Grade Academic Achievement Research Articles

English Proficiency and Academic Achievement: Can Students’ Grades in English Courses Predict Their Academic Achievement?

Research into the relationship between English proficiency and academic achievement was built upon the concern of the academic success of international students studying in English-speaking countries, raising the question if such a relationship exists in domestic EFL learners studying at a university in their home country. This study, therefore, expands the exploration to the investigation among EFL learners in a non-English speaking country, i.e., Thailand by considering the variables at a micro-level across general English courses involving course grade and academic achievement–grade point average (GPA). The analysis involved the data of 2,150 students studying six different English courses from various academic majors. These results revealed significant correlations and strong predictive powers of students’ grades in English courses on their GPAs across a year of study and proficiency. The findings sustain the argument that although various factors affect students’ academic achievement, English proficiency seems to have predictive power. Nowadays English-medium instruction (EMI) has attracted a myriad of interests from universities in non-English-speaking countries. Therefore, the findings of this study suggest that improving students’ English proficiency would lead them to obtaining better academic

Income inequality and student achievement: trends among US States (1992–2019)

ABSTRACT Social scientists have found income inequality is associated with an array of health and social problems, however the implications of income inequality for educational outcomes have not been investigated as thoroughly as other domains. In this study, I investigated how income inequality was associated with 4th grade academic achievement using state level data from the 1992 through 2019 rounds of the National Assessment of Educational Progress (NAEP). First, using an ordinary least squares modelling approach I found students in states with higher income inequality had lower average mathematics achievement, but not reading achievement. To control for stable, unobserved differences between states I estimated state fixed effects models that examined variation within states over time. States that experienced larger increases in income inequality experienced smaller increases in mathematics test scores, but not reading scores. I discuss the implications of income inequality for efforts to raise achievement among school children.

Hope levels across adolescence and the transition to high school: Associations with school stress and achievement

IntroductionFeeling hopeful is an important condition for adolescents’ health, well-being, and educational success and attainment, yet limited research has examined hope at different ages throughout adolescence. Information regarding hope levels across grade could help educators know when to capitalize on goal-setting behaviors, and when to intervene should hope levels be low. Additionally, hope could help with the middle to high school transition because it presents opportunities and challenges, including school-related stress, as students adjust to new environments and expectations. MethodsTo investigate hope levels across adolescence, inter- and intra-personal analyses examined hope levels across grade-level in two cohorts of southwestern U.S. students (n = 1,018, 6th-10th grade students, 47% female, 55% White/45% non-White, (predominately Latinx)). The study used online self-report surveys to collect data. Next, longitudinal regression analyses across one year investigated relations of school stress and hope, and hope and achievement across the transition to high school. ResultsStudents in both cohorts reported relatively stable hope levels from 6th to 10th grade, except for large decreases in hope during 8th grade, which recovered during 9th grade. For longitudinal analyses across the high school transition, student stress about school performance primarily influenced 8th graders who had relatively low hope. Eighth grade hope predicted 9th grade academic achievement. ConclusionFindings regarding hope across adolescence show that hope is similar across grade, except for a large decrease in hope that may occur before the transition to high school. Longitudinal analyses showed that school performance stress may contribute to this decrease but may also assist in hope recovery after the transition. Findings support educational practices and policies that target student hope before the high school transition to potentially buffer student stress and promote high school achievement.

Third Grade Achievement Predictors in Urban Poverty Settings: End of Kindergarten Behavioral and Performance Indicators

Structural equation modeling was used to investigate the predictive associations between end of kindergarten academic, social behavioral, and biotic influences on end of third grade academic achievement among a nationally representative sample of low-socioeconomic (SES) children residing in urban areas. Findings validate the understanding that developmental and learning trajectories start early and are influenced by multifaceted factors. Understanding factors that positively and negatively affect learning and development among urban low-SES children informs intervention strategies potentially moderating the gaps that exist in these areas among SES groups.

Associations of language-based bedtime routines with early cognitive skills and academic achievement: A follow-up from kindergarten to middle school.

This study aimed to investigate the extent to which language-based bedtime routines (LBR) reported by parents before kindergarten were associated with early cognitive skills at kindergarten and subsequent academic achievement in typically developing children. We followed a community-based sample of 664 French-speaking adolescents from kindergarten (5-6years) to the end of middle school (15years). Kindergarten measures included a parental questionnaire aimed at assessing the presence or absence of any kind of LBR, such as storytelling, looking at children's books, reading a story, listening to songs, or singing nursery rhymes, as well as family contextual characteristics. Children also performed standardized assessments of oral language, pre-reading skills, and non-verbal reasoning. In middle school, children sat a national diploma typically used as an indicator of general academic achievement in Grade 9. After adjusting for family characteristics, the presence of language-based bedtime routines (57%) predicted cognitive-academic skills in kindergarten, and was positively associated with academic achievement at Grade 9, related to the beneficial effect on children's vocabulary in kindergarten. The presence of language-based bedtime routines may provide an indicator of positive parental behaviour including exposure to literacy activities, contributing to children's early cognitive development and subsequent academic achievement.

Examining the indirect effects of kindergarteners’ executive functions on their academic achievement in the middle grades of elementary school

ABSTRACT We investigated whether the cool and hot executive functions (EFs) exhibited by kindergarteners could predict their academic achievement in the middle grades of elementary school. The study assessed the cool and hot EF of 48 Japanese kindergartners (M = 78.12 months) and then measured these same children’s academic achievement in language and mathematics between grades one to four. The study’s confirmative factor analysis indicated that early childhood EFs have both cool and hot factors. Its structural equation modeling revealed that although both cool and hot early childhood EFs can directly predict academic achievement in grade one, cool EFs had a greater predictive effect. It also found that cool and hot early childhood EFs had an indirect effect on academic achievement between grades two to four insofar as children’s academic achievement in grades two to four was predicted sequentially by their previous academic achievements.

Sixth grade academic achievement among children conceived with IVF: a population-based study in Texas, USA

To compare academic achievement in reading and mathematics at the end of sixth grade and progress from third to sixth grade by children conceived with in vitro fertilization (IVF) to those conceived naturally. This was a retrospective population-based cohort study of IVF-conceived singleton and twin children who took the 3rd grade and 6th grade public school standardized reading and mathematics testing in Texas. There were 6623 children with reading scores in both the third and sixth grades and 6374 children with mathematics scores in both the third and sixth grades. Mean (± SE) scaled test scores for IVF and control singleton children for reading were 1544.6 ± 3.4 and 1527.7 ± 1.9, respectively, in third grade and 1701.2 ± 3.6 and 1681.0 ± 2.0, respectively, in sixth grade; for mathematics, the scores were 1564.4 ± 3.7 and 1548.9 ± 2.1, respectively, in third grade and 1774.0 ± 4.2 and 1752.0 ± 2.3, respectively, in sixth grade. In multivariate models, singleton IVF children scored significantly higher than control children in reading and mathematics, averaging 17.7 ± 4.0 points and 20.1 ± 4.1 points higher, respectively, in reading in third and sixth grades and 17.8 ± 4.4 points and 25.0 ± 4.8 points higher, respectively, in mathematics in third and sixth grades. Children conceived with IVF and aged 8-9 years and aged 10-12 years performed as well on third and sixth grade reading and mathematics assessments as their counterparts conceived naturally.

Use of artificial intelligence on Electroencephalogram (EEG) waveforms to predict failure in early school grades in children from a rural cohort in Pakistan.

Universal primary education is critical for individual academic growth and overall adult productivity of nations. Estimates indicate that 25% of 59 million primary age out of school children drop out and early grade failure is one of the factors. An objective and feasible screening measure to identify at-risk children in the early grades can help to design appropriate interventions. The objective of this study was to use a Machine Learning algorithm to evaluate the power of Electroencephalogram (EEG) data collected at age 4 in predicting academic achievement at age 8 among rural children in Pakistan. Demographic and EEG data from 96 children of a cohort along with their academic achievement in grade 1–2 measured using an academic achievement test of Math and language at the age of 7–8 years was used to develop the machine learning algorithm. K- Nearest Neighbor (KNN) classifier was used on different model combinations of EEG, sociodemographic and home environment variables. KNN model was evaluated using 5 Stratified Folds based on the sensitivity and specificity. In the current dataset, 55% and 74% failed in the mathematics and language test respectively. On testing data across each fold, the mean sensitivity and specificity was calculated. Sensitivity was similar when EEG variables were combined with sociodemographic, and home environment (Math = 58.7%, Language = 66.3%) variables but specificity improved (Math = 43.4% to 50.6% and Language = 32% to 60%). The model requires further validation for EEG to be used as a screening measure with adequate sensitivity and specificity to identify children in their preschool age who may be at high risk of failure in early grades.

A Peer like Me? Early Exposure to High Achievers in Math and Later Educational Outcomes

This paper investigates whether exposure to academically gifted peers of the same and opposite gender in primary school (grade 5, at age 10) affects later academic achievement (grade 8, at age 13) and high-school track choice. For identification we exploit random allocation of kids across classes within primary schools. We document that, conditional on primary school fixed effects and grade 8 class fixed effects, as well as on baseline achievement, a higher share of same/opposite- gender high-achievers in math in primary school is related, both for boys and girls, to better/worse later math academic achievement in grade 8 and to a higher/lower probability of choosing a scientific high-school track. We argue that these results are consistent with a role model channel.

Examining preservice teachers' levels of self-efficacy perceptions regarding Web

PurposeThis study aims to focus on how preservice teachers' academic achievements, their frequencies of connecting to the distance learning management system, their gender and the related sub-scales influence their Web-based self-efficacies (WEB-PCK) and their attitudes towards distance education (WBI).Design/methodology/approachIn the study, the structural equality model was used. In the path analysis, the maximum likelihood estimation method was used to predict the parameters of the model. This method allows determining the highest values for the population and the probability of the sample value to occur.FindingsIt was found that the sub-scale of Web communication (WEB-C) had a high level of direct and positive influence on the male preservice teachers' self-efficacy perceptions. As for the female preservice teachers, WEB-C did not have any direct influence on their self-efficacy perceptions. For the male preservice teachers, Web pedagogy (WEB-PC) had positive influence on their self-efficacy perceptions (β = 0.193), while the sub-scale of WEB-PC had a high level of influence on the female preservice teachers' self-efficacy perceptions (β = 0.534).Originality/valueIn the study, the purpose of was to examine the effects of the attitudes of the preservice teachers towards Web general (WEB-G), Web-Communication (WEB-C), Web pedagogical knowledge (WEB-PK), Web pedagogical self-efficacy (WEB-PCK) and Web-based instruction (WBI) with the help of the structural equation model with respect to gender, frequency of connection to the internet and academic achievement grades.

The Mediating Role of Academic Achievement in The Relationship Between Optimism (Life Orientation) and Life Satisfaction

This article investigates whether academic achievement plays a mediating role in the relationship between optimism and life satisfaction. The study was designed using the correlational survey method. Four hundered and thirty-five (215 females and 220 males) high school students were chosed as the particpants of the study. The mean age of the students was 16.21. The Optimism (Life Orientation) Scale and the Life Satisfaction Scale were used in the study, and the academic achievement grades of the students were obtained from the report card notes from the previous year. To test the mediating effect of the applied model, the regression-based bootstrapping method and the Pearson moment-product correlation coefficient were used. Results showed there was a relationship between optimism, academic achievement, and life satisfaction. Furthermore, it was found that academic achievement played a partial mediating role in the relationship between optimism and life satisfaction. It was also observed that as students’ optimistic thoughts increased, their academic achievement also increased, and consequently, they became more satisfied with life. The findings were discussed in general terms, and recommendations were made accordingly.

The Relationship Among Academic Social Interaction, Academic Behavior and Academic Achievement of Woldia Secondary School Students: Implication for Quality Education and Psychosocial Support

The purpose of this study was to determine the level of students’ academic social interaction, academic behavior and academic achievement: examine the relationship among academic social interaction, academic behavior and academic achievement: do students’ academic social interaction and academic behavior predict students’ academic achievement of grade nine and ten students in Woldia Secondary School. The design used in this study was correlational design. The total number of the target population grade nine students in the study area was 1040. Of the total population, 200 grade nine students were selected as the sample of the study using simple random sampling technique. The instruments used in the study were scale questionnaires that measure students’ social interaction and academic behavior and documents to access student’s academic achievement average score in different school subjects of the first semester of 2011 E.C. One sample t-test, Pearson correlation coefficient and regression analysis were employed as data analysis. The results of one sample t-test demonstrated that the mean value of students’ academic social interaction was significantly higher than the mean test value. The mean value of academic behavior was significantly higher than the mean test value. The mean value of students’ academic achievement was significantly higher than the mean test value. The results of the Pearson correlation coefficient demonstrated that there was a statistically positive significant correlation between students’ academic social interaction and academic achievement. The results of regression analysis revealed that there was statistically significant contribution of academic social interaction and academic behavior to academic achievement. The contribution of academic social interaction found to be positive predictor of academic achievement. Keywords: Social interaction, Academic behavior, Academic achievement DOI: 10.7176/RHSS/10-15-04 Publication date: August 31 st 2020

The mediating effect of physical fitness on long term influences of overweight in primary school girls' academic performance.

Overweight and obesity contribute to multiple health risks in children, while also impacting negatively on educational performance. Physical fitness can impact outcomes beyond health related measures therefore it can play a mediating role in combating the negative effects of being overweight. One hundred and seventy-two primary school girls aged 6-13 years old from the North West Province of South Africa formed part of this random stratified longitudinal research design in which three follow-up measurements took place over seven years. Body Mass Index was used to compile obesity profiles, while the progressive aerobic cardiovascular endurance run (PACER) was used to determine cardiovascular fitness. Academic school achievements for grades 1, grade 4 and grade 7, as well as national and provincial values were correlated with academic performance. Data were analyzed by a repeated measure over time ANOVA as well using a latent growth curve model from the structural equation modelling framework (SEM). No differences (P>0.05) were found in the academic performance of obese and normal weight girls, although obese girls showed poorer physical fitness values (P<0.05). The SEM model was a good fit for all requirements (RMSEA, 0.60; CMIN DF, 2.837; CFI, 0.966). VO<inf>2</inf>max had a standardized indirect mediation effect (-132) while body composition showing a standardized direct effect (0.183) with academic achievement. Physical fitness showed a mediation effect with regard to obesity and academic achievement in grade 7 girls. Although the academic performance of obese girls did not show impairment before the age of 12 years, physical fitness had a reversible effect on relationships between obesity and academic achievement. This substantial influence of physical fitness should be used strategically in preventive intervention programs necessary to enhance cognitive functioning, academic performance and brain health among overweight children.

EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING

In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent. Art Integrated Learning has improved the academic achievement of students of experiential group.

Third grade academic achievement among children conceived with the use of in vitro fertilization: a population-based study in Texas

To evaluate if there are differences in standardized testing results at the end of third grade between children conceived with the use of invitro fertilization (IVF) and those conceived spontaneously. Retrospective population-based cohort. Texas public school system. Singleton and twin children 8-9 years of age who took the third-grade public school standardized testing in Texas from 2012 to2018. None. Standardized testing in reading and mathematics. After exclusions, there were 6,970 IVF and 12,690 non-IVF children with reading scores and 6,973 IVF and 12,729 non-IVF children with mathematics scores. IVF children scored significantly higher in reading (singletons: 1,543 ± 2 vs. 1,525 ± 1; twins: 1,534 ± 2 vs. 1,504 ± 5 [mean ± SE]), and mathematics (singletons: 1,566 ± 2 vs. 1,550 ± 1; twins: 1,557 ± 2 vs. 1,529 ± 5). Children of mothers ≥30 years of age scored consistently higher than children of mothers 18-29 years of age. The differences were of similar magnitude between IVF and control children for older ages, but not significant for IVF. Within the IVF group, there were no significant differences between children born from fresh versus froze-thawed embryos. Children of ages 8-9 years who were conceived with the use of IVF performed as well on third-grade reading and math assessments as their counterparts who were conceived spontaneously. We also found consistent racial and ethnic differences, gender differences, and beneficial effects of older maternal age. Because we were not able to adjust adequately for socioeconomic status and other confounding factors, which may explain some of the observed differences, we conclude that there is no negative effect of IVF conception on academic achievement in third grade.

Redefining risk: Human rights and elementary school factors predicting post-secondary access

While there is a widespread consensus that students’ pathways towards postsecondary education are influenced early in life, there is little research on the elementary school factors that shape them. Identifying educational ‘risk factors’ directs attention to barriers that may warrant scrutiny or action under human rights legislation. New findings from a unique, longitudinal data set collected and developed by the Toronto District School Board highlights key factors, established in elementary school, as to how many students do not enter into post-secondary studies in Ontario. The majority of students suspended at any time, students in self-contained special education programs, and/or students who missed more than 10% of classes in grade 4 do not go on to PSE. These organizational factors are more predictive of students’ acceptance to PSE than individualized measures of preschool readiness, academic achievement in grade 3, race or parental education. These structural ‘risks’ are strongly correlated with of race and disability. In light of research that identifies promising, evidence-based practices available to reduce these risks, breaking down these barriers should be a priority from the perspective of improving PSE access and overcoming what may well amount to systemic discrimination.

Academic and English language outcomes for DLLs as a function of school bilingual education model: the role of two-way immersion and home language support

ABSTRACT This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language proficiency and 5th grade standardized achievement in reading and math and grade point average (GPA) for five cohorts of DLLs followed throughout elementary school. Participants had been enrolled in public pre-K programs or received childcare subsidies to attend center- or family-childcare from 2002 to 2007 in Miami-Dade County, Florida (N = 20,870). Controlling for several student-level background variables correlated with educational outcomes, correlational and multiple regression analyses revealed that bilingual, rather than monolingual, forms of instruction were associated with acquiring English faster and superior performance in all measures of 5th grade academic achievement. Importantly, two-way immersion models that support the home language and culture and integrate language majority and minority learners were associated with faster English acquisition, which mediated the link between Two-Way Immersion (TWI) programs and higher GPAs. We discuss the implications of our findings for educational policy and practice and highlight future research directions.

Influences of Early Motor Proficiency and Socioeconomic Status on the Academic Achievement of Primary School Learners: The NW-CHILD Study

Motor proficiency and socioeconomic status are considered critical role players in setting children on an early trajectory of academic failure or success. To determine longitudinal influences of motor proficiency (MP) and socioeconomic status (SES) on academic achievement of primary school learners, a mediating model was constructed and tested with structural equation modelling (SEM). Primary school learners (N = 381) took part in this 7 school year NW-CHILD longitudinal study, with baseline measurements in grade 1 and follow-up measurements in grades 4 and 7. Academic achievement was based on school, national, and provincial assessments, and the Bruininks Oseretsky Test of Motor Proficiency-2 (BOT-2) assessed MP. SES was operationalized as poverty classification which was based on school SES. Significant small to moderate correlations (r = .19 to r = .36) were confirmed between early MP and later academic achievement, with impaired academic achievement and MP (p < .05) in low SES participants. MP, SES and academic performance in grade 1 were all significantly related. A direct association between academic achievement in grade 1 and grade 7 were confirmed. Academic achievement in grade 4 did however act as mediator and indirectly associated SES (− .413; − .417), MP (.083; .093) and academic achievement in grade 1 (.401; .398) with academic achievement in grade 7. Grade 4 academic achievement portrayed the largest standardized regression coefficients with grade 7 (.693; .731). Low SES, and poor MP in first graders can contribute to compounded academic risk that are detrimental to academic achievement throughout the primary school years and should be addressed by timely interventions.

Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics: Structural equation models of longitudinal data

This study examines the predictive power of motivational and self-related beliefs on reading and mathematics achievement. A representative sample (N = 2049 12–14-year-olds) was drawn for a large-scale longitudinal programme, with data collected at two measurement points separated by a two-year interval. In the research, two hypothesised models on the mediating role of self-related beliefs and motivational factors have been developed and tested. Results from structural equation modelling reinforced the mediating role of both self-related and motivational factors on academic achievement in Grades 6 and 8, although not each of the expected paths fit the model. Among the non-cognitive factors, self-concept had the highest effect on sixth graders’ achievement and sixth graders’ test results most dominantly determined eighth graders’ achievement.

Third grade academic achievement among children conceived with IVF: a population-based study in texas

Third grade academic achievement among children conceived with IVF: a population-based study in texas