Academic Ability Research Articles

코로나19 기초학력 양상 탐색 과정에서 드러난 교사의 학교 인식 변화

This study explored change in students’ basic academic ability levels and learning gaps between students in an online and offline parallel education environment during the COVID-19 period. In the process, It was revealed how teachers’ perceptions of school changed. For this purpose, data were collected by interviewing 17 teachers. And the collected data were analyzed based on Strauss and Corbin’s grounded theory. As a result of the study, 152 concepts, 36 categories, and 7 themes were derived from open coding.
 In axial coding, the causal condition is [lack of personal circumstances, insufficient school environment, and tinkering policy], the contextual condition is [social class differences and participation in private education], the main phenomenon is [occurrence and deepening of basic academic ability problems], The intervening condition is [change in school environment], the action/interaction strategy is [restructuring of school role perception], and the result is [activation of social interaction starting with teachers]. Based on this, in selective coding, a matrix was constructed and visualized in the form of modifying and supplementing the axial coding results. In conclusion, it was confirmed that teachers changed their perception of the role of schools in the direction of emphasizing socialization functions, moving away from the existing perception centered on basic academic skills through COVID-19.

Decision Support System for KIP Universitas Global Jakarta Scholarship Recipients Using the Simple Additive Weighting (SAW) Method

In accordance with the explanation of article 76 UU No.12 Tahun 2012 about Higher Education. In article 76 Paragraph 1 Explained that, "The Government, Local Government, and/or Universities are obliged to fulfill the rights of economically disadvantaged students to be able to complete their studies by academic regulations". As for those who were accepted, only 61,067 participants were. They are scattered in various colleges. Based on the technical guidelines for the implementation of the KIP Kuliah 2021 selection for the Education Financing Service Center of the Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan Republik Indonesia, several criteria must be met by prospective students. The results of the absolute requirements are then re-selected in the form of academic ability tests and interviews conducted to capture assistance so that they are right on target. Based on the number of prospective enthusiasts who register, the registration process takes a lot of time, starting from the selection process for completeness of documents, and academic potential tests, to interviews. In its implementation, choosing prospective students who are by the criteria requires more time and allocation of human resources, so this research is expected to make it easier for universities to monitor the activities of KIP Kuliah recipient students and make it easier to evaluate students on the results of the scores that have been obtained

Effectiveness of E-Module STEM Biotechnology to Empower Metacognitive Skills and Science Process Skills of High School Students with Low Academic Ability in Industrial Agriculture Areas

Metacognitive skills are vital for empowering students, especially in subjects like biology that are intertwined with scientific activities. Science process skills are crucial for enhancing the learning process in science. This study aimed to assess the impact of STEM e-modules in Biotechnology on metacognitive and science process skills among students in the industrial agricultural sector, particularly those with low academic proficiency. The research followed a quasi-experimental, non-equivalent control group design with a pretest-posttest research structure. The study population comprised public high schools in Jember, with class XII students from SMAN 1 Jember selected as the sample through cluster random sampling and class equivalence testing using ANOVA. Data collection involved essay tests, and prerequisite tests ensured homogeneity and normality. Hypothesis testing employed a two-way ANCOVA at a 0.5% significance level. The findings revealed that significant differences in metacognitive and science process skills when STEM e-modules were used in Biotechnology material, variations in metacognitive and science process skills based on students' academic abilities, and an interaction between STEM e-modules and academic ability on metacognitive and science process skills. This research suggests exploring the effects of STEM Biotechnology e-modules and academic ability on other dependent variables.

The Impact Of Personalised Learning Vs Facilitated Learning On Academic Abilities And Skill Development Of Slow And Advanced Learners

The Impact Of Personalised Learning Vs Facilitated Learning On Academic Abilities And Skill Development Of Slow And Advanced Learners

Analisis Deskripsi Profesi Guru

This study is a qualitative research approach that is Library Research is a study that obtained all the data from various library literature in the form of books, articles and other works. In this case to know scientifically about the analysis of the description of the teacher profession the nature and duties of teachers and the purpose of a strong understanding of teachers so that the educational process can run properly. Data collection technique is done through direct citation technique and indirect citation technique. Data analysis was performed using content analysis techniques. An attempt to objectively and systematically describe and deeply analyze the content of written or printed information. Therefore, the results of this study give the conclusion that the teacher is a very important profession in the world of Education. The factors that affect the professionalism of teachers include the standard qualifications of teachers, the interrelation of teacher disciplines, pedagogical, professional, social and personal competencies, as well as the development of student potential. In addition, the duties and responsibilities of teachers in teaching and learning activities include mastering teaching materials, facilitating the teaching and learning process, creating a conducive learning atmosphere, and planning and implementing the learning process. Therefore, teachers who have the appropriate academic ability need to continue to improve their qualifications and abilities to become professional and qualified teachers. The development of teacher professionalism can also be achieved through Career Development and proper training. To solve problems. With the relationship between teacher professionalism in the learning process with student learning outcomes. More professional teachers tend to have a more positive impact on student learning outcomes.

The Iraqi EFL Learners' Awareness of the Role of Reading Literature in their Creative Writing

This study examines the extent of awareness among Iraqi English foreign language learners about the potential impact of reading literature on developing their creative writing abilities. Furthermore, this study investigates the relationship between those who partake in literature reading and their academic skills. It examines the participation of 120 Iraqi EFL learners currently enrolled in the faculties of Arts, Education, and Education in Qurna, affiliated with the University of Basrah. It employs a mixed methods approach, including a questionnaire and semi-structured interviews. The results demonstrate a significant correlation between reading literary texts and developing creative writing skills. Several literary elements enhance creative writing, including a comprehensive understanding of figures of speech, cultivating critical thinking skills, engaging in literature courses, practicing paraphrasing poetry, and exposure to various literary genres. The findings also demonstrate that EFL learners profoundly understand the impact of engaging with literary texts on their academic abilities.

Problem-Based Learning Model: Its Effectiveness in Improving Creative Thinking Skills of Students with Different Academic Abilities

This study aims to: 1) Test the effectiveness of using simple and complex problem-based learning models in improving students' creative thinking abilities; 2) Test the effectiveness of simple and complex problem-based learning models in improving students' creative thinking skills based on different academic abilities. This research is quasi-experimental with a pretest-posttest nonequivalent control group design involved 96 students grade VII taken by cluster random sampling included a control class with a simple problem-solving model (PSS), experimental class 1 using the Creative Problem Solving (CPS) learning model, and experimental class 2 using the IDEAL-Problem solving (IPS) learning model. The hypothesis test using N-Gain Score and ANCOVA. The results showed: 1) problem-based learning models are generally effective in improving students' creative thinking abilities. PSS learning model (N-Gain 46%, less effective); IPS learning model (N-Gain 60% is quite effective; CPS learning model (N-Gain 71% effective). The order of effectiveness of the three learning models is CPS, IPS, PSS.; 2) Problem-based learning models are generally effective in improving students’ creative thinking abilities with different academic abilities. The percentage of effectiveness of the three models is the PSS is ineffective (20.13%) or less effective (34.38%); IPS is quite effective (62.50%); CPS is effective (43.75%). Based on the study's results, it can be concluded that 1) Problem-based learning models (PSS, CPS, IPS) can improve students' creative thinking skills. 2) The CPS is most effective in improving students' creative thinking skills.

Social Networks in Improving the Learning Achievement of Zoning Pathway Students

Zoning policies create associations of students with different academic abilities and school backgrounds. The focus of this research is on zonal pathway students who have experienced improvements in terms of cognitive aspects and explains the problem of social networks in increasing the grades of zonal pathway students. This research uses a descriptive qualitative approach to examine the issues raised. The research subjects were determined using a purposive sampling technique, namely 12th-grade MIPA students. The research results explain that students have similar social network patterns among each other. Increasing student learning outcomes is dominated by peer group interaction within and outside the school environment. In this way, peers trigger or motivate students to improve learning outcomes.

A study on the academic innovation ability and influencing factors of public health graduate students based on nomograms: a cross-sectional survey from Shandong, China.

In recent years, the impact of the COVID-19 pandemic and various public crises has highlighted the importance of cultivating high-quality public health talents, especially those with innovative capabilities. This study focuses on the academic innovation ability of public health postgraduate students, which can provide important theoretical support for the cultivation of more public health workers with high innovative capabilities. From May to October 2022, a cluster sampling method was used to select 1,076 public health postgraduate students from five universities in Shandong Province. A self-designed questionnaire survey was conducted. A chi-square test and binary logistic regression analysis were used to analyze the influencing factors of students' academic innovation ability. Based on these factors, a nomogram was constructed to intuitively demonstrate the impact of these complex factors on students' innovation ability. The results showed that gender, whether serving as a student leader, teacher-student relationship, academic motivation, learning style, academic environment, and teaching mode were the influencing factors of postgraduate students' academic innovation ability. The column-line diagram (AUC = 0.892, 95% CI = 0.803 ~ 0.833) constructed based on the above influencing factors has good differentiation. The area under the ROC curve is 0.892 (95% CI = 0.803 ~ 0.833), and the calibration curve shows that the predicted value is the same as the measured value. The nomogram constructed in this study can be used to predict the academic innovation level of public health graduate students, which is helpful for university education administrators to evaluate students' academic innovation ability based on nomogram scores and carry out accurate and efficient training.

Teachers' judgment accuracy: A replication check by psychometric meta-analysis.

Teachers' judgment accuracy is a core competency in their daily business. Due to its importance, several meta-analyses have estimated how accurately teachers judge students' academic achievements by measuring teachers' judgment accuracy (i.e., the correlation between teachers' judgments of students' academic abilities and students' scores on achievement tests). In our study, we considered previous meta-analyses and updated these databases and the analytic combination of data using a psychometric meta-analysis to explain variations in results across studies. Our results demonstrate the importance of considering aggregation and publication bias as well as correcting for the most important artifacts (e.g., sampling and measurement error), but also that most studies fail to report the data needed for conducting a meta-analysis according to current best practices. We find that previous reviews have underestimated teachers' judgment accuracy and overestimated the variance in estimates of teachers' judgment accuracy across studies because at least 10% of this variance may be associated with common artifacts. We conclude that ignoring artifacts, as in classical meta-analysis, may lead one to erroneously conclude that moderator variables, instead of artifacts, explain any variation. We describe how online data repositories could improve the scientific process and the potential for using psychometric meta-analysis to synthesize results and assess replicability.

Research on factors influencing the academic entrepreneurial ability of teachers in the digital age: Evidence from China

In the contemporary digital economy, economic development increasingly relies on the innovation and dissemination of knowledge. Academic entrepreneurship, as a direct channel for knowledge dissemination into the marketplace, is significantly influenced by digital technology. Consequently, how to improve academic entrepreneurial ability has become a hot research topic. This study is grounded in the theory of reciprocal determinism within the context of the digital economy. We use the “2019 China Digital Economy Development Index White Paper” and collect data from 1843 survey questionnaires in China to conduct empirical research with a ridge regression model. It primarily focuses on the following individual factors and social environmental factors on academic entrepreneurial ability of teachers (AEAT): digital economy (DE), organizational support (OS), policy environment (PE), and personal learning growth (PLG). First, the findings show that the DE, OS, PE, and PLG have a significant positive impact on improving AEAT. Second, the results also indicate that social environmental factors relative to personal factors will have a greater impact. Finally, this study not only presents the first attempt to establish a connection between DE and AEAT but also holds significant managerial implications for enhancing AEAT within the context of the DE. Despite the increasing body of literature on academic entrepreneurship, the research domain pertaining specifically to AEAT remains fragmented and lacks comprehensive theoretical development. There is a pressing need for more systematic and thorough investigations to unveil the black box of factors influencing AEAT in the context of the DE.

Self-efficacy and academic procrastination in a sample of university students: A correlational study

Introduction: in the university context, self-efficacy extends beyond mere confidence in a student's academic abilities; it is considered a fundamental pillar that impacts their academic performance, intrinsic motivation, ability to face challenges, and psychological well-being. However, its absence could trigger a series of negative effects on the student and their educational experience.Objective: to determine if self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru.Methods: quantitative research, non-experimental design, and cross-sectional correlational type. The sample consisted of 185 students, estimated through probabilistic sampling. The instruments used for data collection were the General Self-Efficacy Scale and the Academic Procrastination Scale, both with adequate psychometric properties.Results: the students were characterized by moderate levels of self-efficacy and low levels of academic procrastination. Additionally, it was determined that the Spearman's rho correlation coefficient for the variables of self-efficacy and academic procrastination was -0,687 (p <0,05). This means that as the belief in one's own ability to succeed academically increases, the tendency to postpone academic tasks decreases.Conclusions: self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru. This finding underscores the importance of implementing interventions to strengthen students' self-efficacy while strategically addressing academic procrastination

Ability difference or gender symbolism? An empirical research on gender differences in academic career development of doctoral graduates in China

The reform and opening-up of China have greatly improved the scale and quality of doctoral education for women. However, female doctors still face the “leaky pipeline” and the “unbreakable glass ceiling” in their development of academic careers. In this study, gender differences are investigated in doctoral graduates’ career choices, the level of educational institutions they attend, and their scientific research productivity after joining the institution. We analyzed the administrative data and scientific research publication information from ten years of doctoral graduates at a top research university in China. Results suggest that compared to their male counterparts, female doctors are more likely to pursue an academic career upon graduation, but they are also more likely to be employed in lower-level institutions as well as to publish Chinese scientific studies with lower influence and poorer quality. Moreover, gender differences in academic disciplines are heterogeneous. While academic career development for doctors in natural sciences is not gender-biased, female doctors in social sciences face the most significant challenges, and these results persist even after controlling for their scientific publications during graduate school. In other words, gender differences in academic career development are likely to result from gender symbols rather than differences in academic ability.

Psychometric properties of the Child and Adolescent PsychProfiler v5: a measure for screening 14 of the most common DSM-5 disorders.

The Child and Adolescent PsychProfiler version 5 (CAPP v5, 2014) is a measure for screening 14 common DSM-5 disorders in children and adolescents. The separation of Attention-Deficit/Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) by subtype results in 17 screening scales covering the 14 disorders. Theoretically then, the CAPP v5 should have a 17-factor structure, however, to date no published study has confirmed this. Additionally, there has been no comprehensive evaluation of the reliability and validity of the screening scales in this measure. These were examined across two different studies. Study 1 examined support for the 17-factor model of the parent-report version of the CAPP (CAPP-PRF) in a large group of adolescents from the general community. It also examined the internal consistency reliability and discriminant validity of the factors in this measure. Study 2 examined the validity of these factors in a clinic-referred group of adolescents. In Study 1, 951 parents completed the CAPP-PRF on behalf of their adolescents [mean (standard deviation) = 14.54 years (1.66 years)]. In Study 2, 173 parents completed the CAPP-PRF on behalf of their clinic-referred adolescent children [mean (standard deviation) = 14.5 years (1.84 years)]. Adolescents also completed a number of measures and tests for the purpose of assessing their behavior, IQ, and academic abilities. The results in Study 1 supported a 17-factor model, and virtually all of the factors in this model showed acceptable reliability (alpha and omega coefficients), and discriminant validity. Study 2 demonstrated good support for the validity of the scales in the CAPP-PRF. These findings indicate acceptable psychometric properties for the CAPP-PRF, and its utility for screening the more common DSM-5 disorders in children and adolescents.

The Relationship between Children’s Listening Ability, Its Influencing Factors, and the Children’s Academic Ability in Science

The Relationship between Children’s Listening Ability, Its Influencing Factors, and the Children’s Academic Ability in Science

The prevalence and patterns of hearing loss in Jordan: A cross-sectional study.

Hearing loss is known to be a serious issue that impedes human communication. The World Health Organization (WHO) estimates that approximately 20 in 100,000 newborns demonstrate congenital hearing impairments, leading to severely impacted language, academic, and social abilities of these children. The reduced quality of life and work productivity among hearing-impaired individuals eventually affects societal outcomes and development. Since limited studies address the nature of hearing-impaired individuals in Jordan, this research aimed to define the prevalence and nature of hearing loss in Jordan, highlighting important facts about hearing loss epidemiology across Jordanians. The current research focused on assessing hearing function for 1000 individuals over 12 years to define the rate, most prominent configurations, and the most common characteristics of hearing difficulties in Jordan. The results showed that sixty-three per 1,000 people have hearing loss, most frequently sensorineural hearing loss. The age range of people with hearing loss was 12 to 89 years old, with a median age of 51. The incidence of hearing loss appeared at a later age (33.33%, X2 = 15.74, p<0.05). The percentages of hearing loss were similar across the main Jordanian governorates (X2 = 7.14, p>0.05), with sensorineural hearing loss reported to be the most common type of hearing loss (N = 46, 73.00%), and mild is the most frequent severity (N = 25, X2 = 23.58, p<0.05). No statistical variation was reported in the prevalence of hearing loss based on gender. The rate of hearing loss in Jordan is higher than worldwide prevalence, which was assumed to be due to genetic factors impacting the auditory system. These findings will assist in creating effective hearing conservation programs to reasonably prevent or minimize the spread of hearing loss in Jordan.

Information and Communications Technology and Resilience of First-Generation Students Compared to Students with Educated Parents

Aim/Purpose. In this study, we examined, from the perspective of the participants, aspects of information and communications technology (ICT) and resilience, comparing first-generation students in higher education with students whose parents had higher education. Methodology. We examined self-image, motivation, happiness, and the use of ICT. This was a quantitative study. Respondents answered a questionnaire that contained open and closed questions. The sample included 307 students from academic institutions in Israel between the ages of 18 and 64. Findings. The findings were grouped into four clusters: (a) second-generation students under the age of 25 years, members of Generation Z; (b) second-generation students over the age of 25; (c) first-generation students over the age of 25 years (the largest group in the sample), mostly members of the Generation Y; and (d) first-generation students under the age of 25. We found consistent differences on all scales between the group of first-generation students over the age of 25 years and those in the other groups. The research findings indicate that the group with the highest resilience was students who were the first generation acquiring higher education and were over 25, mostly members of the Y generation. Impact on Society. This research allows an instructive look at Generation Y and Generation Z and the academic abilities of this generation. Future Research. Future studies should examine the correlation between a sense of resilience (which was examined in this study) and academic achievement (which was not).

Strategi Panti Asuhan SOS Children’s Villages Meulaboh dalam Menjamin Perlindungan Anak Terlantar

This study examines the protection of abandoned children from one of the social institutions, namely SOS Children's Villages Meulaboh. This study aims to determine the success of the protection program for neglected children at SOS Children's Villages Meulaboh. This study uses a qualitative method with a case study approach. Data collection techniques using observation, interviews, documentation, and audio-visual materials. The results of this study indicate that child protection at the SOS Children's Villages Meulaboh orphanage has been running well and properly. Through programs designed for the protection of children to ensure the fulfillment of their rights so that they can live, grow and develop like children in general, and are protected from violence and discrimination. In addition, SOS also organizes/provides various activities that support children's growth and development. This is useful for developing religious moral abilities, academic abilities, ethics/politeness so that the realization of quality and noble children.

Women Leadership in Padmakanya Multiple Campus: An Empirical Case Study

The objectives of the study are to determine the recognition and assess the status of women leadership in the Padmakanya Multiple Campus in Kathmandu. This study adopted a descriptive research design and applied qualitative techniques with a case study approach. Primary data were collected using a purposive sampling technique. This study adopted an interview approach to get an experience of women. Data were analyzed based on thematic analysis. Women have a feminine leadership style, not a masculine style. Thus, women show a flexible and cooperative leadership style. Sometimes, women are dominated by men in leadership roles due to women’s non-directive style of leadership in the organization. Women’s leadership style is linked with their feminine traits and features. However, women leaders are committed, devoted, and dedicated to the organization besides being flexible. They tend to be tolerant, kind, and cooperative among leaders in academia. It can be concluded that female employees want to get leading roles and tackle difficulties and issues challenges within the organization. It was also concluded that female academics get the opportunities of leadership and create their own identities in the academic system; however, it is full of challenges. Women academics have the challenges of male domination, less cooperation, and teamwork at work, less power over their academic abilities, and a heavy workload.

신입생 기초 학업 능력 교육을 위한 교양 글쓰기 교육과정 연구

The purpose of this study is to propose a plan to organize a liberal arts writing curriculum to educate first-year college students on basic academic skills. To this end, the discussion on the nature of liberal arts writing lectures as a basic liberal arts essential subject was broadly examined, and it was revealed that the perspective of focusing as a tool subject was useful in enhancing academic ability. In addition, discussions on the WAC curriculum, which is a curriculum that looks at writing ability as a basic academic ability, and the writing curriculum by division were analyzed. The WAC curriculum has the advantage of securing practicality in that it is a writing curriculum prepared around tasks to be written in the academic performance process. However, it is difficult to operate as an essential liberal arts curriculum due to the need for individualized operation, and alternatives are needed in that it is challenging to design and operate the entire university curriculum to operate the subject. The writing curriculum for each category is somewhat easier than the WAC curriculum to apply as a basic liberal arts essential curriculum. However, criticism is raised over whether there is a distinct writing type by academic field, while at the same time whether there is a common writing type that can be agreed upon within the academic field. Accordingly, this study suggested that the curriculum model that integrates the common curriculum and the modular curriculum could be an alternative to applying the academic-centered writing curriculum model to the realistic operating context.