Academic Achievement Test Research Articles

Effect of the (T-shape) strategy on the achievement of chemistry for second-grade intermediate students

The research aims to know the effect of the strategy (T-shape) on the academic achievement of chemistry for second year middle school students. To achieve the goal of the research, the following null hypothesis was formulated: There is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who study according to the T-shape strategy and the average scores of the control group students who study according to the usual method in the academic achievement test for chemistry. The researcher adopted the experimental research method, which is represented by designing the post-test with partial control for two independent equal groups. Al-Khalidiya for girls (by lottery method), then two divisions of the second intermediate class were chosen randomly (by lottery method) to represent the (B) division of the experimental group that was studied according to the strategy (T-shape), and Division (C) the control group that was studied according to the usual method If the research sample reached (60) students, with (30) students for each group, and parity was made between the two groups in some variables that could affect the results of the research by participating with the independent variable.

The Impact of Augmented Reality-Based Argumentation Activities on Middle School Students’ Academic Achievement and Motivation in Science Classes

Science teaching is one of the subjects that has been actively affected by Augmented Reality (AR) technology worldwide. Although the use of AR in science courses is increasing, the effective use of AR still needs improvement. The purpose of this study was to investigate the effect of augmented reality-based argumentation activities in 7th grade students' academic achievement and motivation in teaching astronomy content. The quasi-experimental design was used in this study. The participants consisted of 79 seventh-grade students from three different science classes. The students in experimental group 1 (n=26) participated in an instruction that included both augmented reality and argumentation activities about astronomy. The students in experimental group 2 (n=27) participated in an astronomy instruction that includes only argumentation activities and the students in control group (n=27) received astronomy instruction through traditional methods. The data were collected through pre-and post- academic achievement test and the Motivated Strategies for Learning Questionnaire (MSLQ). ANOVA and Kruskal Wallis tests were used to determine the statistical differences between the pretest and posttest scores of the students. The results showed that augmented reality-based argumentation activities were more effective in increasing students' achievement and motivation than the argumentation and traditional instruction in teaching astronomy.

Beyond Simple Mean Differences: Analysis of Sex Similarities and Differences in Academic Achievement With the Kaufman Tests of Educational Achievement, Third Edition

Simple mean differences summarized in meta-analyses do not always adequately describe sex similarities and differences. We investigated sex similarities and differences in academic achievement test scores during childhood and adolescence multiple ways based on composite and subtest scores from the Kaufman Test of Educational Achievement (Third edition) norming sample. Sex differences in means were investigated across achievement domains and ability levels. Test score variance and percentages of scores at different parts of score distributions were also compared across sex. The largest and most consistent sex differences were female advantages in writing tests: Larger advantages were found in more complex writing tasks. Females also showed consistent advantages in silent reading fluency. Males demonstrated advantages in math problem solving that emerged at the average ability level. Females were more likely to be high achievers in reading fluency and written expression, whereas males were more likely to be low achievers in reading fluency and aspects of writing, and very low achievers in word recognition, word recognition fluency, and reading vocabulary. Males were more likely to be high achievers in math problem solving. Analysis that goes beyond simple mean differences reveals important sex differences regarding academic achievement, and theories should account for overall patterns of academic achievement similarities and differences.

Test Review of the Feifer Assessment of Reading (FAR).

The Feifer Assessment of Reading (FAR) is a comprehensive reading test for children ages 4 through 21 years. The FAR was designed to evaluate the underlying cognitive and linguistic processes of reading. It has 15 subtests to evaluate aspects of phonological development, orthographical processing, decoding, reading fluency, and comprehension skills. Academic achievement tests endeavor to evaluate core neuropsychological and theoretical perspectives that identify students at risk. However, reading tests have historically not focused on why a student may struggle with reading interventions. A neuropsychological approach to reading posits that multiple neural pathways assist the reading process. These processes include orthographic mapping, phonemic awareness, fluency, decoding, and comprehension. The aim of the test is to help the evaluator learn why a student is struggling with reading, as well as to inform intervention. This review explores the Feifer Assessment of Reading (FAR), and its contribution to the neuropsychological evaluation of reading.

The Effect of Using Different Teaching Methods on High-Level Skills in Science Lessons

The aim of this study was to determine the relationship between students' metacognitive learning, critical thinking, scientific process skills and academic achievements after the ‘Cell and Divisions’ and ‘Force and Energy’ units have been processed according to different teaching methods. Also, in this study, it is aimed to determine the variables that predict academic achievement. In the study, five different groups were selected from 7th grade students. In these groups, lessons were taught according to the Multiple Intelligence Approach, Problem Based Learning, Peer Instruction, Combined Method and the method recommended by the Ministry of National Education (2017). The sample of the study, in which the correlational survey method, one of the quantitative research approaches, was used, consists of 185 seventh grade students studying in two secondary schools in the Yakutiye district of Erzurum. As a data collection tool in research; Metacognitive Learning Strategies Scale, Critical Thinking Tendency Scale, Scientific Process Skills Test and Academic Achievement Tests were used. As a result of the analyzes made on the data of the students in different groups and the whole study group, significant relationships between variables were determined in terms of group specific and all data. In addition, in the hierarchical regression analysis, it was determined that scientific process skills were the most predictive skills for academic achievement for each group.

A Synthesis Study of National and International Graduate Theses on Writing for Learning in Science Education

The aim of this study is to examine and analyse the postgraduate thesis studies published in the national and international fields for writing for learning purposes in science education in the context of the determined criteria. For this purpose, national and international postgraduate theses prepared for writing in science education between 2010-2020 were reached and 37 national and 36 international thesis studies included in the study were examined. This study, which examines the theses prepared for writing in the field of science education, was carried out as a synthesis study and in this direction, 73 postgraduate theses were examined with a comprehensive and critical approach. As a result of the examination; In most of the national and international postgraduate theses, writing themes related to science achievement, science attitude, conceptual learning and scientific skills are preferred, theses are mostly carried out with experimental methods from quantitative research methods, mostly secondary school samples are studied, and academic achievement test is generally used as a data collection tool and t-test analyses were used in the analysis process. In addition, within the framework of the thesis studies analysed, it was revealed that writing activities had a positive effect on academic achievement, attitude, writing skills, writing proficiency, and creative writing levels. International theses; It has been determined that it differs from national theses with the themes of science news, professional development, technology-integrated writing, and information transformation. Based on the results of the study, it is suggested that the postgraduate theses, especially in the national field, conducted for writing for learning purposes in science education, are enriched from different aspects (scientific method, approach, subject, etc.) to fill the gap in this subject with studies.

THE EFFECT OF GAME-BASED LEARNING VIA KAHOOT AND QUIZIZZ ON THE ACADEMIC ACHIEVEMENT OF THIRD GRADE PRIMARY SCHOOL STUDENTS

The application of student response systems could have a lesser effect on the science education of younger students compared to the effects achieved with older students in language and social science courses. The aim of this research was to determine the effect of the application of Kahoot and Quizizz on the academic achievement of third grade primary school students (9 years old) in a natural sciences course. A total of 113 third grade primary school students participated in this research. During the experimental phase which lasted 4 weeks, the participants were divided into three groups. Out of two experimental groups one group used Kahoot as a learning aid, while the other used Quizziz. The third group was the control group. At the beginning and at the end of the experimental phase, the participants were given an academic achievement test. The results of this research showed that the experimental group which used Kahoot for learning the content of the natural sciences course achieved significantly higher results in the post-test than the control group. There were no significant differences in the academic achievement of the group which used Quizizz and the other two groups. This result indicated that Kahoot could be used effectively as a learning aid in third grade primary education in the field of natural sciences. Keywords: game-based learning, Kahoot, Quizizz, primary education, pre-test-post-test research design, science education

What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?

The aim of the study was to determine the factors affecting teacher’s judgment accuracy while estimating performance in tests of cognitive abilities and academic achievement of students, and on which student abilities the evaluation was based on. The study included 223 students (38% females) of the fourth grade who were administered the test of cognitive abilities CFT 20-R and the test of academic (mathematical) achievement TIM3–5. Their performance was estimated by 10 teachers (8 females) using a 9-point scale and percentile. Furthermore, for a part of the children (n = 130), 6 of these teachers determined the probability with which the child would correctly solve two particular items of test TIM3–5. The most accurate method of estimation is the percentile rating, both for the cognitive abilities (r = 0.56) and the academic achievement (r = 0.63). The length of teacher experience and the level of evaluated student ability has no effect on the accuracy of judgment. The student’s gender has no effect on the accuracy of estimation or the level of ascribed ability. Teachers tended to underestimate students in a moderately difficult item of test TIM3–5, and overestimate in case of a difficult item. The study further presents a theoretical model in which the teacher’s impression of the student is based on the student’s cognitive abilities and academic achievement. Empirical verification of this model has shown that the basis for teacher’s judgment is primarily the student’s intelligence, which is manifested indirectly in the student’s academic achievement.

Effect of 5Es Instructional Model on Achievement of Secondary Level Students in Physics

The use of the 5Es instructional model develops a deep conceptual understanding of learning in sciences. The study was conducted on a sample of 80 students who were randomly selected from a public school in district Sargodha during the academic session 2020-2021. For this study, a pretest-post test control group design was used. An intervention program based on a constructive learning approach and academic achievement test in physics were used. The study's main objective is to determine the effectiveness of secondary students' achievement in physics through the 5Es instructional model and lecture method. An achievement test was administered to both groups as a pre and post-test in order to assess their achievements. The data obtained were tabulated and analyzed by using SPSS to means,standard deviation and t-value. It is concluded that instruction based on 5Es instructional model caused significantly better achievement as compared to the lecture method. It is therefore recommended that5Es instructional model may be organized as an essential component for in-service and pre-service teachers' training programs.

Distance education students’ structured query language achievements and attitudes toward web‐based instruction: Second Life versus the Enocta learning management system/adobe connect

AbstractThis study aimed to investigate the effects of instruction offered via different learning environments Second Life (SL) as a 3D world versus Enocta learning management system (LMS)/Adobe Connect Pro as a web‐based environment on distance education students’ academic achievement related to structured query language (SQL) and attitudes toward web‐based instruction. The study used the embedded experimental model. A total of 60 distance education students participated in the study. Based on their pretest academic achievement scores, 30 students were assigned to the experimental group who took the SL class while 30 were assigned to the control group who took the Enocta LMS/Adobe Connect Pro class. The same instructor taught the same course, Database 211, using the same instructional methods and materials but different learning environments (SL for the experimental group and Enocta LMS/Adobe Connect Pro for the control group). The data were collected using the web‐based instruction attitude scale, an academic achievement test on database and SQL, in addition to an open‐ended questionnaire. The results showed that there was no statistically significant difference between the experimental and control groups in terms of academic achievement. However, in terms of attitudes toward web‐based instruction, a statistically significant difference was found between the experimental and control groups in favor of the experimental group.

Dual discrepancy/consistency pattern of strengths and weaknesses method of specific learning disability identification: Classification accuracy when combining clinical judgment with assessment data

The Dual Discrepancy/Consistency (DD/C) pattern of strengths and weaknesses (PSW) method is the most prominent “other alternative research-based procedure” used to identify a specific learning disability (SLD). The DD/C method is intended to be used with multiple data sources, but no research has examined identification decision making using the DD/C PSW analysis of cognitive and academic achievement test scores with other assessment data (e.g., pre-referral intervention data, parent/teacher reports, observations, evaluation of exclusionary factors). This study used an experimental vignette methodology to investigate school psychologists' (N = 343) identification decision making using the DD/C method with multiple data sources. Results showed that school psychologist participants made highly accurate (97.50%) identification decisions when both cognitive and achievement test score patterns and other assessment data were clearly indicative of SLD, but that overall identification accuracy was only 65.60%. Participants made less accurate identification decisions when examining test score data that did not meet DD/C PSW criteria for SLD than when examining test score data that did. Participants made less accurate decisions when other assessment data (interpreted in conjunction with test scores) did not meet DD/C PSW criteria for SLD or were ambiguous than when they did. In addition, male school psychologists were less likely to make accurate identification decisions than female school psychologists, and participants who were Nationally Certified School Psychologists were less likely to make accurate identification decisions than those who were not. Last, more experience with DD/C resulted in less accurate identification decisions, and participants who made accurate decisions reported higher levels of confidence, although the effect size was negligible. Implications for research and practice are discussed.

An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation

In this quasi-experimental research, the effect of the inquiry-based 5E instruction on students’ learning of the topic of the main subatomic particles forming the atom as well as on their level of motivation was examined. The sample for the study comprised 45 ninth grade students enrolled in two randomly selected classes at a public high school located in a city center in the Aegean region, in the west of Turkey. The topic of main subatomic particles was taught to the experimental group students (n = 21) by inquiry-based 5E instruction, while the control group students (n = 24) were taught the topic using traditional instruction methods. The length of the study was 3 weeks. An academic achievement test which consisted of four open-ended questions and a chemistry motivation scale which was composed of 5-point Likert-type 30 items were administered to both groups as a pre-test and as a post-test. The data were analyzed using the independent-samples t-test and paired-samples t-test statistical analyses. The results showed that inquiry-based 5E instruction on the subatomic particles forming the atom has a significantly positive impact on academic achievement as compared to traditional instruction. Compared with traditional instruction, it was observed that using the inquiry-based 5E instruction did not produce a higher effect on student motivation. Based on the findings, this study provides suggestions that chemistry teachers, educators, and researchers can benefit from.

Effects of Capoeira on children's executive functions: A randomized controlled trial

PurposeA growing body of evidence suggests that the benefits of exercise go far beyond physical health and may include cognitive gains. Capoeira is an Afro-Brazilian martial art that challenges Executive Functions (EFs), and inspires children's commitment in an environment characterized by positive affect, inclusiveness, and camaraderie. The primary aim of the study was to evaluate the effect of Capoeira on EFs in children. The secondary aims were to look at the effects of Capoeira on academic achievement and motor function and to look at dose-response effects of Capoeira on EF. MethodsIn this randomized controlled trial, 67 children (aged 8–13 years) were randomly assigned to Capoeira instruction (n = 37) or a wait-list control group (n = 30). Children in the Capoeira group participated in 60-min Capoeira classes three times per week. The Stroop Test, EF subtests of the Wechsler Intelligence Scale for Children, an Academic Achievement Test, agility and eye-hand coordination tests were conducted before and after the intervention period. ResultsANCOVA analyses, controlling for sex and age, revealed that children who attended at least 70% of the Capoeira classes improved more in eye-hand coordination than the control group. There was also a positive association between EF improvement and the number of Capoeira classes attended. ConclusionThe results suggest that Capoeira practice benefits eye-hand motor coordination in children and that the improvements in EFs might be dose-dependent. The results highlight the need for further studies to determine the potential advantages of adopting Capoeira as a holistic movement practice for children.

Comparing the efficacy of problem-based learning vs. lectures on the academic achievement and educational motivation of nursing students: A 3-year quasi-experimental study

Background: The expansion of roles and the professionalization of nursing obligates instructors to use novel teaching methods, especially problem-based learning (PBL), which provides students with clinical problem-solving skills and promotes lifelong learning. Methods: In a quasi-experimental study, the effects of two teaching methods (traditional lectures and PBL) on academic achievement and educational motivation of nursing students were compared. The study participants consisted of four different classes across four academic semesters of students who had taken a "Respiratory System Diseases and Disorders" theoretical course. The Solomon four-group test was used to remove the sensitizing effect of the pre-test and avoid compromising the external validity of the research. Two classes used the PBL method and two classes used the lecture method. An academic achievement test and the Inventory of School Motivation (ISM) were used to compare the pre-and post-test results. Results: The pre-test indicated the same random effect on all the participants (P>0.05). Both control groups were treated as one general control group (n=52) and both experimental groups were treated as one general experimental group (n=56). The difference between the post-test mean scores of academic achievement and educational motivation was not significant between the two PBL groups (P>0.05) nor the two lecture groups (P>0.05). The PBL and lecture groups differed in their mean post-test scores of academic achievement and educational motivation (P < 0.05), wherein the PBL group showed higher scores than the control group. Conclusion: In traditional learning methods, students gain required knowledge for problem-solving before encountering problems. In PBL, however, knowledge is acquired by actually working on problems. The advantages of PBL include gaining basic knowledge for clinical use, developing effective care, developing personal learning skills, and increasing the desire to learn.

Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students’ learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used to evaluate the outcomes of the intervention. Forty- four first year senior high school students of an elective textile education subject participated in the study. An academic achievement test and a semi-structured group interview were employed as data-gathering instruments. Descriptive and inferential statistics (parametric and nonparametric tests), as well as thematic analysis were used to analyse the data collected. Findings of the study indicated that, regarding the acquisition of skill set and the maintenance of academic achievement, the students in the treatment group taught using the FC approach obtained higher levels of achievement juxtaposed with the students in the control group tutored with a traditional teacher-centred approach. The study further established that a flipped-classroom approach was engaging, interactive and exciting for students. The students in the experimental group, via the qualitative inquiry, expressed satisfaction with the practice in weaving and felt elevated in their knowledge, attitudes, self-learning, problem-solving and critical thinking skills acquisition. Therefore, the study recommended that the school adopt the FC approach as a method of teaching studio-based Visual Art subjects to support instructional hours.

Developing and investigating an electronic performance support system for skill learning in the simulation environment.

Electronic performance support systems (EPSSs) developed in the literature generally use advanced programming. This situation may limit the use of the EPSSs. The purpose of this study was to develop an EPSS without any financial cost and using advanced programming to improve dental and medical students' knowledge and performance in the basic life support course in simulation environment. This study was planned and carried out as a developmental research. The participants of the study were composed of dental/medical students and experts. The academic achievement test, performance test, expert evaluation form and interview form were used as data collection tools. Data analyses were done by SPSS 21 package software. Students taught using the EPSS have higher levels of academic achievement and performance compared with the students taught using the lecture format in a traditional way of teaching. Students stated that the system was useful and effective. This web-based mid-level EPSS was developed without any financial cost and using advanced programming. EPSSs like present system can be used for supporting learning. The used framework in this study can provide guidance for future works.

The Effect of Using the Gamification Strategy on Academic Achievement and Motivation towards Learning Problem-Solving Skills in Computer and Information Technology Course among Tenth Grade Female Students

Abstract This study aimed to identify the effect of using the gamification strategy on academic achievement and motivation towards learning problem-solving skills in computer and information technology course. A quasi-experimental method was adopted. The study population included tenth-grade female students in Al-Badi’ah schools in Riyadh. The sample consisted of 54 students divided into two equal groups: control group and experimental group. The study tools comprised an achievement test and the motivation scale. The results showed that there were statistically significant differences between the two groups in the academic achievement test in favor of the experimental group, with a large effect size of the gamification seen on academic achievement. The results also showed that there were no differences between the two groups in the motivation scale, with a small effect size of the gamification on student motivation. One of the most important recommendations of this study was encouraging the use of the gamification strategy in teaching the computer course to help boost students’ achievement levels and applying the gamification in the classroom for prolonged periods to achieve higher student-motivation scales. This study also proposes conducting additional more research studies to gauge the effects of gamification on covering different variables and spanning various subjects and grade levels. Keywords: Gamification, academic achievement, motivation, problem-solving skills, programming, computer, e-learning

Test use and assessment practices of school psychology training programs: Findings from a 2020 survey of US faculty

AbstractThe last comprehensive study to examine the assessment practices promoted by school psychology programs was published 25 years ago (i.e., Wilson & Reschly, 1996). Since then, significant changes to assessment theory and practice have occurred. Data from a 2020 survey of directors of school psychology programs were collected to gain an understanding of current graduate training in test use and assessment. Results were compared to a current survey of practitioners as well as past surveys of trainers. Results indicate that the assessment instruments used most frequently by practitioners tend to be those that are strongly emphasized in training programs. There were significant changes over time, most notably a large increase in the extent to which programs emphasize rating scales. Programs continue to strongly emphasize standardized, norm‐referenced tests, particularly tests of cognitive abilities and academic achievement. Programs also continue to emphasize behavioral observation methods. In contrast to our expectations, results also reveal a persistent emphasis on low‐value instruments such as projective tests. The implications of these findings for training and practice are discussed.

Examining the effects of ADHD symptoms and parental involvement on children’s academic achievement

ObjectiveOur understanding of the role of parental involvement in academic outcomes for children with ADHD is limited, with mixed evidence suggesting a positive association between parental involvement and academic achievement for pediatric ADHD but limited evidence regarding how this varies based on ADHD symptom severity, ADHD symptom domains, or co-occurring ODD symptoms. In this context, the present study aimed to examine the effects of parental involvement, ADHD symptoms, and comorbid ODD on children’s overall, reading, and math achievement. MethodA well-characterized clinically-evaluated sample of 162 children recruited through a university-based children’s learning/behavioral health clinic and community resources (ages 8–13; 50 girls; 69% Caucasian/Non-Hispanic) were administered standardized academic achievement tests, with parents and teachers completing measures of parental involvement and ADHD symptoms, respectively. ResultsInattention, but not hyperactivity-impulsivity, was associated with lower academic achievement in all tested models (β= -.16 to -.22, all p < .03). Surprisingly, parental involvement had significant negative associations with math and overall academic achievement (β= -.13 to -.26, both p< .05) and did not moderate the relations between ADHD symptoms and academic achievement in any tested model. Comorbid ODD symptoms did not significantly predict academic achievement or interact with parental involvement in any tested model. These findings were robust to control for child IQ, age, sex, SES, anxiety, and depression. ConclusionParental involvement may not serve as a protective factor against academic underachievement for children with clinically elevated ADHD symptoms, and may predict lower rather than higher academic achievement for clinically evaluated children in general.

Designing a digital video based on storytelling in an e-learning environment and its effect on developing mental motivation and academic achievement among students at College of Education, King Saud University.

This research aimed to developing mental motivation and academic achievement among students at College of Education, King Saud University, through design a digital video based on storytelling in an e-learning environment. To achieve this goal, a sample of (62) students from College of Education at King Saud University was selected. The researcher divided them into experimental group of (30) students, who studied by using digital videos which designed based on storytelling in an e-learning environment, and control group of (32) students, who studied by traditional method, both groups were enrolling in the course of “Integrating Technology in Education”. The mental motivation measurement and academic achievement test were used as well as T-test for analyzing the research data. This research found the effectiveness of using digital video in an e-learning environment based on storytelling in developing mental motivation and academic achievement among students at College of Education, King Saud University.