Achievement Of Middle School Students Research Articles

أثر التعليم عن بعد علي مستوي القلق والخجل لدي المتعلمين في المرحلة المتوسطة بدولة الکويت فى ظل جائحة کورونا

يهدف البحث الحالي التعرف على أثر التعليم عن بعد علي مستوي القلق والخجل لدي المتعلمين في المرحلة المتوسطة فى ظل جائحة کورونا، وذلک باستخدام المنهج شبة التجريبى والمجموعة التجريبية وقوامها (2٠) طالبا، باستخدام القياس القبلى والبعدى لمتغيرات الدراسة المقاسة مقياس القلق والخجل، اختبار تحصيلي في الاجتماعيات، استمارة المستوي الاقتصادي الثقافي الاجتماعي لتلاميذ المرحلة المتوسطة بدولة الکويت Abstract This study aimed at examining the effect of distance education on the academic achievement of middle school students and its association with parental stress during COVID-19 pandemic. The study employed a quasi-experimental correlational pre- test- post- test control group design. The sample consisted of 20 students who were equally distributed to a control group and an experimental group. Data collection was carried out by means of a psychological stress scale, an achievement test in Arabic language, and socio-economic- cultural status form for middle school students in the State of Kuwait.

중학생의 사회적 관계와 학업성취도 간의 관계에서 그릿과 학업열의의 매개효과와 성별의 조절효과

본 연구의 목적은 중학생의 사회적 관계와 학업성취도 간의 관계에서 그릿과 학업열의의 매개효과와 성차를 확인하는 것이다. 본 연구는 아동․청소년 패널조사의 중학생 1-2차년도 자료를 사용하였으며, 중학교 1학년 2,471명(여자 50.8%)을 연구대상으로 선정하였다. 본 연구의 목적을 달성하기 위해 사회적 관계를 부모관계, 교사관계, 또래관계로 구분하여 그릿과 학업열의, 학업성취도와의 구조적 관계와 성별에 따른 차이를 함께 살펴보았다. 분석결과 사회적 관계와 학업성취도 간의 관계에서 그릿과 학업열의의 매개효과가 유의하게 나타났다. 사회적 관계는 중1학업성취도와 중2학업성취도에게 직접적인 영향을 끼치지 않고, 그릿과 학업열의를 매개하여 학업성취도에 유의한 영향을 끼치는 것으로 나타났다. 부모관계의 경우 그릿과 학업열의의 순차적 매개효과만 유의하게 나타났으며, 교사관계의 경우 학업열의를 매개하여 중2학업성취도에 미치는 영향이 유의하였고, 또래관계의 경우 학업열의만을 매개하는 경우 중1학업성취도와 중2학업성취도에 부적 영향을 끼치는 것으로 나타났다. 다집단분석을 통해 구조모형의 성차를 살펴본 결과, 전체 경로 중 교사관계가 중1학업성취도에 직접 영향을 미치는 경로에서 성별에 따른 차이가 확인되었다. 본 연구 결과를 바탕으로 선행연구와의 관련성과 시사점 및 후속 연구에 대한 제언이 논의되었다.

An embedded mixed method study on teaching algebraic expressions using metacognition-based training

That the students are aware of the learning process and know how they learn is important in terms of both controlling their previous learning and building their new learning on the previous ones. This thinking process, which generally requires metacognitive skills, may facilitate the difficulties experienced by the students while passing on from arithmetic to algebraic thinking. This study had two purposes:(1) to examine the effect of the IMPROVE method, a metacognitive training method, on the academic achievement of middle school students regarding algebraic expressions and (2) to examine the teaching process of algebraic expressions with IMPROVE. This study was conducted as an embedded mixed design. Forty-nine sixth grade students participated in the quantitative part of the study, while only six students from the experimental group participated in the qualitative part. The quantitative results of the study showed that there was a significant difference between the students’ total achievement scores regarding algebraic expressions and the achievement scores in the questions requiring high-level thinking skills in favor of the experimental group. It has been found in the comparisons made based on cognitive field levels that there is a statistically significant difference in favor of the group that received metacognition-based education in synthesis level questions. The qualitative results indicated that this teaching method increased students’ interest, contributed to their conceptual learning and improved their various affective characteristics. Also, it has been determined that the students who receive metacognition-based education do enjoy learning with this teaching method and that they think this method should be sustainable for the upcoming lessons.

An Exploration of Variables Influencing on School Satisfaction and Academic Achievement of Middle School Students Using Penalized Regression Model

An Exploration of Variables Influencing on School Satisfaction and Academic Achievement of Middle School Students Using Penalized Regression Model

긍정적 부모양육방식, 중학생의 주의집중과 학업성취도 간의 관계에서 자아탄력성의 조절된 매개효과

긍정적 부모양육방식, 중학생의 주의집중과 학업성취도 간의 관계에서 자아탄력성의 조절된 매개효과

중학생의 마인드셋이 학업적 자기효능감을 매개로 학업성취도에 미치는 영향: 저소득층 여부에 따른 다집단분석

본 연구의 목적은 중학생의 마인드셋이 학업적 자기효능감을 매개로 학업성취도에 미치는 영향을 확인하고, 학생들의 저소득층 여부에 따른 모형 차이를 검증하는 것이다. 이를 위해「경기교육종단연구(GEPS)」2016년 조사의 중학교 2학년 자료를 가구 소득에 따라 저소득층 489명, 비저소득층 4,842명으로 분류하여 분석을 실시하였다. 먼저 구조방정식 모형 분석을 통해 변인들 간 구조적 관계를 검증하였으며, Bootstrapping 방법을 사용하여 매개효과의 유의성을 검증하였다. 이후 다집단분석을 실시하여 저소득층 집단과 비저소득층 집단 간의 모형 차이를 검증하였다. 분석 결과, 첫째, 중학생의 고정 마인드셋이 학업성취도에 유의한 부적 영향을 미치는 직접효과와 학업적 자기효능감을 매개로 영향을 미치는 간접효과가 확인되었다. 둘째, 다집단분석 결과, 수학 과목에서 고정 마인드셋이 학업적 자기효능감을 거쳐 학업성취도에 영향을 미치는 경로에 두 집단 간 통계적으로 유의미한 차이가 나타났다. 저소득층 집단의 경우 비저소득층 집단과 달리 고정 마인드셋이 수학 학업성취도에 유의한 영향을 미치지 않았다. 또한 저소득층 집단의 경우 비저소득층 집단에 비해 학업적 효능감이 학업성취도에 이르는 경로 계수가 더 높았다. 이를 통해 본 연구는 저소득층 학생들의 경우 수학 학습에서 효능감, 정서, 동기 등의 정의적 영역이 학업성취도 증진에 중요한 부분임을 시사한다.

The effect of mathematics anxiety on the achievement of middle school students in Amman

This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.

A Longitudinal Study on the Effects of Autonomous Activity Experience on the Stress and Academic Achievement of Middle School Students

A Longitudinal Study on the Effects of Autonomous Activity Experience on the Stress and Academic Achievement of Middle School Students

The Effects of Student and School Level Characteristics on Academic Achievement of Middle School Students in Turkey

The purpose of the study was to examine the student-level and school-level variability that affect middle school students’ academic achievement. Student background and school context on student academic achievement were examined. Participants of the study consisted of 1053 seventh and eighth grade middle school students from 10 schools in the cities of Ankara and Sinop, Turkey. The research study analysed using two-level hierarchical linear modeling (HLM). Data were analysed with three HLM models: (1) random effects one-way ANOVA model, (2) random coefficients regression model, (3) intercepts and slopes-as outcomes model. The results of the analyses showed that at the student level, gender, SES, and number of siblings were found to have statistically significant effects on student GPA. When considering the practical importance of student level variables, SES, and number of siblings have small effects, but gender has a moderate effect on students’ school achievements. On average, female students perform higher than male students in terms of their GPA scores. At the school level, educational school resources have a significant effect on predicting academic achievement. It has been shown that school resources have a moderate effect on students’ academic achievements.

Influence of the use of props made from used materials on the mathematics learning achievement of middle school students

Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh penggunaan alat peraga berbahan bekas terhadap hasil belajar matematika siswa SMP. Jenis penelitian ini adalah penelitian kuantitatif. Sampel dalam penelitian adalah siswa kelas VIIID SMP Negeri 12 Kupang. Data yang diperoleh dianalisis menggunakan program SPSS versi 22. Sebelum pengujian hipotesis, dilakukan uji prasyarat yaitu uji normalitas untuk data pretest dan posttest. Dari hasil analisis data pretest dan data posttest diperoleh bahwa data tersebut memenuhi kriteria pengujian maka data pretest dan data posttest berdistribusi normal. Selanjutnya pengujian hipotesis menggunakan paired sample test, setelah data dianalisis diperoleh nilai Asymp. Sig. (2-tailed) = 0,000 < 0,05 dan thitung = 17,697 > 2, 080 = ttabel maka Ho ditolak dan Ha diterima, artinya ada pengaruh yang signifikan pada penggunaan alat peraga berbahan bekas terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 12 Kupang. Hasil penelitian ini menunjukkan bahwa alat peraga berbahan bekas berpengaruh terhadap hasil belajar matematika.

Teacher Support for a Classroom Setting that Promotes Thinking Skills: An Analysis on the Level of Academic Achievement of Middle School Students

Teacher Support for a Classroom Setting that Promotes Thinking Skills: An Analysis on the Level of Academic Achievement of Middle School Students

Acute Exercise and Academic Achievement in Middle School Students.

(1) The purpose of this study was to examine the acute effects of aerobic exercise, resistance exercise, and non-exercise on measures of academic achievement and cognition in pre-adolescent students. (2) In a randomized crossover design, sixty-three participants with a mean age of 13.7 ± 0.47 years completed 20 min of aerobic exercise, resistance exercise, or non-exercise with a period of seven days between each bout. Immediately after each bout, participants were tested for academic achievement and cognitive performance. Academic achievement was assessed using standardized, age-appropriate mathematics tests. Cognition was measured using the Dot, Word, and Color tasks of the Stroop Test (Victoria version). (3) Participants scored significantly higher on the mathematics tests (F1,62 = 4.50, p = 0.038) and all elements of the Stroop Test (Dot: F1,62 = 8.14, p = 0.006; Word: F1,62 = 9.90, p = 0.003; Color: F1,62 = 7.57, p = 0.008) following acute resistance exercise as compared to non-exercise. Math test performance was not statistically different between the aerobic and resistance exercise treatments (F1,62 = 0.214, p = 0.645), but participants did perform significantly better on all elements of the Stroop Test following resistance exercise as compared to aerobic exercise (Dot: F1,61 = 25.82, p < 0.001; Word: F1,62 = 14.73, p < 0.001; Color: F1,62 = 20.14, p < 0.001). (4) Resistance exercise acutely influenced academic achievement and cognition in a positive manner. Such results add to the growing body of research that may support an increase in the prescription of varied exercise modalities within school settings for the purposes of improving academic performance and student health.

Middle school students’ perceptions of classroom climate and its relationship to achievement

ABSTRACT The purpose of this sequential mixed methods study was to examine the relationship between classroom climate and student achievement of middle school students. A purposeful sample of 428 middle school students (6th-8th grade) from a large southeastern Texas school district were administered the Learning Environment Inventory (LEI) to measure their perceptions of their classroom environment in terms of its cohesiveness, material environment, formality, and level of satisfaction. Data were also collected from state assessments and focus groups. Although the quantitative findings indicated that a relationship did not exist between classroom climate and student mathematics and reading achievement, the qualitative data, however, revealed that student learning is influenced by building relationships, availability and organisation of classroom resources, establishing classroom guidelines, and making the students feel safe and cared about in the classroom.

Modeling the Relationship between Motivation, Learning Approach, and Academic Achievement of Middle School Students in Turkey

This study examines the structural relationship among motivation, deep learning approach, and academic achievement of middle school students in Turkey. Participants were 746 seventh grade and eighth grade students enrolled in public middle schools in Sinop and Ankara, Turkey. Motivated Strategies for Learning Questionnaire, Study Process Questionnaire (R-SPQ-2F) and GPA scores of participants were used in the study. Data were analyzed by Structural Equation Modeling. The results of the study revealed that motivational variables are related with the use of deep learning approach which is related with higher GPA. Path analyses demonstrated that deep learning approach fully mediated the relationship between students’ motivational variables and academic achievement. Self-efficacy, task value, and intrinsic goal orientation as the indirect effects through deep learning approach on academic achievement were strong predictors in the model.

The influence of behavioral and emotional characteristics on academic achievement of middle school students: A growth modeling approach

The purpose of this study was to examine the associations between behavioral and emotional characteristics and middle school student achievement across different grades based on a growth modeling approach. Using a total of 1,874 students, target predictor variables (i.e., attention, aggressiveness, behavioral control, social withdrawal, depression, self-esteem) and dependent variables (i.e., Korean language arts, mathematics) were extracted from a national and longitudinal data set, and four predictor models were formulated to examine the influence of behavioral/emotional characteristics on student growth trajectories. Results showed that (a) students' initial performance at seventh grade did not predict their over-time growth; and (b) self-esteem and behavioral control variables impacted on the seventh graders' achievement as well as their growth from the seventh to ninth grade. Based on the findings, practical implications and future research are discussed.

The Relationship between Logical-Thinking Ability and Science Achievement of Middle School Students

The students’ science achievement is one of the educational problems that need to be considered. Factors that can influence students’ science achievement are important to investigate in order to design science learning that is appropriate to students’ characteristics in order to support the improvement of students’ science achievement. Therefore, this study aims to identify the relationship between logical-thinking ability and students’ science achievement. Sampling is done by using a random sampling technique. The sample used in this study were 33 middle school students grade VIII. The research data was collected using tests and observations, which were then analyzed using quantitative descriptive techniques with SPSS 21. The results obtained Pearson correlation values is 0.266 and significance value is 0.135 (Sig.> 0.05), which means that there is an insignificant relationship between logical-thinking ability and students’ science achievement.

The Effect of Educational Drama on the Collection of Arabic Grammar Middle school students

The aim of this research is to find out the effect of the educational drama method in the achievement of middle school students. A sample of 60 students from the second intermediate class was selected. They were divided into two experimental groups with 30 students and 30 female students. The Arabic grammar was taught to the experimental group using the educational drama method. The control group The researcher applied the experiment in the first semester of the academic year 2016-2017 and continued the study Full semester at the end of the experiment conducted researcher achievement test for both groups Uday and the results showed a statistically significant difference at the significance level (0.05) between the experimental group and the control group and the experimental group learned style educational drama students

The Mediating Effect of Mathematics Anxiety on the Relationship between Mathematical Disposition and Achievement of Middle School Students

The Mediating Effect of Mathematics Anxiety on the Relationship between Mathematical Disposition and Achievement of Middle School Students

Associação entre práticas de atividade física e desempenho acadêmico de estudantes chilenos do ensino fundamental e médio

The present study sought to analyze the associations of physical activity and academic achievement of middle school students from the city of Talca, Chile. A total of 2,094 (52,1% female) children and adolescents, boys and girls from 12 to 19 years old, participated in the study. The physical activity was measured by questionnaire. Data on students’ academic achievement was obtained through consulting the school official documents about the final year grades in Mathematics, Biology, Physical Education, English and Spanish. A linear regression analysis was performed to evaluate the associations of physical activity and academic achievement. The results show that the students’ attendance across subjects was 90%. The mean of all subjects was above 4 (enough to have success and to move on for the next school year). Girls had the higher grades in biology 5,80±0,61, p=0.001, English 5,88±0,65, p=0.01 e Spanish 5,91±0,57, p<0.001. More that 75% of the sample mentioned to practice physical activity at least three times per week. Boys were significantly more active than girls (26,40±6,12 and 25,54±5,97 p=0.001). Among boys, physical activity was positively associated with their mathematics grades [F(6; 857)=8,180, p=0.039; t(857)=2,068, p=0.039]. The linear regression results only revealed a significant association between the physical activity score (25,96±6,06) and mathematics grades for boys (β= 0,07; p=0,039). These study results lead to the conclusion that boys with a higher physical activity score had a better academic achievement in mathematics, but not in biology, physical education, English and Spanish.

The relationship between physical fitness and academic achievement among adolescent in South Korea.

[Purpose] The purpose of this study was to identify the relationship between physical fitness level and academic achievement in middle school students. [Subjects and Methods] A total of 236 students aged 13–15 from three middle schools in D city, South Korea, were selected using a random sampling method. Academic achievement was measured by students’ 2014 fall-semester final exam scores and the level of physical fitness was determined according to the PAPS (Physical Activity Promotion System) score administrated by the Korean Ministry of Education. A Pearson correlation test with SPSS 20.0 was employed. [Results] The Pearson correlation test revealed a significant correlation between physical fitness and academic achievement. Specifically, students with higher levels of physical fitness tend to have higher academic performance. In addition, final exam scores of core subjects (e.g., English, mathematics, and science) were significantly related to the PAPS score. [Conclusion] Results of this study can be used to develop more effective physical education curricula. In addition, the data can also be applied to recreation and sport programs for other populations (e.g., children and adult) as well as existing national physical fitness data in various countries.