The Use of ChatGPT Among High And Mid To Low Achiever Students in Writing Undergraduate

This paper is a survey study that aims at investigating low and high achievement students� perception on engaging electronic dictionary in enhancing their vocabulary mastery. There were 30 students involved in this study consisting of 16 students as the high achievement students and 14 students as the low achievement students. They were considered as high and low students based on the result of their last examination score. Questionnaire and interview were used to collect the data. The results of the study showed that low achievement students have positive perception on the use of electronic dictionary especially Google Translate. Most of them agreed that the use of Google Translate helped them in improving their English vocabulary mastery because Google Translate is easy to use and fast in translating meaning of words. Moreover, most �of the high achievement students also have positive perception on the use of Google Translate because it is easy to use and free, it can be accessed by using their smartphones. Nevertheless, the problems also found in the use of electronic dictionary especially Google Translate, including bad internet connection which affected the performance of Google Translate. It can be conluded that there are almost similar perception between low and high achievement students on the use of electronic dictionary especially Google Translate.Keywords: electronic dictionary; google translate; low and high achievement students; perception; vocabulary mastery.

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 attitude or the learning support may be different between the high achievement students and the low achievement students. The interested in the cooperative learning may be different between these two group students. We expect that the cooperative learning may be accepted by the high achievement students and the adaptive learning may be suit for the low achievement students too. This study used the secondary data to analyze the different between these two groups. The data is the secondary data which is from Taiwan Education al Panel Survey (TEPS) Data. We choose the 2014 Chinese part data set to analyze the effect of the cooperation learning between the high achievement students and the low achievement students. There were 8575 participates in 2014 Chinese data set. In order to analyze the difference from the high achievement students and the low achievement students, we choose the high 5% students and low 5% students. Therefore, the total participates were 858 students include 429 high achievement students and 429 low achievement students. The result of the effect of cooperation learning between the high achievement students and the low achievement students is no significance difference. The result indicates that learning attitude of the high achievement students and the low achievement students in cooperation learning are no difference. In other words, the learning strategy in cooperation learning is fitting for the high achievement students and low achievement students in their learning attitude. Therefore, we can foresee that the flipped classroom especially using cooperation learning may successful in this education reform.

Background Poor academic performance and failure can cause undesired effects for students, schools, and society. Understanding why some students fail while their peers succeed is important to enhance student performance. Therefore, this study explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective. Methods This study employed a qualitative instrumental case study design intended to compare two groups of students—high-achieving students (n = 14) and low-achieving students (n = 5), enrolled in pre-clinical medical studies at the Universiti Malaya, Malaysia. Data were collected through reflective journals and semi-structured interviews. Regarding journaling, participants were required to recall their learning experiences of the previous academic year. Two analysts coded the data and then compared the codes of high- and low-achieving students. The third analyst reviewed the codes. Themes were identified iteratively, working towards comparing the learning processes of high- and low-achieving students. Results Data analysis revealed four themes—motivation and expectation, study methods, self-management, and flexibility of mindset. First, high-achieving students were more motivated and had higher academic expectations than low-achieving students. Second, high-achieving students adopted study planning and deep learning approaches, whereas low-achieving students adopted superficial learning approaches. Third, in contrast to low-achieving students, high-achieving students exhibited better time management and studied consistently. Finally, high-achieving students proactively sought external support and made changes to overcome challenges. In contrast, low-achieving students were less resilient and tended to avoid challenges. Conclusion Based on the theory of action, high-achieving students utilize positive governing variables, whereas low-achieving students are driven by negative governing variables. Hence, governing variable-based remediation is needed to help low-achieving students interrogate the motives behind their actions and realign positive governing variables, actions, and intended outcomes. Key Messages This study found four themes describing the differences between high- and low-achieving pre-clinical medical students: motivation and expectation, study methods, self-management, and flexibility of mindset. Based on the theory of action approach, high-achieving pre-clinical medical students are fundamentally different from their low-achieving peers in terms of their governing variables, with the positive governing variables likely to have guided them to act in a manner beneficial to and facilitating desirable academic performance. Governing variable-based remediation may help students interrogate the motives of their actions.

The objectives of this research are to find out the low and high achiever students’ individual differences in learning English . in this study, the researcher used qualitative methods study.The population and the subject of this research were consisted of three low achiever student and three high achiever student at TBI which are the total number six students. In this study, the researcher took purposive sampling and the instrument used is interview. The individual differences consisted of age, sex, aptitude, motivation, learning styles, learning strategies, personality. The data showed that the low achiever student motivation is to obtain sarjana degree, use more cognitive strategies, preffer to study with friend, choose the extrovert way in learning, use to fight with the inhibition, and having the anxiety in learning English. while the high achiever wanted to be the native like, using less cognitive strategies, preffer to study alone, use the introvert way in acquiring language, and let the inhibition win. There some similarities between both student such as they couldnt comprehend the material in relatively shortime, they plan monitor and evaluate their English, like to watch english stuff and listen to song to improved their English, they both prefer learning with the phsycally activities involved, like solving problem while learning English, their confidence built by their experienced in learning English and the last their prefer the democratic classs than the traditional one because the same reason.

This study explored the associations between a student-perceived classroom motivational climate, as defined by the Task, Authority, Recognition, Grouping, Evaluation, and Time (TARGET) framework, and reading motivation among Chinese students. This study selected 375 participants from the top 25% and 375 participants from the bottom 25% in reading performance out of a total of 1500 secondary students in Beijing. Multivariate analysis of variance (MANOVA) analyses revealed that high-achieving students had significantly greater perceptions of mastery-oriented tasks, mastery-oriented autonomy/time, mastery-oriented group activities, and mastery-oriented rewards/evaluations and lower perceptions of performance-oriented autonomy/time, performance-oriented group activities, and performance-oriented rewards/evaluations than did low-achieving students in reading classrooms. High-achieving students presented greater intrinsic motivation and reading efficacy than low-achieving students did. Using two-group structural equation modeling, the study demonstrated that mastery-oriented tasks predicted adaptive motivation in both high-achieving and low-achieving students, whereas performance-oriented rewards/evaluations predicted avoidance goals. Additionally, mastery-oriented group activities were negatively correlated with adaptive motivation among low-achieving students but positively correlated with adaptive motivation among high-achieving students. Performance-oriented group activities were positively correlated with intrinsic motivation only among high-achieving students. This study suggests that reading teachers should provide individualized support to ensure a positive learning process for all students rather than focusing solely on performance.

Cooperative learning is one of the PAK-21 learning methods that emphasize student-centered learning. This method makes students work together in seeking knowledge which in turn makes the learning process more interesting. Thus, the Ministry of Education Malaysia has strived to improve student development by encouraging the use of cooperative learning methods during the teaching and learning process. The objectives of the study are to identify the differences in high-achieving and low-achieving students’ perceptions of the effectiveness of cooperative learning, to identify high and low-achieving students' perceptions of the effectiveness of cooperative learning and to identify high-achieving and motivated learning motivations in cooperative learning in English primary school. A total of 227 Year 5 students from 3 schools were randomly selected using the survey method. The results show that there is no significant difference in the perception of high-achieving students and low-achieving students on the effectiveness of cooperative learning. Meanwhile, the average mean for the level of perception of high-achieving and low-achieving students on the effectiveness of primary school cooperative learning is high at 4,076 and the mean for the level of learning motivation of high-achieving and low-achieving students on the effectiveness of cooperative learning in primary school English is also high at 3.998. Cooperative learning has a positive impact on the learning motivation and perception of the next high-achieving students and low-achieving students can work together and establish good relationships during the teaching and learning process.

Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities. This study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements. There are 1045 secondary school students (49.1% girls; Mage = 13.90, SD = .84) from Chinese mathematics classrooms in the present study. A multi-group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low- and high-achieving students. Control-value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control-value appraisals failed to mediate cognitive activation and achievement emotions in low-achieving students, while the mediating effect of control-value appraisals was identified in high-achieving students. Besides, classroom management was related to achievement emotions via academic value only in low-achieving students. In contrast, it was related to achievement emotions via control-value appraisals in high-achieving students. The results clarified the mediation roles of control-value appraisals in teaching quality and achievement emotions in students with low- and high-achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students' positive emotions while classroom management helped to lessen students' negative emotions. High-achieving students benefited more from activating teaching compared with low-achieving students.

هدف البحث الکشف عن الفروق بين مرتفعي ومنخفضي التحصيل في اللغة الإنجليزية في مستوي ما وراء الذاکرة ومستوي الذکاء اللغوي ، وتکونت عينة البحث من (93) طالبة من طالبات الصف الثاني الإعدادي ،وتمثلت أدوات البحث في اختبار ما وراء الذاکرة من إعداد الباحثة واختبار جاردنر للذکاء اللغوي ،واستخدمت الباحثة المنهج الوصفي ، وأظهرت النتائج وجود فروق دالة إحصائيا بين مرتفعي ومنخفضي التحصيل في مستوي ما وراء الذاکرة ، کما أشارت إلي عدم وجود فروق دالة إحصائيا بين مرتفعي ومنخفضي التحصيل في مستوي الذکاء اللغوي This research aimed to reveal differences between high and low achievement students in English language in metamemory level and linguistictic intelligence level .the research sample consisted of (93) female students in the second year of preparatory school.the research tools included metamemory test (prepared by researcher) and Gardner’s linguistic intelligence test .the researcher used the descriptive approach .the results showed that there are statistically significant differences at (0.01) level between high and low achievement students in metamemory level .it also indicated that there are no statistically significant differences between high and low achievement students in linguistic intelligence

This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of SBI on transfer to novel problems, as compared to a business as usual control condition. Seventy 7th grade students in four classrooms (one high- and one low-achieving class in both the SBI and control conditions) participated in the study. Results indicate a significant treatment by achievement level interaction, such that SBI had a greater impact on high-achieving students' problem solving scores. However, findings did not support transfer effects of SBI for high-achieving students. Implications for improving the problem-solving performance of low achievers are discussed.

English education should not only focus on listening, speaking, reading, and writing but also emphasize the application of English in real-life situations, linking it to students' life experiences. However, low-achieving students often lag in English literacy, pronunciation, and reading comprehension and lack learning motivation, even giving up engaging in classroom activities and becoming "guests" in the classroom. An inclusive evaluation emphasizes diversity and inclusiveness in program evaluation and concerns marginalized and underserved groups. This study supports the spirit of inclusive evaluation that concerns disadvantaged and underserved groups' rights and interests. Accordingly, this study investigates the impact of the readers' theater program (RTP) on low-achieving students' spoken English fluency, reading comprehension ability, and English learning attitudes. The participants comprised 20 fifth graders: Seven high-achieving students, seven middle-achieving students, and six low-achieving students. The study was conducted over 12 weeks. The study collected data using three instruments: The English oral reading fluency test (pronunciation correctness, reading speed, and expression), the English reading comprehension ability test, and the English learning attitude scale. Descriptive statistics and paired samples t-tests were used to analyze the pre-test and post-test data. The findings of this study indicated that the RTP effectively improves the English oral reading fluency and reading comprehension ability of low-achieving students and enhances their positive learning attitudes through interaction with peers. The reasons contributing to RTP can significantly improve low-achieving students' English learning might be the relaxed learning atmosphere, group cooperation, and the impact of positive feedback.

This study uses log file traces to examine differences between high- and low-achieving students’ strategic actions in varying learning situations. In addition, this study illustrates, in detail, what strategic and self-regulated learning constitutes in practice. The study investigates the learning patterns that emerge in learning situations that are (a) favourable and (b) challenging. It illustrates, in detail, one high- and one low achieving student’s strategic actions in a learning situation that is considered challenging. Elementary school students worked on a science study project for five weeks. During the science project, the students used the gStudy learning environment, which prompted their strategy use and recorded log file traces of their actual strategy use. First, the students were divided into high and low achievers based on their learning gain. Second, gStudy sessions were categorised into either challenging or favourable gStudy sessions based on the students’ situation-specific explanations. Third, the learning patterns that emerged in these gStudy sessions were investigated. The results showed that both high- and low-achieving students adopted similar strategies in favourable learning situations. However, when the learning situation was considered challenging, the low-achieving students used surface-level strategies, whereas the high-achieving students used deep strategies for learning. In addition, the case description demonstrated that activating prior knowledge and setting a clear, task-specific goal for studying preceded the high-achieving students’ selection of deep strategy in action.

Critical thinking is one of the high-level thinking. Mathematics learning in globalization era usually uses critical thinking in solving problems. Mathematics is always thought as the difficult one to be learnt. This research will describe students critical thinking profile in solving the function of compositions through collaborative learning. This reseach can be used as the reference for teachers to recognize students critical thinking profile in their class, and also it can be used to motivate students to enhance their critical thinking ability. The critical thinking criterias are focus, reason, inference, situation, and overview. That criterias include eleven indicators. The type of collaborative learning in this research is Learning Together (LT). This research is descriptive with qualitative approach. The data were collected by documentation, observation, test, and interview. The subjects of this research are six students who are two high-achiever students, two medium-achiever students, and two low-achiever students from one of senior high school at Jember. High-achiever students can achieve all criterias of critical thinking and they dominate the role in learning and teaching activity. The medium-achiever students only fulfill focus in the first and second indicator, reason in the second, and inference, situation, clarity, and overview in the second indicator and also can join in the collaborative learning. While, the low-achiever students can only look to other students without get engaged actively in collaborative learning and only achieve focus in the first and second indicators of situation.

In this study, we proposed a web-based annotation and search system named WASS, which not only provides annotation making but also peers’ annotation searching and reviewing for vocabulary learning. Four-week experiment was conducted among 75 vocational high school students, divided into experimental group and control group. The student learning behavior and their influence on learning achievement were explored, the results showed that experimental group outperformed control group in vocabulary post-test. Further investigation in experimental group showed low achievement students made more text annotation than the high achievement students and obtained more significant score gain, thereby indicating that our system is capable to motivate the low achievement students to make more text annotation, this is because through searching and learning peers’ annotation, low achievement students can make more annotation and acquire more vocabulary. Those findings may confirm that searching and reviewing peers’ annotation plays an important role in fostering vocabulary learning, especially for those low achievement students in vocational high school. Therefore, designing the supported powerful function to utilize annotations completely is vital (like searching tool for peers’ annotation in this study) and encouraging students to learn through their own annotation and peers’ by searching tool.

The online flipped classroom (OFC) has emerged as a new teaching method in universities worldwide, which combines asynchronous and synchronous online learning. OFC differs from the traditional flipped classroom as it does not involve face-to-face interaction between teachers and students. Instead, the class meeting is conducted online, and it is focused on active and collaborative learning (e.g., discussion rather than lecturing). To evaluate the effectiveness of the Physiology OFC, we compared it with online live teaching (OLT) offered in the same school and semester. We analyzed the exam scores of the Physiology course as well as the scores for other courses offered in the same semester and after the Physiology course. We categorized the top 27% of the exam takers as high-achieving students and the bottom 27% as low-achieving students. Our analysis found no statistically significant difference between OFC and OLT in terms of overall exam scores for all students. However, high-achieving students in OFC scored higher on the total exam score and short answer questions, but the score of case study questions (CSQs) of low-achieving students was lower. Furthermore, students in OFC scored higher in Medical Immunology and courses dominated by logical thinking such as Pharmacology and Diagnostics than students in OLT. In conclusion, our findings suggest that OFC can achieve the same teaching effectiveness as OLT, with a more positive impact on high-achieving students. The positive impact extends beyond the Physiology course to other courses where logical thinking is critical. However, the lower performance of low-achieving students in CSQs highlights the need for further research to determine the reasons for their lower performance and potential strategies to improve their learning outcomes.NEW & NOTEWORTHY An online flipped classroom approach achieved the same teaching effect as online live teaching but had a more positive impact on high-achieving students. The positive impact was not only in Physiology but also in subsequent courses where logical thinking prevailed. However, for low-achieving students, the effect of online live teaching was better.

This research explored whether academic self-efficacy calibration (the match between self-efficacy beliefs and academic outcomes) in first-year psychology students (n=197) differed as a function of task type (written assignment/multiple-choice exam), domain specificity (task level/subject level), over time (mid-semester/end of semester) and according to student achievement level (high achievers/low achievers). Lower-achieving students were overconfident across both the written assignment and the exam, while higher-achieving students were accurately calibrated on both tasks. The subject-level calibration of lower-achieving students improved between mid-semester and the end of semester (though students remained overconfident). Higher-achieving students’ subject-level calibration remained stable over the semester, and they were about half as overconfident as the lower-achieving students. Both groups of students were more overconfident at subject-level than at task-level overall. On the whole, overconfidence was prevalent, especially for low achievers, and at subject level. Findings suggest that a one-size-fits-all approach to self-efficacy is unlikely to be beneficial for all learners.