent t-tests, and Structural Equation Model (SEM) for path analysis. Adaptive perfectionism (personal standard, self-oriented perfectionism) was associated with GPA (r=0.164, p<0.05; r=0.173, p<0.05) and engagement (r=0.394, p<0.01; r=0.449, p<0.01), and maladaptive perfectionism (parental criticism, concern over mistakes, socially prescribed perfectionism) was associated with depression (r=0.208, p<0.01; r=0.254, p<0.01; r=0.234, p<0.01) and burnout (r=0.218, p<0.01; r=0.236, p<0.01; r=0.280, p<0.01). Engagement had mediating effects on adaptive perfectionism and GPA, and burnout had mediating effects on maladaptive perfectionism and depression. Students who experienced academic failure had lower engagement than those who did not. This study demonstrates that academic achievement and emotional difficulties such as depression are determined by adaptive and maladaptive perfectionism, respectively, in medical students.
Teaching for All? Teach For America’s Effects across the Distribution of Student Achievement
Penner, Emily K.
2016-01-01
This paper examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates prior distributional work on TFA by correcting for previously unidentified missing data and estimating unconditional, rather than conditional QTE. Consistent with previous findings, results reveal a positive impact of TFA teachers across the distribution of math achievement. In reading, however, relative to veteran non-TFA teachers, students at the bottom of the reading distribution score worse in TFA classrooms, and students in the upper half of the distribution perform better. PMID:27668032
ERIC Educational Resources Information Center
Tiantong, Monchai; Teemuangsai, Sanit
2013-01-01
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…
The Impact of Formative Assessment on Students in a High Achieving Middle School
ERIC Educational Resources Information Center
Toungette, William Thomas
2012-01-01
With the passage of the No Child Left Behind mandate, school systems clamored to ensure that all students showed academic growth. For schools with a high-achieving population, this could be a daunting task. This analysis examined the impact formative assessment had on student achievement in a high-achieving, middle school by measuring three…
Exploring the Relationship between Student Involvement in GEAR UP and Academic Achievement
ERIC Educational Resources Information Center
Kennedy, Renea F.
2016-01-01
The purpose of this study was to examine the relationship between GEAR UP academic support services and student achievement. GEAR UP is an evidence-based college readiness program. This study focused on a subset of academic support services designed to impact student achievement including: academic mentoring, math tutoring, English tutoring, study…
Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement
ERIC Educational Resources Information Center
Covarrubias, Rebecca; Stone, Jeff
2015-01-01
We examined how self-monitoring (i.e., regulating one's behaviors; Snyder, 1987) relates to Latino male achievement. In Study 1, college students (N = 413) completed self-monitoring items and reported SAT math scores. As hypothesized, self-monitoring was positively correlated with achievement for Latino male students but was unrelated to…
Student Reading Achievement on the Rise: Integration of Classworks Software with Technology
ERIC Educational Resources Information Center
Young, Janice L.
2014-01-01
The purpose of the study was to test the theoretical perspective that related Classworks (2008) technology to reading achievement of fourth grade students to determine if a significant difference existed in student reading achievement between the supplemental uses of Classworks software reading program to that of standard classroom instruction.…
Judging Student Achievement: Why Getting the Right Data Matters. An MPR/NCEA Policy Brief
ERIC Educational Resources Information Center
Anderson, Sharon; Fowler, Donna; Klein, Steve
2005-01-01
States are engaged in serious efforts to raise student achievement, paying particular attention to narrowing the achievement gap between high- and low-performing students that has persisted in public schools for decades. The achievement gap is particularly troubling because, all too often, those at low achievement levels are minority, special…
Factors Influencing Student Achievement in Different Asian American Pacific Islander Cultures
ERIC Educational Resources Information Center
Marsing, Deborah J.
2017-01-01
Asian American Pacific Islander (AAPI) students are often characterized as model minorities. However, AAPI students represent many diverse communities and a wide spectrum of achievement. Each AAPI culture may experience varying levels of biculturalism and acculturation that can influence students' academic success. This quantitative study…
A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities
ERIC Educational Resources Information Center
Hurt, J. Matthew
2012-01-01
Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st; Century the government has produced legislation requiring schools to be…
Exemplary Chinese University Professors: Qualities and Impact on Students
ERIC Educational Resources Information Center
Kim, Eugene P.; Olson, Mathias
2016-01-01
This study focuses on the qualities of Chinese university professors as perceived by their students and the effects of those qualities on student learning and motivation. Specifically, what qualities and personal characteristics do Chinese university students attribute to their favorite and least favorite professors, and how do those qualities and…
Machado-Duque, Manuel Enrique; Echeverri Chabur, Jorge Enrique; Machado-Alba, Jorge Enrique
2015-01-01
Quality of sleep and excessive daytime sleepiness (EDS) affect cognitive ability and performance of medical students. This study attempts to determine the prevalence of EDS, sleep quality, and assess their association with poor academic performance in this population. A descriptive, observational study was conducted on a random sample of 217 medical students from the Universidad Tecnológica de Pereira, who completed the Pittsburgh Sleep Quality Index (PSQI) questionnaire and the Epworth sleepiness scale. Sociodemographic, clinic and academic variables were also measured. Multivariate analyses for poor academic performance were performed. The included students had a mean age of 21.7±3.3 years, of whom 59.4% were men. Almost half (49.8%) had EDS criteria, and 79.3% were poor sleepers (PSQI ≥ 5), while 43.3% had poor academic performance during the last semester. The bivariate analysis showed that having used tobacco or alcohol until intoxicated, fairly bad subjective sleep quality, sleep efficiency < 65%, and being a poor sleeper were associated with increased risk of low performance. Sleep efficiency < 65% was statistically associated with poor academic performance (P=.024; OR = 4.23; 95% CI, 1.12-15.42) in the multivariate analysis. A poor sleep quality determined by low efficiency was related to poor academic achievement at the end of semester in medical students. Copyright © 2015 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.
Quality of Life Among Dental Students: A Survey Study.
Andre, Amanda; Pierre, Gaelle C; McAndrew, Maureen
2017-10-01
Quality of life is a complex construct that affects the overall life satisfaction, emotional well-being, and functioning of individuals. The aim of our study was to assess the quality of life of dental students at one U.S. dental school, using the World Health Organization Quality of Life (WHOQOL)-BREF, a multi-dimensional, cross-cultural, validated, and reliable survey instrument. Of the 1,437 students invited to participate, 401 students responded, but 17 were excluded because of missing data. The final sample consisted of 384 students for an overall response rate of 27%: response rates by year were first year 32.6%, second year 16.9%, third year 26.6%, and fourth year 24.0%. The results showed that the responding students rated their overall quality of life as good. The Physical Health domain had the highest mean score, while the Psychological domain had the lowest. Females reported higher quality of life than males in the Social Relationships domain. Single students were found to have a lower perceived quality of life than married students. Older students were found to have lower perceived quality of life in the Physical Health and Environment domains. Physical Health domain scores were significantly higher for fourth-year than first-year respondents, while Psychological domain scores were significantly lower for third-year than first-year respondents. Further research is needed to explore the effect of dental school on the quality of life of dental students. Targeted programs to impact students' quality of life at various points in the curriculum may be beneficial.
ERIC Educational Resources Information Center
Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.
2017-01-01
This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…
Student-Level Analysis of Year 1 (2003-2004) Achievement Outcomes for Tennessee Charter Schools
ERIC Educational Resources Information Center
Ross, Steven M.; McDonald, Aaron J.; Gallagher, Brenda McSparrin
2005-01-01
This report presents student-level achievement results for the four charter schools that began operation in Tennessee during the 2003-04 academic year. To conduct a rigorous and valid analysis of student achievement outcomes at these schools, we employed a matched program-control design at the student level, whereby each charter school student was…
Progress in Student Academic Achievement: Evaluation of New City Charter School in 2008-09
ERIC Educational Resources Information Center
Gozali-Lee, Edith
2010-01-01
This report describes New City Charter School student achievement in the 2008-09 school year, the school's sixth operating year. The number of students enrolled in the school was 125, an increase from 60 students enrolled the first year of the school. Student academic achievement is measured using the Woodcock-Johnson III Tests of Achievement…
Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics
ERIC Educational Resources Information Center
Yaghmour, Kholoud Subhi
2016-01-01
The study aimed to investigate the Blended Education strategy in the achievement of the third grade students in mathematics. The study sample consisted of (97) male and female students distributed on four classes: (47) male and female students in the experimental group and (50) male and female students in the control group. To achieve the…
Professional Competences of Teachers for Fostering Creativity and Supporting High-Achieving Students
ERIC Educational Resources Information Center
Hoth, Jessica; Kaiser, Gabriele; Busse, Andreas; Döhrmann, Martina; König, Johannes; Blömeke, Sigrid
2017-01-01
This paper addresses an important task teachers face in class: the identification and support of creative and high-achieving students. In particular, we examine whether primary teachers (1) have acquired professional knowledge during teacher education that is necessary to foster creativity and to teach high-achieving students, and whether they (2)…
School Vouchers and Student Achievement: Recent Evidence, Remaining Questions. WP 2008-08
ERIC Educational Resources Information Center
Rouse, Cecilia Elena; Barrow, Lisa
2008-01-01
In this article, we review the empirical evidence on the impact of education vouchers on student achievement, and briefly discuss the evidence from other forms of school choice. The best research to date finds relatively small achievement gains for students offered education vouchers, most of which are not statistically different from zero.…
Influence of Teacher Characteristics on African American Student Math Achievement in Texas
ERIC Educational Resources Information Center
West, Dorthery Barron
2012-01-01
The achievement gap between African American and White students continues to be an issue of great concern for educators. The purpose of this study was to examine the influence of teacher characteristics on African American student math achievement: More specifically, the study examined years of teaching experience, campus teacher turnover, and the…
ERIC Educational Resources Information Center
Norton, Linda Clark
2009-01-01
Over the past decade, policymakers have enforced increasingly greater accountability demands for student achievement and zero tolerance policies. Legislators have outlined proficient measures for student achievement which includes students enrolled in general and special education classes and all ethnicities and socioeconomic levels. Schools…
Effect of Three Instructional Strategies on Students' Attitudes and Cognitive Achievement
ERIC Educational Resources Information Center
Schaffer, Dennis R.; Purohit, Anal
1975-01-01
The purpose of this study was to determine the effects of different instructional strategies upon the attitudes and cognitive achievement of nursing students. The major conclusions were: (a) fewer students were manifesting philosophies supportive of independent study strategies, and (b) significant interaction between students' attitudes,…
ERIC Educational Resources Information Center
Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert
2013-01-01
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…
Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.
Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana
2016-06-01
Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.
The Impact of Anonymous and Assigned Use of Student Response Systems on Student Achievement
ERIC Educational Resources Information Center
Poole, Dawn
2012-01-01
This study examined the impact of two approaches to use of student response systems (SRSs) on achievement in a study designed to better understand effective use of the devices. One condition was anonymous use of SRSs, in which graduate students selected a random clicker when entering the classroom. The second condition assigned devices to students…
ERIC Educational Resources Information Center
Kellner, Steven Reese
2012-01-01
This research study explored the critical nature of the connection between student achievement and superintendent leadership. A great deal of scholarship has addressed either student achievement or leadership and previous evidence has suggested the impact of both parental education and racioethnicity on student achievement, but few studies have…
Calzada, Esther; Barajas-Gonzalez, R. Gabriela; Dawson-McClure, Spring; Huang, Keng-Yen; Palamar, Joseph; Kamboukos, Dimitra
2015-01-01
At least half of the well-documented achievement gap for low-income Black children is already present in kindergarten, due in part to limited opportunities for acquiring foundational skills necessary for school success. There is some evidence that low-income minority children from immigrant families have more positive outcomes than their non-immigrant counterparts, although little is known about how the immigrant paradox may manifest in young children. This study examines foundational school readiness skills (academic and social-emotional learning) at entry into pre-kindergarten (pre-k) and achievement in kindergarten and second grade among Black children from low-income immigrant and non-immigrant families (N=299). Immigrant and non-immigrant children entered pre-k with comparable readiness scores; in both groups, reading scores decreased significantly from kindergarten to second grade and math scores decreased significantly for non-immigrant children and marginally for immigrant children. Regardless of immigrant status, pre-k school readiness and pre-k classroom quality were associated with elementary school achievement. However, declines in achievement scores were not as steep for immigrant children and several predictive associations were moderated by immigrant status, such that among those with lower pre-k school readiness or in lower quality classrooms, immigrant children had higher achievement test scores than children from non-immigrant families. Findings suggest that immigrant status provides young Black students with some protection against individual- and classroom-level risk factors for early underachievement in elementary school. PMID:26048254
NASA Astrophysics Data System (ADS)
Mazzie, Dawn Danielle
This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.
A Lifespan Perspective on Adults' Achievement and Life Quality.
ERIC Educational Resources Information Center
Steel, Lauri; Wise, Lauress L.
This paper explores how life course organization influences overall life quality and achievement, with emphasis on achievement differences between men and women. Life course organization refers to the level, timing, sequencing, and continuity of educational, occupational, marital, childbearing, and other commitments made by an individual over a…
Low-Achieving Students' Attitudes towards Learning Chemistry and Chemistry Teaching Methods
ERIC Educational Resources Information Center
Kousa, P.; Kavonius, R.; Aksela, M.
2018-01-01
The aims of this study were to determine low-achieving students' attitudes towards chemistry and how the attitudes differ within a low achieving group. The most preferred teaching methods were also defined. Empirical data (n = 2949) were collected by stratified sampling from fifteen-year-old Finnish lower-secondary school students as part of a…
Data Dashboards for School Directors: Using Data for Accountability and Student Achievement
ERIC Educational Resources Information Center
Washington State School Directors' Association (NJ1), 2008
2008-01-01
This guide is designed to inform school directors about the value of a data dashboard and to provide information on how districts can create a data dashboard for school directors. A data dashboard is a tool for viewing and analyzing student achievement and performance data. Key data for monitoring student achievement and directing policy level…
Gabriele, Anthony J
2007-03-01
Previous research on small-group learning has found that level of constructive activity (solving or explaining how to solve problems using ideas stated or implied in the explanation provided by a partner) was a better predictor of post-test achievement than either a student's prior achievement or the quality of help received (Webb, Troper, & Fall, 1995). The purpose of this study was to extend this research by examining the influence of additional factors, in particular, achievement goals and comprehension monitoring, on low achieving students' constructive activity after receiving help from a high achieving peer. Thirty-two low achieving upper elementary students from an urban school district in the mid-west of the United States were paired with high achieving partners. Videotape data from a previously reported study on peer collaboration were transcribed and reanalyzed. In that study, dyads were randomly assigned instructions designed to induce either a learning or performance goal and were videotaped as they worked together to solve a set of mathematical word problems. The following day, students were individually post-tested on problems similar to the ones worked on in pairs. Consistent with previous research, low achieving students' level of constructive activity predicted post-test performance. In addition, constructive activity was found to mediate the relationship between achievement goals and learning. However, achievement goals were not related to low achievers constructive use of help. Instead, achievement goals were related to low achievers' relative accuracy in comprehension monitoring, which in turn was related to level of constructive activity. The meaning of these results for understanding the processes by which low achievers learn from peer help and implications for classroom practice are discussed.
Income Segregation between School Districts and Inequality in Students' Achievement
ERIC Educational Resources Information Center
Owens, Ann
2018-01-01
Large achievement gaps exist between high- and low-income students and between black and white students. This article explores one explanation for such gaps: income segregation between school districts, which creates inequality in the economic and social resources available in advantaged and disadvantaged students' school contexts. Drawing on…
Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students
ERIC Educational Resources Information Center
Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.
2010-01-01
Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…
NASA Astrophysics Data System (ADS)
Harvey, Robert Christopher
The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1
NASA Astrophysics Data System (ADS)
Mekarina, M.; Ningsih, Y. P.
2017-09-01
This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.
ERIC Educational Resources Information Center
Levpuscek, Melita Puklek; Zupancic, Maja; Socan, Gregor
2013-01-01
The study examined individual factors and social factors that influence adolescent students' achievement in mathematics. The predictive model suggested direct positive effects of student intelligence, self-rated openness and parental education on achievement in mathematics, whereas direct effects of extraversion on measures of achievement were…
Superstorm Sandy and the academic achievement of university students.
Doyle, Matthew D; Lockwood, Brian; Comiskey, John G
2017-10-01
Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid-sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.
ERIC Educational Resources Information Center
Mohammadpour, Ebrahim
2012-01-01
This article aims to investigate variations in science achievement for secondary school students across the Trends in International Mathematics and Science Study (TIMSS) assessments and to examine the relations of several student- and school-level factors with achievement. The data were obtained from 5,577, 5,314, and 4,466 Malaysian eighth…
How Do Students of Diverse Achievement Levels Benefit from Peer Assessment?
ERIC Educational Resources Information Center
Li, Lan
2011-01-01
Although the potential of peer assessment activities in promoting student learning and fostering student cognitive development has been widely studied and well documented across the world, it is unclear how peer assessment may benefit students of diverse achievement levels. This study examined this issue via a mixed methodology approach that…
Effect of Varied Computer Based Presentation Sequences on Facilitating Student Achievement.
ERIC Educational Resources Information Center
Noonen, Ann; Dwyer, Francis M.
1994-01-01
Examines the effectiveness of visual illustrations in computer-based education, the effect of order of visual presentation, and whether screen design affects students' use of graphics and text. Results indicate that order of presentation and choice of review did not influence student achievement; however, when given a choice, students selected the…
Students' Achievement in Relation to Reasoning Ability, Prior Knowledge and Gender
ERIC Educational Resources Information Center
Yenilmez, Ayse; Sungur, Semra; Tekkaya, Ceren
2006-01-01
This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth-grade students participated in the study. Test of logical thinking and the two-tier multiple choice tests were administered to determine students' reasoning ability and…
The Impact of No Child Left Behind on Student Achievement
ERIC Educational Resources Information Center
Dee, Thomas S.; Jacob, Brian
2011-01-01
The No Child Left Behind (NCLB) Act compelled states to design school accountability systems based on annual student assessments. The effect of this federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student…
Parental Influence on Chinese Students' Achievement: A Social Capital Perspective
ERIC Educational Resources Information Center
Wei, Dan
2012-01-01
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…
Frequency of Examinations and Student Achievement in a Randomized Experiment
ERIC Educational Resources Information Center
De Paola, Maria; Scoppa, Vincenzo
2011-01-01
We carry out a randomized experiment involving undergraduate students enrolled at an Italian University attending two introductory economics classes to evaluate the impact on achievement of examination frequency and interim feedback provision. Students in the treated group were allowed to undertake an intermediate exam and were informed about the…
Biculturalism and Academic Achievement of African American High School Students
ERIC Educational Resources Information Center
Rust, Jonathan P.; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C.
2011-01-01
Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism.…
ERIC Educational Resources Information Center
Mesa, Vilma
2012-01-01
This study reports on the results of a survey of achievement goal orientations administered to a sample of 777 students enrolled in remedial and college-level mathematics courses at a community college. Results indicate that students' achievement goal orientations are consistent with adaptive learning patterns: Students are interested in…
Mathematics achievement and attitudes of senior secondary-school students in Transkei, South Africa.
Kulubya, M M; Glencross, M J
1997-06-01
In a study of mathematics achievement and attitudes toward mathematics, a sample of 266 Standard 10 (Grade 12) students (98 boys and 168 girls) from 10 senior secondary schools in the Umtata district of Transkei, South Africa, were administered a mathematics achievement test and an attitude questionnaire. Contrary to other studies analysis showed no significant relationship between students' scores on measures of mathematics achievement and attitudes.
The Single-Gender Classroom: Improving Middle School Students' Achievement in Math
ERIC Educational Resources Information Center
Whalen, William V., III.
2012-01-01
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…
Yeh, Yi-Chun; Yen, Cheng-Fang; Lai, Chung-Sheng; Huang, Chun-Hsiung; Liu, Keh-Min; Huang, In-Ting
2007-08-01
This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth learning block. The
ERIC Educational Resources Information Center
Klapproth, Florian
2015-01-01
Two objectives guided this research. First, this study examined how well teachers' tracking decisions contribute to the homogenization of their students' achievements. Second, the study explored whether teachers' tracking decisions would be outperformed in homogenizing the students' achievements by statistical models of tracking decisions. These…
ERIC Educational Resources Information Center
Carbonaro, William
2006-01-01
While much research has focused on public-private differences in learning opportunities and achievement in high school, no studies have examined sector differences early in students' academic careers. In this study, I examine sector differences in learning opportunities and achievement in kindergarten. The analyses indicate: (1) learning…
Principals and School Factors that Impact Elementary School Student Achievement
ERIC Educational Resources Information Center
Gieselmann, Sharon
2009-01-01
This study examined principals and school factors associated with elementary school student achievement. Nine predictor variables were analyzed to determine their impact on student state assessment scores: (a) years of principal experience, (b) years of teaching experience by the principal, (c) years of principal experience at present site, (d)…
Differentials in Mathematics Achievement among Eighth-Grade Students in Malaysia
ERIC Educational Resources Information Center
Ismail, Noor Azina; Awang, Halimah
2008-01-01
This paper examines differences in mathematics achievement among eighth-grade students using a secondary analysis of the data. The students, who are from Malaysia, had participated in the Trend International Mathematics and Science Study (TIMSS) 1999. A series of school, home, demographic and socio-economic variables were used to investigate the…
The Impact of Principal Instructional Leadership Practices on Student Achievement
ERIC Educational Resources Information Center
Nason, Kristen Kendrick
2011-01-01
The problem addressed in this cross-sectional, quantitative study was a continual stagnation in student achievement in one U.S. state, which is critical to stakeholders responsible for increasing student advancement in college and the 21st century workforce. Specifically, the objective was to identify the relationship between principal-perceived…
STEM after school programming: The effect on student achievement and attitude
NASA Astrophysics Data System (ADS)
Ashford, Vanessa Dale
Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.
Solving the Achievement Gap: Overcoming the Structure of School Inequality
ERIC Educational Resources Information Center
Yeh, Stuart S.
2017-01-01
This book examines the cause of the student achievement gap, suggesting that the prevailing emphasis on socioeconomic factors, sociocultural influences, and teacher quality is misplaced. The cause of the achievement gap is not differences in parenting styles, or the economic advantages of middle-class parents, or differences in the quality of…
ERIC Educational Resources Information Center
Parker, Neelie B.
2017-01-01
This action research study examined the relationship between teacher performance and student achievement in reading language arts and mathematics. The study sought to determine if teacher evaluation methods used to determine teacher performance, had a relationship in improving student achievement. The researcher investigated the topic using…
Understanding students' motivation in project work: a 2 x 2 achievement goal approach.
Liu, Woon Chia; Wang, C K John; Tan, Oon Seng; Ee, Jessie; Koh, Caroline
2009-03-01
The project work (PW) initiative was launched in 2000 by the Ministry of Education, Singapore, to encourage application of knowledge across disciplines, and to develop thinking, communication, collaboration, and metacognitive skills. Although PW has been introduced for a few years, few studies have examined the motivation of students in PW, especially with the use of the recently proposed 2 x 2 achievement goal framework. To use a cluster analytic approach to identify students' achievement goal profiles at an intra-individual level, and to examine their links to various psychological characteristics and perceived outcomes in PW. Participants were 491 Secondary 2 students (mean age = 13.78, SD = 0.77) from two government coeducational schools. Cluster analysis was performed to identify distinct subgroups of students with similar achievement goal profiles. One-way MANOVAs, followed by post hoc Tukey HSD tests for pairwise comparisons were used to determine whether there was any significant difference amongst clusters in terms of the psychological characteristics and perceived outcomes in PW. Four distinct clusters of students were identified. The cluster with high achievement goals and the cluster with moderately high goals had the most positive psychological characteristics and perceived outcomes. In contrast, the cluster with very low scores for all four achievement goals had the most maladaptive profile. The study provides support for the 2 x 2 achievement goal framework, and demonstrates that multiple goals can operate simultaneously. However, it highlights the need for cross-cultural studies to look into the approach-avoidance dimension in the 2 x 2 achievement goal framework.
The Effects of the Interactive Student Notebook on Fifth Grade Math and Science Achievement
ERIC Educational Resources Information Center
Green, Timothy
2010-01-01
The purpose of this study was to determine the effects of using the interactive student notebook versus the use of traditional note-taking methods on math and science achievement for fifth grade students. The researcher hypothesized that the ISN would have a significant positive impact on math and science student achievement. Multiple regression…
The Impact on Achievement from Student and Parent Attitudes towards Using Smartphones in School
ERIC Educational Resources Information Center
Gordesky, Joshua Todd
2016-01-01
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…
ERIC Educational Resources Information Center
de Milliano, Ilona; van Gelderen, Amos; Sleegers, Peter
2016-01-01
This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of…
ERIC Educational Resources Information Center
Fayombo, Grace Adebisi
2011-01-01
This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West…
Achieving Kaiser Permanente Quality
McHugh, Matthew D.; Aiken, Linda H.; Eckenhoff, Myra E.; Burns, Lawton R.
2015-01-01
Background The Kaiser Permanente model of integrated health delivery is highly regarded for high quality and efficient health care. Efforts to reproduce Kaiser’s success have mostly failed. One factor that has received little attention and that could explain Kaiser’s advantage is its commitment to and investment in nursing as a key component of organizational culture and patient-centered care. Purpose The aim of this study was to investigate the role of Kaiser’s nursing organization in promoting quality of care. Methodology This was a cross-sectional analysis of linked secondary data from multiple sources, including a detailed survey of nurses, for 564 adult, general acute care hospitals from California, Florida, Pennsylvania, and New Jersey in 2006–2007. We used logistic regression models to examine whether patient (mortality and failure-to-rescue) and nurse (burnout, job satisfaction, and intent-to-leave) outcomes in Kaiser hospitals were better than in non-Kaiser hospitals. We then assessed whether differences in nursing explained outcomes differences between Kaiser and other hospitals. Finally, we examined whether Kaiser hospitals compared favorably with hospitals known for having excellent nurse work environments — Magnet hospitals. Findings Patient and nurse outcomes in Kaiser hospitals were significantly better compared with non-Magnet hospitals. Kaiser hospitals had significantly better nurse work environments, staffing levels, and more nurses with bachelor’s degrees. Differences in nursing explained a significant proportion of the Kaiser outcomes advantage. Kaiser hospital outcomes were comparable to Magnet hospitals, where better outcomes have been largely explained by differences in nursing. Implications An important element in Kaiser’s success is its investment in professional nursing, which may not be evident to systems seeking to achieve Kaiser’s advantage. Our results suggest that a possible strategy for achieving outcomes like Kaiser
Good sleep quality is associated with better academic performance among Sudanese medical students.
Mirghani, Hyder Osman; Mohammed, Osama Salih; Almurtadha, Yahia Mohamed; Ahmed, Moneir Siddig
2015-11-23
There is increasing awareness about the association of sleep quality and academic achievement among university students. However, the relationship between sleep quality and academic performance has not been examined in Sudan; this study assessed the relationship between sleep quality and academic performance among Sudanese medical students. A case-control study was conducted among 165 male and female medical students at two Sudanese universities. Excellent (A) and pass (C) academic groups were invited to respond to a self-administered questionnaire, using the Pittsburgh Sleep Quality Index (PSQI). Students also completed a diary detailing their sleep habits for 2 weeks prior to filling out the questionnaire. Various parameters of sleep quality were then compared between the two groups. A significant difference (p < 0.001) between the excellent and average groups was found for overall sleep quality, subjective sleep rating, bedtime later than midnight, sleep latency, and daytime dysfunction (during driving, preparing a meal, etc.). No differences were found between groups for the use of sleep medications. The mean sleeping hours was (7 ± 1.9) and (6.3 ± 1.9) for the excellent and pass groups respectively (p < 0.05). A significant difference (p < 0.001) between the excellent and average groups was found for weekday and weekend bedtime, weekend wake-up time, and weekend wake-up delay. No differences were found between groups for the weekday's wake- up time, and bedtime delay during weekends. Besides, snoring was present in 9.2 % of the excellent group versus 28 % in pass group (p < 0.005).
Financial Stress, Coping Strategy, and Academic Achievement of College Students
ERIC Educational Resources Information Center
Britt, Sonya L.; Mendiola, Melanie R.; Schink, Gregory H.; Tibbetts, Racquel H.; Jones, Scott H.
2016-01-01
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…
The Impact of Teacher Licensure Programs on Minority Student Achievement
ERIC Educational Resources Information Center
Duke, Rose S.
2013-01-01
This research examined the impact of teacher licensure routes, particularly those identified as either traditional or alternative on student achievement by comparing Virginia Standards of Learning (SOL) end of year scores in math and reading for minority students in grades six through eight during the period from 2005 through 2009. To compare the…
New Mexico Articulated Assessment System. Student Achievement Profile: 1988-1989.
ERIC Educational Resources Information Center
New Mexico State Dept. of Education, Santa Fe.
New Mexico has established a system of student achievement assessment that consists of four coordinated testing programs. District and state results are given for these assessments. The Reading Assessment, consisting of a norm-referenced test and a criterion-referenced test, is used in grades 1 and 2 to assess student mastery of essential…
The Perspective of Gozitan Teachers on Factors Affecting Students' Achievement
ERIC Educational Resources Information Center
Xuereb, Lorna; De Giovanni, Katya Sarah
2016-01-01
This study aims at exploring the impact of factors at pupil, teacher and school levels on students? academic achievement. Moreover, the main purpose was that of investigating which one of the three levels is most likely to affect students? educational accomplishment. A questionnaire was administered to 100 Gozitan teachers. Results were analysed…
Investing in Schools: Capital Spending, Facility Conditions, and Student Achievement
ERIC Educational Resources Information Center
Martorell, Paco; Stange, Kevin; McFarlin, Isaac, Jr.
2016-01-01
Public investments in repairs, modernization, and construction of schools cost billions. However, little is known about the nature of school facility investments, whether it actually changes the physical condition of public schools, and the subsequent causal impacts on student achievement. We study the achievement effects of nearly 1,400 capital…
Student Achievement and Differential Reinforcement of Incompatible Behavior: Hand Raising.
ERIC Educational Resources Information Center
Kelly, Michael Bryan; Bushell, Donald, Jr.
1987-01-01
Assessed reading achievement of five second-grade girls under two contingencies: (1) teacher contacts were made during on-task behavior; and (2) differential reinforcement of an incompatible behavior (DRI) with teacher contacts contingent on students' hand-raising behavior. Reading achievement and time on task were greater under the on-task…
Predicting Student Achievement and Attrition in a Proprietary Technical College.
ERIC Educational Resources Information Center
Taube, Sylvia R.; Taube, Paul M.
1991-01-01
Analysis of data on 101 entering proprietary college students found that (1) predictors of initial achievement were entrance exam scores, gender, race, age, grade point average, and expectations; (2) dropout predictors were marital status, work hours, prior achievement, absences, and faculty interaction; and (3) age, gender, race, and children did…
ERIC Educational Resources Information Center
Kizilgunes, Berna; Tekkaya, Ceren; Sungur, Semra
2009-01-01
The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…
High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?
ERIC Educational Resources Information Center
Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.
2006-01-01
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…
The Impact of Structured Note Taking Strategies on Math Achievement of Middle School Students
ERIC Educational Resources Information Center
Wilkinson, Gregory Ashley
2012-01-01
Student math achievement continues to be a national, state, and local concern. Research suggests that note taking can improve academic achievement, but current research has failed to report how low achievers might benefit from using note taking during math classes. The purpose of this study was to determine if teaching students structured note…