Grade Academic Achievement Research Articles

Effects of Game-Based Mathematics Learning on Students’ Academic Achievement

In the evolving landscape of education, creative ways to improve student engagement and academic performance are being investigated more and more. Because traditional teaching approaches frequently fail to hold students' attention, educators are forced to look for substitutes that can create a more dynamic and engaged learning environment. Amidst this change, there has been an increase in interest in methods that enhance academic performance while also making learning fun. This study looks into the effects of game-based learning on the academic achievement of Grade 8 students in Mathematics at the University of La Salette High School. Employing a Quasi-experimental design, specifically the pretest-posttest control group design was adopted using two intact groups. A total of 79 students, divided into control (38 students) and experimental (41 students) groups, participated in the study. The control group received instruction through traditional teaching methods such as board works, seat works, assignments and weekly quiz, while the experimental group engaged in various teacher-made, non-digital mathematical games such as games such as Probability Trio: A Three-Game Challenge, Case Quest: The Million Peso Challenge derived from deal or no deal gameshow, Card Category Conundrum, a card game activity and more activities. The main instrument used in this research is a 50-item researcher-made Mathematics Achievement Test. The test underwent a series of steps of validation and the reliability coefficient was also determined (KR-20 = 0.9141). Statistical analysis included paired samples t-tests, independent t-tests, and Cohen’s D to determine significant differences in mean scores and the effect size of the game-based strategy. Results indicated that both groups showed progress from their pretest to posttest scores; however, the experimental group demonstrated a significantly higher average gain of 7.1 compared to the control group's gain of 3. This suggests that game-based learning positively impacts students' mathematical achievement. Pretest scores were comparable between groups, but posttest results revealed a substantial difference favoring the experimental group. The findings highlight the effectiveness of game-based learning in improving academic achievement, with a large effect size indicated by Cohen's D. In light of these findings, the study recommends that mathematics educators integrate game-based activities into their instruction to enhance student performance and confidence in Mathematics. Continuous updating of activities, curriculum development that incorporates game-based learning, and professional development for educators are also advised. Engaging parents in supporting game-based learning at home and conducting further research with larger sample sizes to explore digital game effects are suggested for future studies.

In Search of Dynamic Complementarities between Early and Later Education: Evidence from North Carolina’s Pre-K and K–12 School Funding Reforms

We extend Johnson and Jackson's (2019) seminal paper on dynamic complementarities between early and late educational opportunities using modern-day programs in North Carolina. We exploit exogenous variation in the allocations made to counties for state pre-K funding (NC Pre-K) and K-12 funding allocations made to districts resulting from a court-ordered school funding reform known as the Disadvantaged Student Supplemental Fund (DSSF)—both during the mid-2000s. We find that DSSF-induced increases in K-12 per pupil expenditures had null or possibly negative impacts on students' fifth grade academic achievement. We also find no evidence of complementarities with NC Pre-K investments.

The Influence of Peer and Parental Pressures to the Academic Achievement of Grade 11 Students: A Quantitative Analysis

This study dealt with the influence of peer and parental pressure on the Academic Achievement of grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of peer pressure, parental pressure and academic achievement in terms of their respective indicators, the significant difference between peer pressure, parental pressure and academic achievement, and what domains of peer pressure and parental pressure substantially influence academic achievement. Also, this study utilized a quantitative-correlational design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a low level of peer pressure and a low level of parental pressure among Grade 11 students in terms of yielding to peer pressure, resistance to peer pressure, and peer encouragement as to Peer Pressure; and Self-efficacy, Creativity and Self-esteem as to Parental Pressure. Likewise, results showed a high level of academic achievement in Grade 11 students regarding mastery approach goal, performance approach goal and performance avoidance goal. In addition, there is a negligible correlation, and significant relationship between peer pressure and academic achievement. Hence, this leads to rejection of the null hypothesis. On the other hand, parental pressure and academic achievement shows no correlation and no significant relationship. Thus, this leads to not rejecting of the null hypothesis. Also, all domains of peer pressure and parental pressure showed a low rating as perceived by students. Thus, less evident peer pressure can subtly influence individuals to conform to social norms, affecting their choices and behavior. Parental pressure, when infrequent but intense, may create stress and impact decision-making, influencing a person’s life choices.

Integration of Gradual Release of Responsibility Instructional Model (GRRIM) in the Development of Learning Module in Geometry

This mixed methods study aims to determine the effects of the developed Gradual Release of Responsibility Instructional Model (GRRIM) learning module on the academic achievement of Grade 9 students in Geometry. The topic chosen for the module development is one of the students’ identified least learned competencies, particularly in parallelograms and their properties. The study participants were five (5) module development experts and 110 students grouped into control and experimental groups. The control group was exposed to DepEd SLM, while the experimental group was exposed to GRRIM LM. Data were analyzed using thematic analysis, mean, independent samples t-test, and ANCOVA. The results of the thematic analysis of the focus group discussion revealed a module’s characteristics that embody the GRRIM approach’s different stages. Furthermore, findings indicated that after the intervention, the experimental group’s post-test mean scores were found to be at a moderate level. In contrast, the control group remained at a low level. Finally, the study revealed that when pre-test mean scores were treated as a covariate, there was a significant difference in the post-test mean scores between the control and experimental groups. The findings revealed that the students exposed to GRRIM LM performed better than those exposed to DepEd SLM.

Good or bad? Understanding the effects over time of multigrading on child achievement

Multigrading represents the practice of mixing children of different ages in the same classroom. This paper examines the effect of attending a multigrade class in Grade 2 on students’ academic achievement in Grades 2, 5, and 8, respectively, considering Italy as a case study. To address the issue of endogeneity of multigrading (and class size), we adopt an IV identification strategy based on a law that disciplines class composition. We show that multigrading has a positive (16 percent of a standard deviation) short-term effect on academic achievements. However, this effect diminishes over time and becomes negative (-10 percent of a standard deviation) if students spend several years in a multigrade class. Mechanism analysis indicates the fundamental role of teachers and suggests that the negative long-term effect of multigrading is not statistically different from zero when multigrade classes are taught by more experienced teachers. These findings, based on longitudinal data, reconcile contrasting results in the literature, which are based on cross-sectional data and on the short-term effects of multigrading.

Online Teaching Competencies, Attitude Towards Mathematics and Academic Achievement of Grade 10 Learners in Geometry: a Path Analysis

This study aimed to determine the influence of online teaching competencies and attitude toward mathematics on the academic achievement of grade 10 learners in geometry. Also, it sought to find out the best fit model that would explain the academic achievement in geometry. Grade 10 learners from selected private schools that utilized online learning modality were chosen using complete enumeration. An adapted set of questionnaires were used in obtaining the data. A quantitative research design using the descriptive-correlational method was employed. The collected data were treated using the mean and standard deviation, Pearson product moment correlation, linear regression analysis, and path analysis. Findings revealed that the levels of online teaching competencies, mathematics attitude, and academic achievement in geometry were high, moderately high, and low, respectivelyFurthermore, a respecified model showing the indirect effect of the online teaching competencies on the academic achievement in geometry through the attitude towards mathematics as a mediator was found to be the best fit model for the academic achievement in geometry.

The Influence of Social Media towards Students' Learning Results at Grade 7 MTSN 1 Kota Payakumbuh

This study aims to determine the impact of social media use on the academic achievement of grade 7 MTsN 1 students in Payakumbuh City. Qualitative research was used in this study. The data collection technique of this study is the literature review method, which is to record one of the information about student academic achievement, combine student test scores based on students' initial tests, public standards are used to review the information in this review. Research shows that social media use has a significant impact on poor academic performance. Based on preliminary surveys conducted by researchers, the results suggest that the use of social networks can affect students' academic performance. In addition, many factors affect student learning outcomes. This section can emerge from an external point of view and in the use of social media. Events that affect student academic achievement make social media an external variable. Fewer students regularly use social networks, which makes learning outcomes interesting and learning outcomes decrease

The contribution of accelerated school readiness program to learning continuity

This study was conducted to assess the contribution of accelerated school readiness programs for learning continuity in Borena and the west Guji Zone. A descriptive survey design was employed. Data were collected from teachers, directors, supervisors, and parent-teacher association members by using questionnaires, focus group discussions, and document analysis methods. The quantitative data were analyzed by using descriptive and inferential statistics such as mean, standard deviation, and t-test and whereas the qualitative data were analyzed by narration to support the quantitative findings. The result shows that accelerated school readiness program highly enhances students learning continuity for grade one. Besides, this program improved students' academic achievement in grades one and two. Accordingly, it is suggested that the funding organizations and the Ministry of Education should maintain the sustainability and institutionalization of the program particularly in the pastoralist areas since it is a better option of providing preschool education in the country.
 Keywords: Accelerated school readiness programs; learning continuity; school readiness

Correction to: Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: the NW-CHILD Study

Correction to: Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: the NW-CHILD Study

Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: the NW-CHILD Study

Socio-economic Status Exceeds Executive Function as a Central Role Player in Academic Achievement of Grade 7 Primary School Boys and Girls: the NW-CHILD Study

Effectiveness of Multiple Representation (MR) in Removing Misconceptions Related to Acid-base Titration

The study aimed to investigate misconceptions related to acid-base titration among grade eleven students and evaluate the effectiveness of Multiple Representation (MR) in addressing these misconceptions. A quasi-experimental design was used, and data were collected from 30 grade eleven students using a multiple-choice diagnostic test with open-ended reasoning questions. The diagnostic test was administered before the implementation of MR to identify areas of misconceptions. Misconceptions were identified by combining two developed instruments: the multiple-choice test and the Certainty of Response Index (CRI) scale technique. The MR intervention strategy utilized verbal, visual, and digital representations while teaching acid-base titration. A post-test was conducted to evaluate the effectiveness of MR. Descriptive analysis was employed, including measures such as mean, standard deviation, and percentiles. Inferential analysis included statistical tests such as paired sample t-tests and Cohen's d-effect size. Results from the misconception diagnostic tests revealed that 15.3% of the students had misconceptions about acid-base titration. Both descriptive analysis (MD = 11.67) and inferential analysis (p < 0.05, d = 1.16) indicated that MR was effective in removing misconceptions and enhancing academic achievement in grade eleven chemistry. Based on the findings, the researcher recommends that teachers adopt the MR strategy while teaching chemistry. The use of multiple representations, including verbal, visual, and digital elements, can help address misconceptions and improve academic achievement in the context of acid-base titration. Implementing MR in the classroom can provide students with a more comprehensive and engaging learning experience, enabling them to better understand and apply key concepts in chemistry.

PENGARUH KUANTITAS HAFALAN AL-QUR’AN DAN KECERDASAN SPIRITUAL TERHADAP PRESTASI AKADEMIK PESERTA DIDIK KELAS XI MIPA DI SMA MUHAMMADIYAH JAYAPURA

The Senior High School of Muhammadiyah conducts the program of memorizing holy Qur’an adn other program to improve the student’s achievement. The objectives of this research are to: to analyze the big quantity influence of holy Qur’an memorization and spiritual intelligence on academic achievement grade XI MIPA in Muhammadiyah Senior High School Jayapura. To reach the objectives above, all date are collected by questionnaire method and documentation then analyzed by product moment, analyzed by product moment, analyzed and analyzed double correlation. Of 62 respondents, the results show that, the score of fscore is 22.826 by the ftable score is 3.25, so the score of fscore>ftable or 22.826>3.25, and significant level 0.000<0.05. There is a significant influence between the quantity of memorizing the Qur’an and spiritual intellegence on the academic achiavement of student in class XI MIPA In Muhammadiyah Senior High School Jayapura.

TPACK-Integrated Science Lesson Exemplar and the Academic Achievement of Grade 8 Students of Ugad High School

TPACK-Integrated Science Lesson Exemplar and the Academic Achievement of Grade 8 Students of Ugad High School

Academic Achievement in Grades 1 to 6: Association with Child, Parental and Socio-Familial Characteristics 5 Months After Birth

This exploratory study investigated patterns of children's relative ranking of academic achievement in the classroom from grade 1 to grade 6 and their association with child, parental and socio-familial characteristics assessed 5 months after birth in a population birth-cohort (92% White of European ancestry, N = 1538, 48.1% boys). Using teacher ratings, latent growth modeling revealed four distinct patterns reflecting different levels and developmental courses of relative academic achievement, with each pattern representing between 17.3% and 38.2% of the sample. Twenty-two risk factors from the prenatal period to age 5 months differentiated these longitudinal patterns. In particular, low parental education and family income, male sex, and poor parental behaviors and attitudes towards the child (OR = 1.19–2.53) were associated with a lower trajectory of relative academic achievement. Furthermore, children's patterns of relative academic achievement reflected a gradation in their association with many early risk factors, where children in the lower class differed from their peers in the Moderate-Low class, and the latter from children in the higher classes. Results of the present study show that performance at school entry is a robust indicator of a child's relative academic achievement throughout elementary school. Findings show that many at-risk children can be identified prior to or shortly after birth based on child, parental, and socio-familial characteristics. Preventive interventions aimed at reducing school difficulties should start in early pregnancy, before they lead to negative outcomes culminating in academic failure and potentially to social integration difficulties, as well as health and mental health problems.

Effect of the Flipped Science Classroom on Academic Achievement of Grade Seven students

A pilot study was carried out in a local secondary school to measure the effectiveness of digital literacy in terms of flipped classroom teaching. A grade seven science class was purposefully flipped and compared with traditional teaching classroom arrangement to evaluate the student's academic achievement. The population of study comprises all male and female 259 students of class seven, first term of session 2019-20. Study sample was further divided into two groups: two sections of boys (61 male students) and two sections of girls (66 female students) were randomly selected as the experimental group, the flipped classroom. The remaining four sections (132 students) performed as a control group, the traditional classroom. Instructional strategies were the independent variable. Student's achievement grades in pretest, ongoing posttest assessments and term exam were dependent variables. Scores of pretest were compared with posttest ongoing assessments and school term exams. The analysis was made through t-test and ANCOVA. At the end of the thirteenth week, a Likert scale survey was conducted to evaluate the student's perception regarding the learning environment in flipped class. The results indicated that” (i) there is a statistically significant difference between achievement scores of the flipped class compare to traditional class students. Flipped class students achieved better results than conventional class learners. (ii) Analysis indicated that there is no significant difference in achievement scores among male and female students of the experimental and control group. (iii) Likert scale survey results showed students increased involvement, mutual interaction and in-depth learning in flipped classroom environment. This study is a contribution to a positive change in the prevailing education system of Pakistan by transferring a deeper understanding of the importance of student-centered learning. The technological tools motivate student of this age to collaborate academically and socially to become a self-standing, curious and creative learner.

Effect of Peer Teaching on the Academic Achievement of Fourth Grade Primary School Students

This research aims to examine the effect of peer teaching on the academic success of primary school fourth grade students. The biggest difference of this research from other researches is the application of a different method in peer teaching. This research is in the pretest-posttest experimental design with an unequal control group. The research sample consists of fourth-grade students in a primary school in the province of Alanya, Antalya, Turkey. There are two fourth-grade classes in the primary school. One of these classes was determined as the experimental group and the other as the control group. There are 32 students in the experimental group. There are 28 students in the control group. The primary school fourth grade academic achievement test developed by the researchers was used as a data collection tool. The research was carried out in December 2021 and January 2022. A seven-week application was made in the fourth grade of a primary school in Alanya as part of the study project. Students in the fourth grade of a primary school participated in an experimental technique.SPSS 25 program was used in the analysis of the data. The statistical test computed was a t-test analysis, indicating that the peer teaching experimental group have a mean of 62,96 on the academic achievement scale. But the control group has a mean of 47,85, a difference of 15,11 points between the two groups.

What Is the Role of Executive Function in the Early Elementary School Achievement of Latino Students?

ABSTRACT The early elementary years are foundational for future academic achievement, and, as the number of Latino students in U.S. schools continues to rise, more attention has been given to the academic performance of these young learners. Yet little is known about the cognitive skills, such as executive function (EF), that may underlie Latinos’ academic performance in the early grades. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 4,220), the current study examines the role that kindergarten EF plays in the second grade academic achievement of Latino students, after accounting for SES and English oral language skills. Specifically, it: (1) examines the influence of SES and English oral language skills on the growth of EF in the early elementary grades; and (2) investigates whether kindergarten EF predicts second grade academic achievement and mediates the influence of SES and English oral language skills. Results suggest that kindergarten EF plays a role in second-grade reading and math. Working memory, in particular, is predictive of future achievement, mediating the relationship between both kindergarten-entry English oral language skills and SES and second-grade achievement. Implications for practice and research are discussed.

Educational data mining: prediction of students' academic performance using machine learning algorithms

Educational data mining has become an effective tool for exploring the hidden relationships in educational data and predicting students' academic achievements. This study proposes a new model based on machine learning algorithms to predict the final exam grades of undergraduate students, taking their midterm exam grades as the source data. The performances of the random forests, nearest neighbour, support vector machines, logistic regression, Naïve Bayes, and k-nearest neighbour algorithms, which are among the machine learning algorithms, were calculated and compared to predict the final exam grades of the students. The dataset consisted of the academic achievement grades of 1854 students who took the Turkish Language-I course in a state University in Turkey during the fall semester of 2019–2020. The results show that the proposed model achieved a classification accuracy of 70–75%. The predictions were made using only three types of parameters; midterm exam grades, Department data and Faculty data. Such data-driven studies are very important in terms of establishing a learning analysis framework in higher education and contributing to the decision-making processes. Finally, this study presents a contribution to the early prediction of students at high risk of failure and determines the most effective machine learning methods.

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes.

A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children’s school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child’s school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.g., socioemotional) school outcomes. Therefore, we examined the school readiness skills of a sample of Dutch children (N = 91) with a mean age of 3 years and 4 months (46% girls). We used a multi-informant test battery to assess children’s school readiness in terms of executive functions (EFs), language and emergent literacy, motor skills, and socioemotional behavior. During the spring term of a child’s first grade year, we collected academic and non-academic (i.e., EFs, motor skills, socioemotional- and classroom behavior, and creative thinking) school outcomes. A latent profile analysis revealed four distinct profiles. Children in the “Parent Positive” (29%) profile were rated positively by their parents, and performed variably on motor and language/emergent literacy skills tests. The second profile–“Multiple Strengths” (13%)–consisted of children showing strengths in multiple domains, especially with respect to motor skills. Children from the third profile–“Average Performers” (50%)–did not show any distinct strengths or weaknesses, rather displayed school readiness skill levels close to, or just below the sample mean. Finally, the “Parental Concern” (8%) profile was characterized by high levels of parental concerns, while displaying slightly above average performance on specific motor and language skills. Motor skills clearly distinguished between profiles, next to parent-rated EFs and socioemotional behavior, and to a lesser extent emergent literacy skills. School readiness profiles were found to differ in mean scores on first grade academic achievement, parent- and teacher-rated EFs, motor skills, parent-rated socioemotional functioning, and pre-requisite learning skills. The pattern of mean differences was complex, suggesting that profiles could not be ranked from low to high in terms of school outcomes. Longitudinal studies are needed to disentangle the interaction between emerging school readiness of the child and the surrounding context.

An Investigation of Mathematics Anxiety and Academic Coping Strategies Among High School Students in Vietnam: A Cross-Sectional Study

Increasing numbers of students around the world are suffering from mathematics anxiety. The main objective of this study is to investigate the relationship between mathematics anxiety and gender, grade, career choices, and academic achievement in Grade 10, 11, and 12 students. This study used the Revised Version of the Mathematics Anxiety Rating Scale to survey 1,548 high school students (570 males and 978 females) from high schools in Vietnam. A multivariate analysis of variance (MANOVA) test, Pearson correlation and multiple linear regression were used to analyze data. The results show that there are significant differences in the influence of grade, academic achievement, and students’ career choices on mathematics anxiety. Academic coping strategies, gender, grade, and career choices are significant predictors of mathematics anxiety. Grade 12 students have higher levels of mathematics anxiety than others. Students with high average mathematics scores (9.0–10.0) have higher levels of mathematics anxiety than students with lower scores. Besides, students choosing finance and economics or industrial engineering to pursue into higher education also experienced higher levels of mathematics anxiety than others. This study contributes to the general discussion about the nature of mathematics anxiety and the relationship between mathematics anxiety and academic achievement.