Achievement Of Capacity Research Articles

Effects of technology-integrated chemistry instruction on students’ academic achievement and retention capacity

This study determined how chemistry instruction using technology affected student achievement and retention. To achieve the goal of the study, Solomon’s four-group quasi-experimental research design was used. The one-way analysis of variance (ANOVA) and independent sample t-test were used to statistically examine the data. A one-way ANOVA analysis revealed that, for achievement and retention, respectively, the mean scores of both trial groups showed statistically significant differences from the mean scores of comparison groups F (3.161)=88.568, p0.05 and F (3.161)=14.75, p0.05). The independent samples t-test on the achievement and retention post-test mean score of the experimental and comparison groups respectively, was statistically significant (t (163)=16.05, p0.05 and t (162.09)=7.61, p0.05). Independent sample t-test shows that male and female students’ post-test scores for achievement or retention in the experimental group results was (t (42)=1.53; p0.05 and t (38)=-0.465; p0.05, respectively. This intervention has no statistically significant gender related impact on students’ achievement and retention. Thus, it is conceivable to draw the conclusion that chemistry instruction that incorporates technology enhances student achievement and retention, but its effect is gender neutral. According to recent studies, chemistry teachers and teacher training programs should use technology-integrated lessons to help students acquire and recall chemical bonding concepts.

Operation of unified financial assistance system for tertiary education in selected private institutions in Santiago city, Isabela

This study examines the implementation of the tertiary education subsidy as mandated by Republic Act No. 10931. A descriptive-comparative research design was used for the investigation. It polled 347 student-grantees chosen purposefully from Northeastern College and the University of La Salette, Inc., sampled using the proportional stratification technique. The respondents believed that the Tertiary Education Subsidy (TES) should be implemented in order to encourage student perseverance, academic achievement, and administrative capacity. Regarding financial ability, the respondents overwhelmingly concurred that the subsidy reduced their financial stress while attending school, helped them pay their tuition on time, and helped them purchase supplies for their studies. The respondents also concurred that TES provided advantages such developing responsibility and money management skills, aiding in the understanding of the worth of money, and providing motivation to spend prudently. Regardless of their profiles, all of the respondents generally agreed on how well the Tertiary Education Subsidy (TES) had been implemented. When categorized according to their profiles, certain specific indications were found to be considerably different. Finally, the respondents felt that the late delivery of essential money and severe deadlines for the criteria were the most frequently encountered issues in the implementation of TES.

Life cycle identification of China's regional innovation systems based on entropy weight disturbing attribute model

Regional innovation systems (RISs) characterized periodical and is suitable for analyzing the Chinese economy which has entered the new normal. However, few scholars analyze and identify the stage of RISs from the perspective of life cycle. This paper divides the life cycle of RISs into four stages: initial stage, growth stage, maturity stage, and decline stage. Based on the analysis of the characteristics in every stage of the life cycle in the RISs, this paper constructs entropy weight disturbing attribute model to identify the stage of 31 provincial innovation systems in China. The research results show that all the RISs in maturity stage belong to the eastern developed regions, and innovation achievement capacity is significant. The RISs are widely distributed which are in the growth stage. The innovation efficiency capacity, innovation growth capacity and innovation network capacity of RISs which are in growth stage are in a high level. The provinces with the innovation system in the initial stage are mainly in the backward areas of the west, and the innovation growth capacity is better than other innovation capacities. Mastering the evolutionary stage of the RISs is helpful to promote the implementation of innovation-driven development strategies.

The Effectiveness of Interactive Powerpoint in Improving Students’ Conceptual Understanding of Optics

The purpose of using interactive powerpoint media is improving students' understanding of concepts. In the research that has been conducted involving 62 students of 11th natural science grade even semester of the academic year 2021/2022 at MAS PP Daarun Nahdhah Tawalib Bangkinang, Kab. Kampar, Prov. Riau. The first purpose of research is to describe students' conceptual understanding through the use of interactive powerpoint media. Second, to determine the effectiveness of using interactive powerpoint learning media in improving students' conceptual understanding. The type of research used is a quasi-experimental design with a non-equivalent posttest only control group design with 2 groups of participants, namely the experimental group and the control group. Based on the results of the descriptive analysis, it was found that the understanding of the concept of the experimental group was in the good category with an average achievement capacity of 73.2%. while the result of inferential analysis is that there is a difference in understanding of the concept of the experimental group and the control group with (sig) 0.000 <0.05. it can be concluded that the use of interactive powerpoint media can improve students' conceptual understanding of optical instrument material 11th grade MAS PP Daarun Nahdhah Tawalib Bangkinang.

Influence of Educational Video Games for the Achievement of the Mathematics and Problem-Solving Abilities of Upper Primary School Students

This study examined post-test performance and retention performance of students in mathematics when learned and problem-solving ability through educational video games and traditional lecture method. The study adopted a quasi-experimental design. The sample was drawn from Alagappa Model Higher Secondary School in Karaikudi at Sivagangai district in southern Tamilnadu. Respondents were 90 students (46 boys and 44 girls). The findings revealed that there was a significant difference in the post-test scores, retention test scores, gender, and localities of experimental and control groups. The study concluded that educational video game learning significantly improves students' achievement and retention capacity. Therefore, the study recommended that this advent of learning that combines both face-to-face and online delivery can effectively be utilized in learning mathematics and problem solving to enhance the performance and retention among upper primary school students.

Effect of Blended Learning Models on Students’ Academic Achievement and Retention in Science Education

The norm for pedagogical situations in the 21<sup>st</sup> century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models (BLMs) at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning (BL) places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a BL method in learning science course at the secondary school level. The current study project has been conducted using a quasi-experimental design. The University of Abuja’s Center for Distance Learning and Continuous Education recruited 120 undergraduate students for this study. The blended learning model success test (BMAT) and blended learning model retention test (BMRT) were the instruments used for data gathering. The experimental groups’ students were instructed using BL methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical package for social science version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation, and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through BL. The study concluded that learners’ achievement and retention in science are significantly improved by BLMs. It is recommended that BL approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.

EFFECT OF BLENDED LEARNING MODELS ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN SCIENCE EDUCATION

The norm for pedagogical situations in the twenty-first century in education is digitization. After the COVID-19 pandemic lockdown, the use of blended learning models at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a blended learning method in learning science course at the secondary school level. The current study has been conducted using a quasi-experimental design. The University of Abuja’s Centre for Distance Learning and Continuous Education (CDL & CE) recruited 120 undergraduate students for this study. The Blended Models Achievement Test (BMAT) and Blended Models Retention Test were the instruments used for data gathering (BMRT). The experimental groups’ students were instructed using blended learning methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical Package for Social Science (SPSS) version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through blended learning. The study came to the conclusion that learners’ achievement and retention in science are significantly improved by blended learning models. It is recommended that blended learning approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.

Effect of Inquiry-Based Teaching Method on Students Achievement and Retention of Concepts in Integrated Science in Senior High School

This study purposely investigated the impact of using inquiry-based teaching method on students’ academic achievement and retention of concept in integrated science against the traditional method in some selected senior high schools in the Obuasi Municipality. The study also investigated the difference in the mean achievement score between male and female students taught integrated science using inquiry -based method. The sample for the study was 292 students in SHS two from Christ the King Catholic Senior High School and Obuasi Secondary Technical in the Obuasi Municipality. The sample were obtained through random sample technique. The experimental group received instructions in integrated science using inquiry-based method of teaching whereas the control group were taught with the traditional method. The data were collected through the use of pretest- posttest research design and were analyze according to the research question for the study. The main research question for the study was: What is the effect of inquiry-based method of teaching on students’ achievement and retention of concepts in integrated science? The results from the study indicates that the students in the experimental group performed better than the students in the control group. The findings also show that students who were instructed with inquiry-based method have higher retention capacity than their counterpart students who were exposed to traditional method. There was a slightly gender disparity in the achievement and retention capacity of both male and female students taught integrated science with inquiry-based method in favour of the male. This means that inquiry-based method is very rewarding to students in terms of achievement and retention regardless of gender.

Secure and Trustable Routing in Wireless Sensor Networks Using Active Detection Routing Protocol

A Wireless Sensor Network (WSN) contains gadgets that are self-sufficiently conveyed in space used to direct the physical and natural conditions with the assistance of sensors. They are primarily utilized as a part of security basic applications, for example, checking nature, following the environment and controlling regions. As a result of the asset impediment and computational limitations the WSNs are straightforward to different security assaults. Dark opening assault is a genuine assault which seriously influences the bundle exchange from source to goal. Here the Active Trust conspire is utilized to stay away from the Black opening assault. The Active Trust conspire keeps away from the dark openings through Active discovery directing and information steering which enhances the course security. Both complete hypothetical investigation and exploratory outcomes demonstrate that the execution of the Active Trust conspire is superior to anything that of past examinations. Dynamic Trust can fundamentally enhance the information course achievement likelihood and capacity against dark gap assaults and can enhance arrange lifetime.

The detrimental effect of academic procrastination on subsequent grades: the mediating role of coping over and above past achievement and working memory capacity

ABSTRACTBackground: Academic procrastination is common among university students and its effect on their achievement is worrisome. Although procrastination is often depicted as self-regulation failure, research still needs to examine the self-regulatory mechanisms involved in the relationship between procrastination and achievement.Objectives: In this prospective study, we sought to (a) unravel the unique effect of academic procrastination on university grades, (b) examine the mediating role of task-oriented and disengagement-oriented coping as a self-regulatory pathway toward achievement, (c) control for the potential confounding influence of past achievement and working memory capacity.Methods: A sample of 258 university students completed self-report measures of academic procrastination and coping, and performed tests of working memory. Their semester grade point average was collected at the end of the semester.Results: Results of structural equation modeling showed that academic procrastination negatively predicted subsequent academic achievement, even after controlling for high school achievement and working memory capacity. Furthermore, indirect effects revealed that task- and disengagement-oriented coping explained 70% of the total effect.Conclusion: These findings outline that the effect of academic procrastination cannot be reduced to a history of academic difficulties or limited cognitive ability and that coping plays an important role in the procrastination – achievement relationship.

How socioeconomic circumstances, school achievement and reserve capacity in adolescence predict adult education level: a three-generation study in Finland

Family socioeconomic circumstances directly influence adult education level. Adolescent psychosocial resources and health-promoting behaviour collectively termed as ‘reserve capacity’ and school achievement may likely mediate the effect of family socioeconomic circumstances on adult education level. We tested these relationships using 1985–1995 survey data on 12–18-year-old Finns (N = 41,822) linked with three-generation registry data of Statistics Finland until 2009. Results of the multinomial logistic regression models, adjusted for sex and age at end of follow-up, showed that socioeconomic circumstances of parents and grandparents predicted adult education level. School achievement and reserve capacity dimensions of perceived health, health-promoting behaviour and social support in adolescence also positively predicted adult education. Moreover, these tended to decrease the effect of family socioeconomic circumstances on educational level. Our findings suggest that formulating interventions which build reserve capacity and improve school performance, especially among adolescents from disadvantaged socioeconomic backgrounds, could likely reduce educational inequalities.

Pendekatan Pembelajaran dengan Memperhatikan Cara Kerja Otak: Efektivitas Hypnotheaching dalam Mendongkrak Prestasi Belajar Siswa MAN 1 Model Bojonegoro

Hypnoteaching is one of the teaching methods that concerns the existence of the brain as a source of thinking for students. This approach applies to process the brain waves of students to be in alpha conditions, because in this condition students can to suggest themselves of the importance of learning. This method of learning presents the subject matter by using subconscious languages ??because the subconscious is dominating the way the brain works. Any teacher clever if not able to process the sense of students then the learning will take place without the impression that ultimately has no significance to achievement. This paper presents the steps of hypnoteaching for teachers to be easily adopted in the process of teaching and learning activities. The result data showed that students' learning achievement and absorption capacity of 88% and 92% of XII MIPA and XI MIPA MAN 1 Model Bojonegoro axles respectively, and showed a high and medium deviation standard with the spread of homogeneous values ??and has a range of values ??that are not too far between the highest value and the lowest value.

Do Guided and Structured Inquiry Instructional Strategies Have Any Comparative Effects on Studentss Achievement in Basic Science and Technology? A Field Report

Comparative effects of guided and structured inquiry instructional strategies on students’ achievement in Basic Science and Technology were examined in this study. A sample of 162 students from six selected secondary schools out of a population of 6,235 Upper Basic Education II students from Zing Local Government Area of Taraba State, Nigeria was used for the study. Nonequivalent quasi-experimental research design was adopted. The instrument used for data collection was Basic Science and Technology Achievement Test (BSTAT) with the reliability value of 0.76 using Kuder-Richardson. Two research questions and three null hypotheses guided the study. Mean and Standard Deviation scores were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses. The study revealed among other that there is significant difference in the mean achievement scores between students taught Basic Science and Technology using guided and structured inquiry strategies in favour of guided inquiry instructional strategy; [F(1,161) =45.071, P 0.050]. It also found no significant interaction effect between strategies and gender on the mean retention scores of students in Basic Science and Technology; [F(1,161) =.822, P>0.050]. It was recommended among others that guided inquiry instructional strategy should be adopted while teaching Basic Science and Technology since it has been proved to be a viable option in enhancing students’ achievement capacity regardless of their gender.

Students’ Satisfaction and Achievement and Absorption Capacity in Higher Education

This study examines the factors that influence students’ satisfaction and their achievement and absorption capacity. The research focuses on 146 business diploma students in a Kuwaiti private college. The results indicate that, the college's image and reputation, the academic program and teaching methods influence students’ satisfaction. Achievement and absorption capacity was influenced by students’ participation, satisfaction, teaching methods and programs. The only service quality dimension which has a direct impact on students are tangibles. Moreover, students with high GPA have shown a higher level of achievements and satisfaction. Assessing students’ satisfaction and achievement and absorption capacity are critical not only for the students and their institutions but also for the business industry who are potential recruiters of these students.

Attention/vigilance in schizophrenia: Performance results from a large multi-site study of the Consortium on the Genetics of Schizophrenia (COGS)

Attention/vigilance impairments are present in individuals with schizophrenia across psychotic and remitted states and in their first-degree relatives. An important question is whether deficits in attention/vigilance can be consistently and reliably measured across sites varying in many participant demographic, clinical, and functional characteristics, as needed for large-scale genetic studies of endophenotypes.We examined Continuous Performance Test (CPT) data from phase 2 of the Consortium on the Genetics of Schizophrenia (COGS-2), the largest-scale assessment of cognitive and psychophysiological endophenotypes relevant to schizophrenia. The CPT data from 2251 participants from five sites were examined. A perceptual-load vigilance task (the Degraded Stimulus CPT or DS-CPT) and a memory-load vigilance task (CPT-Identical Pairs or CPT-IP) were utilized.Schizophrenia patients performed more poorly than healthy comparison subjects (HCS) across sites, despite significant site differences in participant age, sex, education, and racial distribution. Patient–HCS differences in signal/noise discrimination (d′) in the DS-CPT varied significantly across sites, but averaged a medium effect size. CPT-IP performance showed large patient–HCS differences across sites. Poor CPT performance was independent of or weakly correlated with symptom severity, but was significantly associated with lower educational achievement and functional capacity. Current smoking was associated with poorer CPT-IP d′. Patients taking both atypical and typical antipsychotic medication performed more poorly than those on no or atypical antipsychotic medications, likely reflecting their greater severity of illness.We conclude that CPT deficits in schizophrenia can be reliably detected across sites, are relatively independent of current symptom severity, and are related to functional capacity.

Perceptions of teen motherhood in Australian adolescent females: Life-line or lifederailment

The findings presented in this paper describe the beliefs and attitudes of three different groups of adolescent females about teen motherhood. These were elicited from a larger analysis that explored and theorized contraceptive pathways in a sample of young Australian women. A purposive sample of females aged 14 to 19 years was recruited from three distinct populations in the city of Perth, Western Australia: (1) never-pregnant; (2) pregnant-terminated; and (3) pregnant-continued. Grounded theory principles were used to analyze data generated from 69 semi-structured interviews conducted over a 21 month period (2006-2008). Two categories that described teenagers' attitudes to pregnancy and motherhood were elicited from the analysis. These explained the level of priority that teenagers placed on using contraception and postponing the transition to parenthood. The category labeled 'life derailment' represented how those who had never had a pregnancy or had terminated a pregnancy constructed teen motherhood as potentially restricting their personal, career and social transition to adulthood. The alternative category, 'life-line', reflected how those who continued with their pregnancy perceived teen motherhood as a positive and transformative experience that fostered personal growth. The findings from this study contribute further insight into the complex nature of adolescent contraceptive use and pregnancy risk. The analysis has strengthened evidence of the critical role of self-perceptions of pregnancy and childbearing on teenagers' fertility outcomes. It has also emphasized the broader life circumstances that shape these attitudes, intentions and related behavior. Strategies directed toward academic support and vocational skill development may broaden teenage girls' perceived future options and achievement capacity, thus influencing key reproductive health outcomes.

Effect of Birth Weight and Socioeconomic Status on Children's Growth in Mashhad, Iran

Background. Socioeconomic status and birth weight are prominent factors for future growing of children. Also Studies show that this criterion is associated with reduced cognitive outcomes, school achievement, and adult work capacity. So in this paper we determined the effects of some socio-economic statuses and birth weight on physical growth of children in Mashhad, Iran. Method and materials. This is a cross sectional study that determined effect of socio-economic status and birth weight on weight, heighting and BMI of school age children. Healthy six years old children who were screened before enter, to school were eligible for participating in our study between 6 June 2006 and 31 July. Weight and standing height were documented at birth and measured at 6 years old. Then, their BMI were calculated in childhood period. Data were analyzed by using SPSS software. Result. Results show that some socio-economic variables and birth weight is associated with and, perhaps, influence the variation of growth in the children. The variables which show the most consistent and significant association were birth weight, sex, economic status and education of parents. Conclusion. In this paper, we found that birth weight, economic status and education parents of neonates have directly significant effect on growth childhood period. We recommended that paying attention to these criteria for improving growth of children in our society should be considered by authorities.

Practices Worthy of Attention: A Search For Existence Proofs of Promising Practitioner Work in Secondary Mathematics

The goal of the practices worthy of attention (PWOA) project was to surface in-innovative practices currently in use by urban schools and districts that show promise of improving students’ secondary mathematics performance. Each school and district explored has a different perspective and a unique set of practices in place to improve secondary mathematics achievement. The goal of this project was not always to discover innovations in how practitioners address similar issues, but rather to document what practitioners are doing to strengthen secondary mathematics education. Thus, although the practice highlighted might be commonplace, the specific structures and strategies being employed by the school or district to implement it are worthy of attention. A cross-case analysis of the 22 practices revealed two main categories: raising student achievement and building teacher capacity.

Measures of Technological Achievement and Technological Adaptive Capacity

Measures of Technological Achievement and Technological Adaptive Capacity

Professional project management: a shift towards learning and a knowledge creating structure

‘Professional’ project management aims for continuous improvement with every project. This paper presents learning as the key strategic variable for project management. Looking at project management from a learning perspective will develop reflective practices to improve the ability to generate knowledge, make it explicit and capable of being shared within the organisation as new projects are undertaken. Based on action research undertaken in a large aircraft manufacturing company, a project network structure is proposed: a flexible structure created through a network of self-managing teams where the organisational breakdown structure is determined by the work breakdown structure and further coupled with the cost breakdown structure. The project network structure enables effective learning with project management because it enhances knowledge creation and improves the quality of information transfer within and between projects. Thus, it provides the organisation with dual benefits: short-term achievement and building learning capacity for long-term capability. Critical success factors for implementation of the project network structure in new product development projects are further discussed.