Academic Ability Research Articles

An Android e-Learning Application to Support Academic Learning: Design, Development, and Implementation of a Case Study

After the pandemic, Indonesia became one of the countries that imposed a new normal for all levels of society with various sectors of life. The education sector is one of the areas most highlighted in the new normal change. Various policies and learning methods have been attempted to implement distance education. In the current new normal, distance learning is a beneficial method in implementing education in Indonesia. The delivery of learning materials is carried out by sending materials and meeting face-to-face online using video conferencing applications and materials provided on online storage services. Both methods are now available on separate platforms and have not been integrated into one platform, making it difficult for users. It has shortcomings in terms of optimization in providing learning services. In addition, the method used today still has several weaknesses, such as adjusting the learning schedule, understanding that is more difficult to accept because it is done online and also not yet integrated between face-to-face materials and media on a mobile device. This study aims to design an Android-based e-learning application that can assist students’ learning process and help distribute learning materials. The application is designed to meet the needs of students in understanding the material more optimally and can be done without being limited in time. The results of research that have been carried out on student satisfaction obtained a percentage level of 94% which stated satisfaction in the use of learning applications. Satisfaction with the help of the application says that e-learning applications can improve academic abilities and skills in the fields they study.

Students’ interactive engagement, academic achievement and self concept in chemistry: an evaluation of cooperative learning pedagogy

This study evaluated the effectiveness of interactive engagement pedagogy, specifically, cooperative learning pedagogy in improving students’ academic achievement and academic self-concept in chemistry. A pre-test, post-test, non-equivalent, control group quasi-experimental design was adopted. The study was in senior secondary schools in one of Nigeria's North-central states. The focus was on senior secondary school class two (SS2) students of comparable academic abilities and a mean age of 15.42 years. The sample was 244 students. The chemistry achievement test on water (CATOW) and students’ academic self-concept questionnaire (SASQ) were the instruments used in data collection. The CATOW was validated by experts while the SASQ was an adapted instrument that was already validated. The reliability coefficients were 0.82 determined with Kuder–Richardson's formula 20 for the CATOW and 0.78 determined with Cronbach's alpha for the SASQ. Mixed methods of data analyses were employed in the study, involving mean, standard deviation, analysis of variance, independent sample t-test, analysis of covariance, and Pearson's correlation statistics. The results show that interactive engagement pedagogy (cooperative learning strategy) improved the academic achievement and academic self-concept of the students in chemistry more than the conventional (lecture) method. The study also found a positive linear relationship between academic achievement and the academic self-concept of the students in chemistry. The implication was for the chemistry teachers in developing nations to structure the learning environments to be more learner-centered, and activity-based by creating cooperative and collaborative learning platforms that will help in improving students’ academic achievement and self-concept. The study recommended that chemistry teachers desist from using teacher-centered pedagogies for lack of provisions for students’ active engagement in the teaching–learning process. This study is novel because it evaluated the effectiveness of interactive engagement pedagogy (cooperative learning) in improving students’ academic achievement and self-concept in chemistry in a developing nation and also identified some of the reasons for the lack of implementation of innovative pedagogies and possible remediation in developing nations, especially in Africa.

How Europe’s Former Communist States Have Added More Variety without Extending the Range of Variation in the Continent’s Education-to-Work Transitions

Europe’s family of diverse education-to-work transition regimes has been able to enlarge eastwards without adding to the range of variation. Former communist states have been able to restart their pre-communist educational histories without difficulty. This is largely on account of the pivotal position of academic secondary schools throughout the continent. This position was established prior to, and continued under communism. The schools were able to preserve their country-specific titles and qualifications, and also ages of entry for pupils which always depended on a test of academic ability. The schools had already become and remained their countries’ principal routes towards careers in the professions and management, and also in the public services and administration that were enlarged everywhere as countries industrialised and modernised, and as access to academic schools was opened to all the talents, not just children whose families were able to pay. Since the collapse of communism, the proportions of children receiving an academic secondary education then enrolling in their countries’ universities, have expanded across the continent, east and west, north and south. The extent of this expansion has depended on the career prospects associated with alternative routes forward in secondary education and training. These alternatives are sometimes, but always misleadingly, all called “vocational”. However, their attractions and repulsions always depend on the severity of any “sideling”, and the strength of the “safety-nets” that the alternatives offer. In these respects, the new EU member states exhibit the same range of variation as found among older EU members, but with one importance difference. All types of employment within their own countries towards which youth in the new member states can head are much lower-paid, and the gap is not closing.

Modeling the structural relationships of academic procrastination based on problem-solving styles with the mediating role of academic persistence

Background and Aim: One of the most important objectives of the education system in any country is to enhance the scientific level and academic ability of students. The purpose of the current research was to model the structural relationships of academic procrastination based on problem-solving styles with the mediating role of academic persistence. Methods: This research is descriptive of the type of correlation designs based on structural equation modeling method. The statistical population of this research was the students of the second secondary school in Hamedan city in the academic year of 2021-22. 304 students were selected by multi-stage cluster sampling method. Solomon and Rothblum's (1986) academic procrastination questionnaires, Cassidy and Long's (1996) problem-solving styles, and Martin and Marsh's (2008) academic persistence questionnaires were used to collect data. Data analysis was done through SPSS-25 and Amos-24 software. Results: The findings showed that academic persistence and components of trust, tendency and creativity have a negative effect on academic procrastination. The helplessness component has a positive effect on academic procrastination. But the direct effect of inhibition and avoidance components on procrastination was not significant. The components of confidence, orientation and creativity have a positive effect, and helplessness, avoidance, restraint have a negative effect on academic persistence. The components of trust, tendency and creativity have a negative effect on academic procrastination with the mediation of persistence. Also, helplessness, restraint and avoidance have a positive effect on academic procrastination through the mediation of academic persistence. Conclusion: Problem-solving styles and academic persistence are factors that affect academic procrastination. These findings can be considered a model for intervention.

The Effect of Speech Sound Disorders on Language, Literacy, and Nonverbal Mathematical Thinking Skills of 6-Year-Old Children

Objectives: The purpose of this study is to examine the effects of speech sound disorders on the development of language, literacy, and nonverbal mathematical thinking skills. Methods: 1,474 children who participated in both the ‘Three-Sentence-Screening Test for Korean speech sound disorders’ and ‘Academic Skills: Language and Literacy Ability, and Non-Language Mathematical Thinking’ as part of the Panel Study on Korean Children (7th year, age 6) were targeted. Through the ‘Three-Sentence-Screening Test for Korean speech sound disorders’, the severity of speech sound disorder was classified into four groups (general, slight speech error, recommendation of deep examination, and suspected articulation disorder); and scores for three academic abilities (language and literacy, non-verbal mathematical thinking) measurement variables were compared through multivariate analysis (MANOVA) and one-way analysis (ANOVA). Results: At the age of 6, it was confirmed that the severity of speech sound disorders had a significant effect on all aspects of language, literacy, and non-verbal mathematical thinking skills. Conclusion: The results of these studies are consistent with the results of existing studies that have found that speech sound disorders acted as a variable affecting language, literacy, and mathematical thinking in existing studies. Therefore, it may be necessary to identify children with speech sound disorders early in the pre-school age period and to observe their language and academic ability more carefully to support them.

The role of character education programme in developing students’ cognitive and non-cognitive abilities and teachers’ competencies

At present, research on the character of students and their academic and social abilities has attracted the attention of researchers. The Ministry of Education has included character education in every lesson in order to develop students' academic and social abilities. This study aims to examine the role of character education programmes on the teacher's self-assessment ability to improve self-quality, perceptions and attitudes of students in socialising with school personnel and students' cognitive and non-cognitive abilities. This study uses a quasi-experimental method to pilot the character education programme designed by the researcher. Evaluation was conducted through self-assessment of the attitudes and academic abilities of teachers and students. The results show that the character education programme can improve students' social and cognitive abilities and can also increase the teacher's self-assessment ability to develop their professional competencies. The implication is that the programme of character education can be an alternative for schools to develop the social and academic abilities of teachers and students. Keywords: Character education programme, cognitive and non-cognitive abilities, teacher competencies

긍석 김진만의 항일독립운동

Kim Jin-man has been one of the representative literary painters of the 20th century who has established his art world through Sagunja painting and Gimyeongjeolji painting and influenced the flower bed for a long time since he had academic ability. In order to restore the independence of the Japanese colonial eran people and achieve national independence, he started the Reconstruction Achievement Friendship Association and the “Daegu Pistol Incident”. He was a representative anti-Japanese independence activist in Daegu in the 1910s who promoted the anti-Japanese independence movement. His anti-Japanese independence movement was inherited over three generations. Soon, he continued to his grandson Kim Il-sik, following his sons Kim Young-jo and Kim Young-ki. Through this, the Kim Jin-man family established the overall image of the three major independence movements. In addition, the three major independence movements of the Kim Jin-man family were consistent with the chang e in the route of the anti-Japanese independence movement in Japanese colonial era. The three major independence movements of the Kim Jin-man family have great implications for the direction that our society should view and predict even today in the 21st century.

포스트 코로나 시대 지역 교육격차 해소를 위한 고교생 대상 영어학습 프로그램의 효과

The purpose of this study was to narrow the achievement gap between metropolitan and local regions in Korea. This gap has widened since the outbreak of COVID-19. As distance learning becomes prevalent after the COVID-19 pandemic, overall students’ level of academic achievement, particularly in the local region, has declined to a greater degree. To help students in Gangwon province improve their academic ability, a one-month online English grammar program was provided. Sixty-three high school students voluntarily attended. They watched an online video lecture three times a week (10 total) and took a quiz with 10 questions after each lecture. By comparing their scores achieved for 10 quizzes through SPSS and analyzing their responses to a survey questionnaire, their changes in English grammar proficiency and perceptions of the program were examined. These students showed statistically significant improvement in their English proficiency. They also expressed satisfaction with the online class content and its management. They additionally responded that online mentoring helped them reduce anxiety. The final golden bell contest urged them to feel a sense of achievement. Most students showed increased confidence and interest in English, indicating their continuous interest in English. Limitations and implications of this study are also presented.

The positive and negative parenting attitudes of parents Depression and Depression in the Effects of Academic Helplessness Mediating effects of self-esteem

Background: Parents' parenting attitudes according to family structural changes affect adolescents' academic achievement, which is predicted to be important mediating factors such as depression and self-esteem. Purpose: The purpose of this study is to verify the relationship between depression and self-esteem between parents' parenting attitudes and adolescents' academic work skills. Methodology/Approach: In this study, the SPSS 23.0 program and the Amos 23.0 program were used to verify the suitability of the research model, and the suitability indices of the X2, GFI, AGFI, NFI, CFI, TLI, RMSEA, and RMR values were used to verify the suitability of the model. In addition, significance was verified through the Bootstrapping procedure to verify the mediating effect. Findings/Conclusions: As a result of the research model, first, as a result of path analysis, it was found that positive parenting had a negative (-) effect on academic work skills and depression and a positive (+) effect on self-esteem. Parents' negative parenting attitudes had a positive (+) effect on academic work skills, depression, and self-esteem, and self-esteem had a positive (+) effect on depression, but self-esteem did not affect academic work skills. Second, in the mediating effect verification, the positive parenting attitude of parents partially mediated the academic work ability, and self-esteem and depression were found to be double mediated. Third, in the comparison of indirect effects, the indirect effect was found to be significant for the partial mediating effect of depression between academic work skills in the positive and negative parenting attitude of parents, and the indirect effect was also significant in the double mediating effect of self-esteem and depression. Implications: In order not to give adolescents a school work experience, they set new goals with their parents, who are the main caregivers, and suggested ways to achieve a smooth life by improving their learning motivation.

개별화 교수전략을 적용한 AI 기반 적응형 학습 시스템 활용 중학교 기초학력 미달 수업에 관한 참여적 실행연구

Objectives The purpose of this study is to conduct action research on a mathematics class for students with below basic academic ability using an AI-based adaptive learning system to which a personalized instruction strategy is applied and to explore educational changes between learners and teachers in this process.
 Methods For this reason, teachers and researchers conducted math classes using an AI-based adaptive learning system that applied personalized instruction strategies derived for middle school students with the achievement of below basic proficiency level for about four months. Collecting main data was from observation logs, reflection logs, interview, learning data, and mathematical learning affective domain test, and the data were analyzed as the mixed research method.
 Results During research, a class for students with below basic academic ability was changed to a personalized class using the AI-based adaptive learning system, and in this process, planning, execution, and reflection of personalized class using AI-based adaptive learning were analyzed. The learners who participated in this study were diagnosed and recovered the prerequisite learning deficits and the cognitive domains generally increased, while no significant differences were found in the affective domains. Through qualitative analysis, we confirmed that mathematical interest and mathematical self-efficacy improved and learning satisfaction increased. Teachers realized personalized classes, experienced roles of new instructors, and discovered the possibility of personalized and customized instruction within the school.
 Conclusions Based on the results of this study, the implementation process, advantages, and limitations of classes using the AI-based adaptive learning system applied with personalized instruction strategies were reviewed, and measures were discussed to realize personalized instruction at schools.

STUDENTS' PROBLEM-SOLVING ABILITY IN SOLVING MATHEMATICAL PROBLEMS BASED ON POLYA'S METHOD AS A CRITERION FOR MEASURING LEARNING RESULTS

This study aims to describe students' mathematical problem-solving ability in solving story problems. The type of research used in this study is qualitative descriptive research. This research was carried out at STKIP Paris Barantai KotaBaru. The research subjects taken were 2 students in semester V with low academic ability. The researcher chose the subject on the grounds that the student had received lecture material related to problem solving and what was found From the scores of the student's middle test and final test results, there were still students who obtained a score below 50.Data collection was carried out using written tests, interviews, and documentation. The results of the research obtained related to the subject's mathematical problem-solving ability are still very lacking, this can be seen from the 4 stages of problem-solving, namely: (1) For the stage of understanding the problem, the two research subjects in the first question seem to still have difficulty in understanding the problem; (2) For the stage of planning a settlement, both subjects apply certain strategies that are not appropriate; (3) For the stage of implementing the plan, there are still errors in the calculation operation process so it is wrong in finding answers; and (4) For the re-examination stage, S1 does not try to carry out this stage, while S2 tries to carry out the re-examination stage even though the answer results obtained are incorrect.

협동학습의 효과적 운영을 위한 멘토링 프로그램 적용 사례연구

The purpose of this study is to apply a mentoring program to classes designed based on cooperative learning, to analyze changes in students' academic achievement and learners' mathematical attitudes, and to confirm the applicability of extracurricular activity programs. For this study, the basic academic ability evaluation and midterm test scores of 'Mathematics (1)' students are analyzed to form small groups, and the small groups solve tasks centered on mentors nurtured through the 'Mathematics Mentoring' program. As a result of the study, it was confirmed that the application of the mentoring program helped improve academic achievement and strengthen core competencies, and especially helped improve learning satisfaction by increasing class participation and concentration of students with insufficient basic academic ability.

Distinguishing between Bilingualism and Dyslexia: Views of Secondary School Teachers

Bilingual students with a migrant background are often misplaced in specialized education programs intended for students with learning disabilities because of their weaknesses in academic language ability (Hulse & Curran, 2020). The aim of this qualitative research was to explore the views of secondary education teachers in Greece regarding the academic characteristics of their bilingual students with a migrant background in relation to those of dyslexic students. The data collection and analysis took place in 2022. The participants were 71 teachers who answered an open-ended questionnaire, among whom five teachers additionally participated in in-depth qualitative interviews. The study showed that the secondary school teachers were not aware of the bilingual reality in their classrooms and that they hardly recognized their own inadequacy in appropriately distinguishing between bilingual and dyslexic students. Therefore, they seemed to avoid assuming responsibility for ineffectively dealing with the issue and not addressing students’ needs. The study demonstrates the imperative need to make appropriate decisions at the level of teachers’ education and training to adequately support both bilingual students with a migrant background and dyslexic students.

Academic Adaptation of International Students in China: Evidence from the Grounded Theory and Structure Equation Model

With the continued increase in international students in China, the problem of their academic adaptation has become increasingly prominent. Analysis of the factors affecting the academic adaptation of international students and corresponding management practices can suggest measures to improve their academic adaptability. Based on grounded theory, this paper first summarizes the four main factors affecting the academic adaptation of international students, then uses structural equation modeling to construct a model of academic adaptation of international students that is tested and verified by a questionnaire survey of 2540 international students in China (51% male, 49% female). The main conclusions of this paper are as follows: (1) learning communication, course learning, and self-regulation are the main factors affecting the academic adaptation of international students, of which course learning is the most important factor; (2) academic communication and course learning have significant positive effects on self-regulation, while academic communication, course learning, and self-regulation have significant positive effects on the academic adaptation of international students; and (3) there was no significant difference in academic adaptation between genders, though there were significant differences by age. Among them, the mean score for overseas students is the largest for those older than 41 years (M = 4.79; SD = 0.33), showing that these students are most adaptable to study. Accordingly, this study advances policy suggestions for strengthening international students’ academic adaptation on the part of both universities and the government to improve the academic adaptation ability of international students in China.

Analysis of mathematical critical thinking ability of junior high school students in solving circle problem

: This research aims to describe students' mathematical critical thinking ability in solving circle problems according to indicators of critical thinking ability. The subjects of this study were class IX students of SMP Negeri 2 Pangkalan Kerinci consisting of twenty-one students based on low, medium, and high academic abilities. The instruments used in this study were question sheets to measure critical thinking skills which consist of four circle material questions with each indicator containing one question, and interview guidelines to find out the reasons for not achieving critical thinking skills indicators. The data analysis technique starts from collecting data on students' KBKM test results, student work results are grouped according to the achievement of each indicator, and the achievement of each indicator is analyzed to find out the causes of the non-achievement of these indicators. The results showed that students' critical thinking skills were low with an achievement percentage of 48%. Students with high abilities have been able to interpret problems and make analyzes but there are still students who are wrong in student calculations, students in the middle category have been able to interpret problems and analyze but for inference and evaluation have not been complete, students in the low category have not been able to interpret problems as well as analysis and evaluation to conclude a math problem.

Early life factors and hippocampal functional connectivity in children with overweight/obesity.

We investigated the association of anthropometric neonatal data (birth length and birth weight) and breastfeeding practices (exclusive and any breastfeeding) with hippocampal functional connectivity and its academic implication in children with overweight/obesity. Ninety six children with overweight/obesity aged 8-11 years (10.01 ± 1.14), from the ActiveBrains project were included in this cross-sectional study. Anthropometric neonatal data were collected from birth records, whereas breastfeeding practices were reported by parents. A 3.0 Tesla Siemens Magnetom Tim Trio system was used to acquire T1-weighted and resting-state functional magnetic resonance images. Academic performance was assessed by the Woodcock-Muñoz standardized test. Hippocampal seed-based methods with post-hoc regression analyses were performed. Analyses were considered significant when surpassing Family-Wise Error corrections. Birth weight showed a positive association with the connectivity between the hippocampus and the pre- and postcentral gyri, and the cerebellum. In addition, breastfeeding was negatively associated with the connectivity between the hippocampus and the primary motor cortex and the angular gyrus. Any breastfeeding, in turn, showed a positive association with the connectivity between the hippocampus and the middle temporal gyrus. None of the connectivity outcomes related to early life factors was coupled with better academic abilities (all p > 0.05). Our findings suggest that birth weight at birth and breastfeeding are associated with hippocampal connectivity in children with overweight/obesity. Despite this, how the results relate to academic performance remains a matter of speculation. Our findings suggest that clinicians should recognize the importance early life factors for potentially avoiding consequences on offspring's brain development.

The Effect of Reciprocal Teaching Learning Model and Self-Concept on Reading Comprehension Ability

The reading ability of students in the field is still very worrying. This is reinforced by the low ability of students to understand material or questions that require higher-order thinking skills. The low reading comprehension ability can be seen from the low literacy ability of students based on PISA rankings. This study aims to analyze the effectiveness of the reciprocal teaching model on students' reading comprehension skills in terms of students' self-concept levels. The approach used in this research is quantitative with a quasi-experimental method. The participants of this study were 100 elementary school students who were divided into two groups of 50 students each in the experimental and control groups. Data was collected through reading comprehension tests and observations. Data analysis was performed by two-way ANOVA. The results showed that the Reciprocal Teaching model gave a more significant contribution to students' reading comprehension skills compared to conventional methods, especially for students who had low self-concept. Based on the findings above, it is concluded that the Reciprocal Teaching learning model has an effect on students' reading comprehension skills. Both reciprocal and conventional learning models have the same effect on students who have high self-concept. The implication of this research is that teachers must choose a learning model that can accommodate all students, not only students with high academic abilities, but also students with low academic abilities.

THE IMPLEMENTATION EFFECT OF PEER TEACHING FLIPPED CLASSROOM ON STUDENT'S UNDERSTANDING OF MATHEMATICAL CONCEPTS IN LEARNING MATHEMATICS

This research is motivated by the low understanding of students' mathematical concepts in the mathematics learning process. The purpose of this study was to find out how the influence of the Peer Teaching Flipped Classroom learning model on mathematical concept understanding, and the influence of Peer Teaching Flipped Classroom in terms of academic ability level on the student’s mathematical concept understanding ability in class XII IPA3 SMAN 1 X Koto Tanah Datar Regency. This type of research is a quantitative nonequivalent pretest-posttest experiment. Where the research subjects were students of class XII IPA SMAN 1 X Koto Kab. Tanah Datar for the 2022/2023 academic year, totaling 44 students. The instrument used to collect data is in the form of test questions. The results of this study indicate that students have an increase in answering questions. Based on data analysis obtained F(1.42) and p=0.001 <0.05 then H0 is rejected, which means that there is an influence of Peer Teaching Flipped Classroom on understanding mathematical concepts of class XII IPA3 students of SMAN 1 X Koto Kab. Tanah Datar. However, the level of students' academic ability did not have a significant effect on understanding mathematical concepts with the application of Peer Teaching Flipped Classroom. It is seen from the analysis of the data obtained p = 0.051> 0.05, then H0 is accepted.

EARLY-LIFE EDUCATIONAL EXPERIENCES, TOXIC STRESS, AND RISK OF NEUROCOGNITIVE IMPAIRMENT AMONG US ADULTS OVER AGE 50

Abstract Increasing evidence suggests that the risk of cognitive impairment in later life in the US has been declining in recent years. However, factors associated with this decline are not fully understood. This study aims to examine whether educational history, including college attainment and adverse childhood experiences (ACEs) are associated with neurocognitive impairment (NI) among midlife and older US adults. We will use data from the Health and Retirement Study (HRS) along with information on respondents' early educational experiences collected in the 2015 and 2017 HRS Life History Mail Survey to examine whether school context, educational content, academic ability, and ACEs are associated with NI. We will farther explore ACEs as potential modifiers/ mediators of the relationship between educational history and NI in our sample. Multivariable logistic regression models will estimate odds ratios (ORs) and 95% confidence intervals (CI) with adjustment for demographic factors, socio-economic status (SES) and lifestyle factors.

Self-Efficacy and Procrastination in Mini Thesis Work on Nursing Students

Mini thesis is a scientific work that must be conducted by nursing students to complete their bachelor education program. Mini thesis work requires deep and analytical thinking to demonstrate students’ academic ability in conducting research. However, students tend procrastinate their thesis work that may negatively affecting their academic performance. Students’ self-efficacy beliefs in their ability to carry out students’ tasks successfully. Self-efficacy has been mentioned as a predictor in academic skills including procrastination. Thus, the aim of this study was to identity relationship between self-efficacy and procrastination on mini thesis work on nursing students. This study used an analytical correlational design with cross sectional approach. As many as 163 nursing students were recruited from three nursing institutions in Jakarta using convenience sampling. The instruments used are General Self-Efficacy (GSE) and General Procrastination Scale (GPS) with Alpha Cronbach 0,83 and 0,72 respectively. Spearman’s Rho was used in bivariate analysis. The results showed that there was a relationship between self-efficacy and procrastination on nursing student in conducting mini thesis ( p < .001) with a correlation coefficient value = -0.397. Based on this finding, nursing education should pay more attention on developing students’ academic skill to prevent procrastination that can impacts students’ academic performance on conducting mini thesis.