Academic Achievement Scores Research Articles

고등학생의 영어 학업성취도에 영향을 미치는 변인 분석

Objectives The purposes of this study were to specify the variables that have a significant impact on high school students' English academic achievement from the aspects of individual, home environment, and school life using Seoul Education Longitudinal Study (SELS) 2010 data.
 Methods For this purpose, the English academic achievement scores of 2,550 high school students in Seoul were set as the dependent variable. The independent variables were attitude in class, self-directed learning ability, parents’ support for learning, parent-child relationship, the frequency level of parents-child dialogue, the degree of school satisfaction, and friends relationship. The independent variables were extracted from the student questionnaire. A multiple linear regression analysis was performed.
 Results As for the main research results, the ability of self-directed learning, attitude in class, parent-child relationship had a positive effect on English academic achievement, while parents’ support for learning, the frequency level of parents-child dialogue, and friends relationship showed negative relationships with English academic achievement. The ability of self-directed learning and attitude in class appeared to be the biggest predictors of English academic achievement. In addition, it suggests that emotional intimacy at home is more crucial support for students than parental support for children's learning.
 Conclusions Therefore, it can be said that the result of this study is the practical proof of Self-determination Theory(SDT). It is interpreted that parents’ emotional support for their children can lead to the improvement of self determination ability, and it leads to self-directed study ability and proper attitude in class. Eventually it leads to high level of academic achievement.

Using artificial intelligence to predict students’ STEM attitudes: an adaptive neural-network-based fuzzy logic model

ABSTRACT Numerous artificial intelligence methods have lately been applied in education. This study proposes an Adaptive Neural-network-based Fuzzy Logic (ANFIS) model combining fuzzy logic and artificial neural networks for predicting students' STEM attitudes. The inputs of the research were determined as grade levels and academic achievement scores, and the output was determined as STEM attitudes. The hybrid optimisation method trained the fuzzy inference system (FIS) to recognise the more effective ANFIS model. Afterward, the effects of the input variables on the output variable were examined with statistical techniques. Finally, the students' artificial and real STEM attitude scores were compared. 600 middle school students participated in the study, and data were gathered using a Personal Information Form and STEM Attitude Scale. The study revealed a significant positive correlation (r = 0.298; p = 0.000) between the generated ANFIS scores and real scores, the real and artificial scores didn't indicate a statistically significant difference. Therefore, the results obtained through ANFIS correctly predict students' STEM attitude scores. The grade level and academic achievement variables showed statistically significant differences in STEM attitudes. This study is a concrete example as it shows that it is possible to know some characteristics of students using artificial intelligence.

Study on the Relation Between Mental Health and Academic Achievement of Higher Secondary Students

The present study aimed at examining the relationship between mental health and academic achievement of school students. For this purpose 230 students (Boys-108 &Girls-122) were selected from four different schools where two urban and two rural school of Raiganj Block in Uttar Dinajpur district. The marks obtained in class ‘XI’ of West Bengal Higher Secondary Board was used as the indicator of academic achievement. The academic achievement scores of the sample were collected by stratified random sampling technique which considered as Descriptive research methodology. The result showed that urban students was mentally healthy than rural students. Mentally health was positively related with the academic achievement.

Relationship between Success Attributions and Academic Achievement of Secondary School Students in Anambra State, Nigeria

The study focused on the relationship between success attributions and academic achievement of secondary school students in Anambra State. Six research questions and six null hypotheses guided the study. Using a multi-stage sampling technique, the study adopted a correlation design with a sample size of 600 senior secondary two students drawn from the population of 11,417 co-educational students. The instrument for data collection was the Students’ Attribution Style Questionnaire. Students’ Achievement Scores were used to obtain students’ academic achievement. The reliability of the instrument was established using the Cronbach Alpha method, which yielded a reliability of .84. The Pearson Product Moment correlation was used to answer the research questions, while the t-test of the significance of the correlation was used to test the null hypotheses at a .05 level of significance. Findings from the study revealed a medium positive correlation between attributions and academic achievement scores of students with internal success attributions. Also, the finding revealed a significant relationship between attributions and academic achievement scores of students with internal success attributions. Based on these findings, it was recommended that teachers always emphasize the effort to adopt the success attribution approach in the learning process as the basis for students’ success in their academic activities and also improve the learning environment to minimize environmental constraints.

Using Achievement Goal Orientation and Self-Regulated Learning Strategy as Predictors of Academic Achievement in English Language Among the Secondary School Students’ in Anambra State, Nigeria

Students’ achievement goal orientation and self-regulated learning strategies are strong indicators and facilitators of proactive learning. The study aimed to examine students’ achievement goal orientation, self-regulated learning strategy in predicting academic achievement in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a predictive correlational design. The population of the study comprised of 21,204 SS II students from which a sample of 630 was drawn. Multi-stage procedure was used to select the sample. Two standardized research instruments namely; Achievement Goal Orientation Questionnaire (AGOQ), and Motivated Strategies for Learning Questionnaire (MSLQ), as well as scores from students’ promotional examination were used for data collection. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability indices of 0.73, for mastery-approach, 0.71, for mastery- avoidance, 0.82, for performance-approach, 0.76, for performance-avoidance, 0.72 for work- avoidance, 0.64 for monitoring, 0.73 for planning, and 0.68 for self-regulating activity respectively were obtained. The overall reliability coefficient was 0.71 which shows that the instrument was reliable and good for the study. The standard multiple regression was used to analyze the collected data. The t-test for r, F-test and test of significance for ?, were used to test hypotheses at .05 level of significance. Findings showed that students’ achievement goal orientation and self-regulated learning scores yielded an adjusted R squared of .025. This implies that predictors accounted for about 2.5% of the variance scores in academic achievement in English language. Findings also revealed that the proportion of variance in academic achievement scores in English language explained by achievement goal orientation and self-regulated learning scores is statistically significant. Finally, it was recommended.

The Effects of Problem-Based Learning on Academic Achievement in Ecology Concepts among Science Education Students in Gusau

The study investigated Effect of Problem-Based Learning on academic achievement in Ecology Concepts among Science Education Students in Gusau. Quasi-experimental pretest, post test control group design. The population comprised of one thousand two hundred and twenty five Biology SS11 students from 11 public Senior Secondary Schools in Zaria metropolis. A sample of 137 students from two schools was randomly selected. The study involves two groups- experimental and a control group. The experimental group was taught Ecology concept using Problem-based learning while the control group was exposed to the same concept using Conventional Method. One instrument was used for data collection Namely Ecology Achievement Test. The instrument was duly validated and have reliability coefficient of 0.87, using Pearson Product Moment Correlation statistic. Two research questions and two null hypotheses were formulated and answered using Mean and Standard deviation statistics and Independent Samples t-test at alpha 0.05 level of significance. The major findings reveals a significant difference between mean academic achievement scores in favor of the experimental group. Based on the findings, it was recommended among others, that workshops, seminars and conferences should be organised for Biology teachers on the use of Problem-Based learning among science education students in Gusau.

THE USE OF MANIPULATIVES AND ITS EFFECTS ON THE STUDENTS’ MATHEMATICS ACHIEVEMENT: AN EXPERIMENTAL STUDY

The purpose of this study is to investigate the effect of manipulatives (tangible learning materials) both on the mathematics achievement of 9th grade students. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the study. The study group consisted of 86 ninth grade students (42 in experiment group and 44 in control group) studying in Camanlangan National High School in school year 2022-2023. As a result of the research, posttest mathematics academic achievement scores of experimental and control groups were found to differ significantly in favor of posttests in both groups. Hence, the use of manipulatives in teaching students helped improved their performance in mathematics. KEYWORDS: manipulative, mathematics achievement, secondary school students Camanlangan National High School

The Effectiveness of using Infographics on the Academic Achievement of Elementary Students

The primary objective of this research was to investigate whether or not the incorporation of an infographics program into elementary school curricula had any effect on the student's overall academic achievement. The investigation involved a total of forty participants, with an equal distribution of twenty people in each of the experimental and control groups. The findings of the research showed that the experimental group had significantly higher post-test scores regarding academic achievement as compared to the control group. There was not a statistically significant difference in academic achievement scores between the experimental group and the control group either immediately after the intervention or during the subsequent follow-up test. Both of these observations were made while comparing the experimental group and the control group.

Self-esteem and Locus of Control as Correlates of Academic Achievement among Secondary School Students in Anambra State, Nigeria

Aim: The present study aimed at the correlation between self-esteem, locus of control and academic achievement of secondary school students in Mathematics.
 Study Design: Correlation Survey Research Design.
 Place and Duration of Study: The study was conducted among senior secondary school students from the six education zones in Anambra state.
 Methodology: This study was conducted among 18,297 senior secondary school students from the six education zones in Anambra state. The multistage sampling procedure was adopted to select a sample of 895 SS II students from Awka education zone. The instruments for data collection were; the self-esteem scale developed by Hare in 1975, the locus of control scale developed by Aston Trice in 1985. These instruments were examined and its usability and validity in Nigeria reported. The student’s terminal results in mathematics were gathered in order to measure student’s academic achievement scores in mathematics. The reliability of the instrument was as follows The Hare self-esteem scale was subjected to a test-retest reliability and indicated a good stability r = .56 to .65 for the three sub-scales and r = .74 for the general scale. The administration of the instrument was done through direct delivery approach. By this method, copies of the questionnaire were distributed personally to the respondents (SS II students) by the researcher with the help of the regular teachers from each school sampled, the teachers will be trained and enlightened on the research assistant’s role. Data relating to research question 1 and 2 was analyzed using Pearson product moment correlation coefficient, while research question 3 was analyzed using simple regression analysis. The research hypotheses raised were analyzed using multiple regression analysis. Multiple regression analysis determined the R, R – squared and R2 adjusted. The significant value on the coefficient table was used to test hypotheses 1 – 4, while the R, R – square and R2 adjusted coefficients were used to establish the percentage correlation among self-esteem, locus of control and academic achievement.
 Results: The study shows that a moderate positive relationship of 0.544 exists between male secondary school students’ self-esteem and their academic achievement in Mathematics. The study also revealed that, there is a significant relationship between self-esteem and academic achievement of male secondary school students in Mathematics in Anambra State. Also, a low positive relationship of 0.336 exists between male secondary school students’ locus of control and their academic achievement in Mathematics. There is a significant relationship between locus of control and academic achievement of male secondary school students in Mathematics in Anambra State. The results also revealed a moderate positive relationship of 0.562 exist among secondary school students’ self-esteem, locus of control jointly with their academic achievement in Mathematics, similarly, there is a significant joint relationship among secondary school students’ self-esteem, locus of control and gender with their academic achievement in Mathematics.
 Conclusion: Based on the analysis, it was concluded that, the absence of self-esteem and locus of control among students can lead to early discouragement, and in turn propel/ lead to poor academic achievement in core subjects despite the relevance of these subjects to academic growth and development. This can result in lack of interest and perseverance at school tasks, and ultimately, they may find it easier to avoid potential damage that might occur due to attributing failures to their own fault or ability.

ACADEMIC ACHIEVEMENT AND ACADEMIC FRAUDULENT BEHAVIOR: EFFECTS OF CAMPUS CULTURE, INFORMATION TECHNOLOGY IMPLEMENTATION, AND ACADEMIC ACHIEVEMENT

Academic fraud is an act committed by students to get maximum results by committing bad and prohibited acts such as cheating, discussing with friends during exams or other ways. The problems formulated in this study are: 1) does campus culture influence fraudulent academic behavior?; Does the use of information technology influence academic fraud behavior?; and 3) does academic achievement influence academic fraud behavior? This type of quantitative research is an ex post facto model with 118 students at Ivet University Semarang as subjects. Data collection techniques used documentation and questionnaires with instruments that met the requirements of validity and reliability. The data analysis technique was used with the help of SPSS data processing, with the results that: 1) based on descriptive statistical analysis, the academic fraud variable was high, while campus culture was relatively high, while the use of information technology was included in the high criteria and the academic achievement score was relatively high; 2) based on hypothesis testing only campus culture variables have a positive and significant effect on academic cheating, while the variables of information technology use and academic achievement are found to have no significant effect on academic cheating.

In terms of chronotype, and academic achievement: Can an evening education program be an alternative?

This research aims to analyze the biological rhythm and academic achievement in university students studying in daytime and evening education programs. This is a descriptive research. Its sample group consists of 777 nursing students. "The form for inspection by variables", "Morningness-Eveningness questionnaire", "Biological Rhythms Interview of Assessment Scale" and "Perceived Achievement Assessment Scale", were used in data collection. 71% of the students receiving daytime education were of moderate type in terms of morningness-eveningness and they had a biological rhythm scale score of 49.30±7.27. Their achievement score was 2.51±0.47 and they assessed themselves as having moderate achievement. 69% of the students receiving evening education were of moderate type in terms of morningness-eveningness and they had a rhythm scale score of 50.26±7.68. Their academic achievement score was 2.42±0.47 and they assessed themselves as having moderate achievement. It was observed that most of the students had intermediate-type and irregular biological rhythms. Daytime education students have higher academic achievement scores than evening education students; perceived academic achievement was average in both groups. The academic success, sleep, and eating habits of evening education students are negatively affected, so education should be done during the daytime.

Work Readiness Bagi Gen Z: Peluang Dan Tantangan

The trend of academic achievement scores is known as the Grade Point Average (GPA), and the technical competencies possessed by graduates are the main indicators and become the focus of users in selecting new prospective workers. This applies in almost the same way to every agency or company in Indonesia and various other places (Roth & Bobko, 2000; Sayidah et al., 2019). This conceptualization gradually begins to shift along with the dynamics of the world of work. Technical and academic abilities alone cannot guarantee and predict career success in the future of the workforce concerned (Shaturaev, 2021). Therefore, job readiness is needed for a graduate who is ready for a career. In this case, generation Z as the generation that will become the productive age group in the bonus demographic that is predicted to occur in Indonesia in 2025 requires thorough work readiness improvements. Thus, writing this article was carried out in order to find out the opportunities and challenges for Generation Z in facing the future through careful work readiness planning. Descriptive qualitative becomes a research method that the writer uses in carrying out this research. The writer obtained the data by conducting interviews with one of the grocery store owners. The results of the interviews show that the opportunity for generation Z to manage future reinforcement through work readiness is business development in the field of technology. The use of technology as a means of digital payment. It is easier to adapt in the modern world where everything is done with technology compared to the previous generation which only received technology at a less productive age. The challenges faced are the rise of cybercrime cases which are increasing along with the widespread use of technology. Not a few are part of society who are digitally illiterate so that the solution for Generation Z is to make maximum use of technology.

EFFECT OF EMOTIONAL INTELLIGENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN PAKISTAN

Abstract
 The aim of the quantitative correlational study was to investigate the association between students’ academic performance and emotional intelligence. In this study, 700 10th graders from 20 high schools in the district of Lahore were randomly selected. By administering the Bar-On (2002) “Emotional Quotient Inventory Short form,” students’ emotional intelligence was assessed, whereas their academic achievement was determined by their results on the ninth-grade final examinations. Techniques for inferential statistical data analysis were used, including Pearson r, the independent sample t-test, and linear regression.According to the study's findings, academic achievement and emotional intelligence are favorably associated. Academic achievement and emotional intelligence mean scores varied across male and female professors. The outcomes also showed that, at the secondary level, learners’ academic performance was significantly impacted by their emotional intelligence. The findings of this study showed that academic achievement in secondary schools is significantly influenced by emotional intelligence. The findings showed that emotional intelligence abilities are necessary for good students to perform well in school.

Academic Achievement of Undergraduate Nursing Students in The Faculty of Nursing Before And During Corona Pandemic

Background: Universities were abruptly obliged to move to e-learning as a result of the Corona pandemic, and the University of Tripoli's College of Nursing was one among such institutions. From there, the research came to show the reality of using e-learning in the College of Nursing at the University of Tripoli, Libya. Under these circumstances. Purpose: The purpose of this study is to compare the academic achievement of second semester nursing students in the faculty of nursing before and during the Corona pandemic. Method: Using the quantitative comparative research design with all population sampling, a total of 148 nursing students were utilized as the sample. 88 of which were allotted before Corona pandemic while samples of 60 during the Corona pandemic. Data were collected from the college study and exams office, which were the final grade of the selected course in the second semester of the academic year 2019-2020 and the first semester of the academic year 2020-2021. The collected data were statistically analyzed using SPSS version 24, with t-test used to compare the effect of e-learning on student achievement in Fundamentals of Nursing 2 course (NU113) during the Corona pandemic to that of face-to-face learning prior to the Corona pandemic. Results: The results revealed that the average academic achievement scores for students before the Corona pandemic with face-to-face education was 56.76 and that the average academic achievement scores for students during the Corona pandemic with e-learning was 56.23. Significance levels were set at α≤ 0.05 was considered as statistically significant for all analyses of comparison between student scores before and during the Corona pandemic. The results showed that there is no statistically significant difference in academic achievement between students who studied e-learning and face-to-face education, with (p=0.868 > α). Ho is accepted, which means that the transition to e-learning rather than face-to-face education had no negative impact on academic achievement, it was found that nursing students academic achievement is not negatively affected by the Corona pandemic. Conclusion: In this way, e-learning can be harnessed and developed to advance the nursing education agenda. Further study is recommended to assess the impact of e-learning on students’ academic achievement on other courses.

Çevrimiçi İngilizce Öğretimi ile Web 2.0 Araçlarının Öğrencilerin Tutum ve Başarısı Üzerindeki Etkisi

This study investigates how Web 2.0 tools affect students' academic achievement and attitudes regarding learning English in distance courses. An experimental design with pre and post-tests was used in the study. The participants were divided into groups based on the equality of their pre-test scores in terms of the dependent variable of the study, English language course achievement. Accordingly, while Web 2.0 tools were the independent variables, academic success and attitudes towards the English lesson Dreams theme were the dependent variables of this research. A total of 24 seventh-grade students (12 in the experiment group and 12 in the control group) participated in this study from a secondary school in Samsun, Black Sea Region. Both groups received instruction via distance education in English because of the global impact of COVID-19. The experimental group used Web 2.0 tools during lessons, while the control group used the English language curriculum without using these tools. The achievement test was conducted as a pre and post-test for the experimental and control groups. Additionally, data on attitudes were collected from the experimental group using the Middle School English Course Attitude Scale. It was found that the academic achievement scores of the experimental group were higher than those of the control group. Comparatively to the pre-test, the attitudes of experimental group students towards English language instruction have also improved. The findings of these studies provide suggestions for using Web 2.0 tools for teaching English in distance education. The integration and effective use of Web 2.0 tools facilitates teaching-learning processes and contributes significantly to the students' enthusiasm for the lesson, active participation, and success.

The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomised controlled study

BackgroundStudents who receive e-learning in nursing education state that they cannot learn the lessons effectively. This study aims to evaluate the effect of multimedia teaching materials on students' academic achievement and motivation in e-learning. MethodsThe quasi-experimental study was performed on 70 students. The experimental group students were presented with multimedia materials, and the control group students were taught the e-learning course. ResultsIn this study, regarding the effect of multimedia-based education on students’ Instructional Materials Motivation Survey, the mean score of the control group was 85.25 ± 11.95, and the mean score of the experimental group was 94.44 ± 11.82 after the intervention. A moderately significant positive correlation was found between the experimental group's average academic achievement and total scale scores. ConclusionThe study results show that the participants accepted the important role of multimedia as practical learning compared to traditional learning methods. Given the impact of multimedia-based education on academic achievement, this approach can be used to teach other core subjects to nursing students.

The Effects of Computer Aided Education in the Education of Folk Cultural Products

This research explores the effects of computer-aided education (CAE) on the education of folk cultural products. Folklore, encompassing tangible and intangible cultural artifacts, holds significant importance in defining the identity and values of a community. CAE, utilizing multimedia software and interactive teaching methods, has emerged as a promising approach to enhancing student learning experiences. This study aims to investigate the impact of CAE on students' achievement, retention, cultural competency, and classroom participation in the domain of folk culture education. A quasi-experimental pretest-posttest control group design was utilized, with an experimental group of 32 1st grade students receiving CAE and a control group of 32 1st grade students receiving traditional teaching methods in Almaty, Kazakhstan. Various assessment tools were employed to measure academic achievement, cultural competency, and classroom participation. The results indicate that students in the CAE group exhibited significantly higher academic achievement scores, improved retention of knowledge, enhanced cultural competency, and increased classroom participation compared to the control group. These findings provide empirical evidence supporting the effectiveness of CAE in fostering effective and engaging education, particularly in the context of preserving and promoting cultural heritage through folk culture education.

Human capital effects in the job search process for new labor market entrants: A double-edged sword?

Although traditional research on human capital shows that it enhances employment success, its role in the job search process is unclear. To explain its weak effects in previous studies, this study draws on goal system theory to propose that human capital may act as a double-edged sword: On one hand it facilitates the ease of gaining employment, on the other hand it may compromise the frequency of job search behaviors. We conducted a bi-weekly repeated survey study on new labor market entrants and measured human capital using academic achievement scores. Results confirmed that human capital, though instrumental for proximal job search success, interferes with self-regulatory behaviors in job search. That is, human capital negatively predicted within-person job search intensity, and negatively moderated the within-person relationship between employment efficacy and job search intensity. On the positive side, human capital positively predicted within-person number of interview invitations. Overall, these results provide a more nuanced picture of the role of human capital in the job search process.

Pengaruh Organisasi Terhadap Prestasi Akademik Mahasiswa Di UIN KH. Achmad Siddiq Jember

According to Prof. Dr. sondang P. Siagian, organization is a form of association between two or more people who work together and are formally bound in the framework of achieving predetermined goals and in that bond there is a person or group of people called subordinates. The student organization referred to in this study is a forum or facility for its members as students to add insight into knowledge both from an academic and social perspective so that it can help improve their academic achievement and ability to socialize in society. This research itself is related to extra-student activities where students should be aware that the majors student association is an organization that is under the auspices of the department where they carry out lecture activities, therefore a department-level student organization should not have a negative impact on student academic activities as its members. , on the contrary, this student organization should have a positive impact on academic activities and student achievement as its members. The organization a student participates in can also shape the character of a student in it. However, students who join these organizations must also consider or maintain the academic value of their studies. Don't put the organization first and don't care about the value of academic achievement. It can be concluded that most students who take part in this organization at Uin Khas Jember, when they enter the organizatio they will be more concerned with the organization and have a negative impact on their academic achievement scores.

Prediction of students' learning outcomes by various variables in gamified online accounting courses.

The study aims to examine student emotions and behavior in a Gamified Learning Environment (GLE) in detail. In the study, in order to reveal the behavior (dynamics) and feelings (emotions) that emerge within the framework of the mechanics applied in the GLE process, it is within the scope of the main objectives of the study to determine how perceived learning, academic achievement and GLE scores, which we accept as learning outcomes of the process, are predicted by various variables. For this aim, a scale was applied. In the study, non-experimental correlational and comparative designs were used together. The participant group of the study consisted of forty students enrolled in the Accounting 2 course at the Faculty of Economics and Administrative Sciences. The Kahoot system was used as a tool for the GLE. According to the results of the study, the 'expected outcome' and 'engagement' variables predict 'perceived learning'. It was also revealed that the 'expected outcome' variable predicts academic achievement. A low-level correlation was found between the students' participation level and their scores in the GLE. A moderate correlation was found between their participation level and the GLE scores before the midterm. Contrary to this, no corelation was found between these variables after the midterm. It was found that students with a high perception of engagement could solve quiz questions faster in a GLE. Among the contributions of the GLE, it was mainly stated that the application was practical, fun, and reinforcing. Among the limitations of the GLE, it was stated that there was an inability to see the questions, as well as a limited answer time.