High School Achievement Research Articles

Examining the Challenges of Early Childhood Education in Nigeria

Early Childhood Education is an essential formal education given to children from conception to eight years for cognitive, social, and emotional development, language and speech development, and the development of fine and gross motor skills. Early childhood education reduces the rate of school dropout and higher school achievement and helps to curb the rate of juvenile arrests in society. However, early childhood education is faced with a lot of bottlenecks that intend to hinder the effectiveness of early childhood in Nigeria. These challenges comprise poor infrastructure facilities, poor numeration of teachers' salaries, inadequate implementation of early childhood curriculum, employment of unqualified and incompetent teachers with little or no in-depth knowledge of early childhood Developmental Appropriate Practices, corruption, and poor funding of early childhood programs, Proliferation of early childhood according to National Policy on Education is a pertinent issue that has led to a poor standard and lack of proper regulation of early childhood institutions across the country, the language of the immediate environment as a medium of instruction is not strictly adhered to most states in Nigeria among others. The study revealed that these challenges could be solved by adequately implementing, proper funding and supervision of early childhood programs in Nigeri.

Digital media use frequency, online behaviors, and risk for negative mental health in adolescents in high-achieving schools.

Replicated evidence shows that adolescents enrolled in high-achieving schools exhibit elevated mental health problems relative to national norms, reflecting risk factors such as achievement and social pressures. The frequency of digital media use is similarly a potential risk factor for poor youth mental health, although mediators of this association have not been identified. 2952 youth from three high-achieving U.S. high schools reported the frequency of their digital media use as well as internalizing and externalizing problems and substance use. Using a multiple mediation framework, the frequency of social comparison, receiving negative feedback, and risky self-presentation online each uniquely mediated the association of digital media use with internalizing and externalizing problems in boys and girls; for substance use, risky self-presentation mediated this association in both boys and girls and negative feedback mediated substance use in girls only. Measurable online behaviors in the form of social comparison, negative feedback, and self-presentation may crucially underlie the association of digital media use frequency with socio-emotional development in adolescents. Implications for intervention focused on impacting online behaviors for improving youth mental health are discussed.

The Effect of Triangulation-Based Metacognitive Learning Strategy on Students' Chemistry Literacy and Learning Achievement

This study aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing & Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school.

Effects of 4-Day School Weeks on Older Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School

Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about their implementation and there is no consensus on their effects on students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide estimates of the causal effect of the 4-day school week on high school students’ ACT scores, attendance, and disciplinary incidents during school. Results indicate that 4-day school weeks decrease per-pupil bullying incidents by approximately 39% and per-pupil fighting incidents by approximately 31%, but have no detectable effect on other incident types, ACT scores, or attendance.

The Influence of Students' Emotional Intelligence, Learning Facilities and Academic Stress Levels on Student Achievement in Private Vocational High Schools, Department of Telecommunication Access Network Engineering in Banjarbaru

After students have completed the learning process, several aspects such as cognitive, emotional, and psychomotor characteristics are measured using test instruments or related instruments to determine learning accomplishment in the field of education. The goal of this study was to see how emotional intelligence, learning environments, and stress levels affected student success. The population of this study was 76 students of class X-XII Telecommunication Access Network Engineering Department in Banjarbaru in 2021-2022 academic year. Data collection was carried out using instruments consisting of emotional intelligence (30 items), learning facilities (10 items), academic stress level (60 items), and learning achievement (average grade point). The method in this study uses a descriptive correlational method using a quantitative approach. Analysis of the data used was path analysis. Based on the results obtained, it is stated that (1) there is a direct insignificant effect of students' emotional intelligence on student learning achievement, (2) there is a direct insignificant effect of academic stress levels on student achievement, (3) there is a significant direct influence on facilities. student learning on student achievement, (4) there is a direct insignificant effect of emotional intelligence on the level of academic stress, (5) there is a direct influence that is not significant the influence of learning facilities on the level of academic stress. (6) there is an indirect influence that is not significant the influence of emotional intelligence through the level of academic stress on student learning achievement, (7) there is an indirect and insignificant effect of learning facilities through the level of academic stress on student achievement.

The Influence of Students' Emotional Intelligence, Learning Facilities and Academic Stress Levels on Student Achievement in Private Vocational High Schools, Department of Telecommunication Access Network Engineering in Banjarbaru

The Influence of Students' Emotional Intelligence, Learning Facilities and Academic Stress Levels on Student Achievement in Private Vocational High Schools, Department of Telecommunication Access Network Engineering in Banjarbaru

The impact of school climate in social-normative expectations in low and high SES schools.

This study examined the associations among race/ethnicity, school climate, and social-normative expectations (expectations about peers' future achievement) in high and low socioeconomic status (SES) schools, with a particular focus on school climate as a process that might influence social-normative expectations. Results showed that more positive perceptions of school climate were significantly associated with higher levels of social-normative expectations in both low and high SES settings. Additionally, identifying as Black was negatively associated with social-normative expectations in both high and low SES schools. School climate significantly moderated the negative relationship between race and social-normative expectations in high SES schools; however, there was no moderation in low SES schools. In both high and low SES schools, school climate was a robust predictor of social-normative expectations, highlighting the importance of social-normative expectations as a metric of school climate improvement in both high and low SES schools. In conclusion, policies related to school culture and climate, school improvement, and turnaround should explicitly focus on the connection of racial and ethnic equity, specifically for Black and Latinx students, to reflect the range and reality of students' social-normative expectations.

Socioeconomic disadvantage, ability to pay and university attendance in Australia

ABSTRACT Evidence from around the world shows low university participation among young people from low socioeconomic status backgrounds. A common concern is that disadvantaged young people may be unable to afford higher education costs. Using data on government benefits intended to support students from low income households in high school, we identify students at risk of being unable to pay higher education costs. Large differences in university participation rates are observed which are no longer evident after controlling for high school achievement. Results suggest improving high school achievement is an important channel through which disadvantaged student participation may be improved.

The Impact of Take-home Open-book Examinations due to COVID-19 among Business Students. Do Gender, Age, and Academic Skills Matter?

Due to COVID-19, numerous universities and colleges have been forced to arrange home-based exams in many countries. We know relatively little about what consequences this might have for the ranking of students based on qualifications in the various subjects. This is an important issue for administrators, educators, and others involved in planning the design of higher education. The intention of this article is to get more insight into this issue. By analysing administrative data from a Norwegian Business School, we examined the impact of moving from traditional school exams to home-based exams in 2020 due to COVID-19. The chosen methodology is the comparison of means by using t-test and standard linear regression models. The results indicate a weaker link between high school performance and achievements in business administration courses. Furthermore, home-based exams might disadvantage older students. This is useful knowledge in the judgement as to whether or not to introduce home-based exams as a permanent arrangement.

Assessing the Learning Outcomes of Using Mobile Game Integration in Teaching English Vocabulary

English language is taught universally and is therefore also in Saudi Arabia since 1958. But the student’s achievements have not been satisfactory, hence the imperative to research new teaching methods. The purpose of this study is to investigate the potential and effects of using mobile device games on learning English as a Foreign Language (EFL) vocabulary for student achievement in a Saudi female public high school. After conducting pilot studies of five mobile games with teachers and students, The English Bee, an original game specifically designed for this research project, was selected. The study comprised one participant cohort who were taught two modules; one through The English Bee in and the other module was taught by traditional methods. It employed a mixed methodology of a number of collection techniques for both qualitative and quantitative data, namely, pre- and post-tests, focus group discussions, interviews and reflective essays.

An Examination of Orchestras and Repertoire Performed at the American String Teachers Association’s National Orchestra Festival (2004–2020)

The purpose of this study was to examine participating orchestras and performed repertoire at the American String Teachers Association’s (ASTA) National Orchestra Festival from 2004 through 2020. Participating orchestras ( N = 309) primarily consisted of string orchestras and high school–level orchestras with a majority originating from the Southern region of the United States. The most performed full orchestra pieces included Symphony No. 9, op. 95 by Dvořák and Symphony No. 2 by Tchaikovsky, and the most performed string orchestra piece was the Holberg Suite, op. 40 by Grieg. The most frequently cited composers were Dvořák for full orchestra and Mozart for string orchestra. The most frequently cited arrangers were Isaac for full orchestra and Dackow for string orchestra. Female composers and arrangers were highly underrepresented compared with males. Performed repertoire primarily consisted of pieces that conformed to European music traditions. Directors who are unfamiliar with orchestra literature could use these findings as a resource for commonly selected repertoire suitable for high-achieving school orchestras. In addition, findings could provide a catalyst for directors to select music that is more representative of their student population.

Mathematics achievement in high schools, the role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics

The study examined the impact of teacher -students’ relationship, student self-efficacy, and student perception on mathematics achievement. The study was a survey, and adopted a structured questionnaire as the instrument for data collection. A total sample of 400 students: 112 males and 298 females were randomly selected from two public senior high schools in the Ashanti region. The data gathered were analyzed statistically using structural equation model. Based on the findings, it was concluded that the influence teacher-student relationship has on mathematics achievement was insignificant whiles students’ self -efficacy and students’ perception had a positive impact on mathematics achievement. The outcome of the analyses recommends that teachers should aid in promoting students’ attitudes toward mathematics as well as promoting their self-efficacy in order to accelerate their mathematics performance.

Analisis Kompetensi Guru dalam Menunjang Keberhasilan dalam Proses Belajar Mengajar di SMP N 39 Medan

Abstract This study aims to support the success of teachers in the teaching and learning process. Teacher competence can contribute to improving learning achievement, being able to be an active role model, creative, innovative and have high integrity in schools. The purpose of this study was to determine the pedagogic competence, personality competence, social competence and professional competence of teachers in improving learning achievement in junior high schools in the city of Medan. This study uses a phenomenological approach according to the type of qualitative research. The phenomenological approach is an approach in research that will explore the experiences experienced by the subject in depth (Moutakas 1994). The subject used is a social studies teacher who works at SMP Negeri 39 Medan. This research was conducted on May 17, 2022. The results showed: (1) Pedagogic competence is prioritized for the management of students by understanding the potential and diversity of students, understanding the foundation and philosophy of education, being able to develop learning plans and strategies, using information on the results of the assessment and evaluation to design remedial and enrichment programs and not all teachers are able to carry out classroom action research. (2) Personality competencies include, among others, the teacher respects the diversity of ethnicities and religions embraced by each student and is an example of being honest, firm, wise and able to maintain a good name. (3) Social competence, teachers can communicate orally and in writing, able to interact effectively with students, fellow educators, education staff, parents/guardians of students; and can get along politely with the surrounding community. (4) Professional competence, the teacher has mastered the scientific substance related to the field of study, understands the teaching materials in the school curriculum, understands the structure, concepts and scientific methods that are overshadowing or coherent with the teaching material, Developing professionalism in a sustainable manner by taking actions of reflection and Utilize information and communication technology to develop themselves.

Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

<p style="text-align:justify">This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija, Philippines during the first and second grading of the academic year 2021-2022. The study included both a descriptive-comparative and descriptive-correlational research design. The 207 high school students were chosen using stratified sampling. According to the findings, students have a very satisfactory rating in mathematics. Students agree that they are motivated, enthusiastic, and have a positive attitude toward mathematics. They do, however, agree that mathematics causes them anxiety. When students are subdivided based on sex, their mathematics interest and anxiety differ significantly. However, there was no significant difference in interest/attitude and achievement. When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly. Students' motivation, anxiety, and achievement differ significantly by year level. There was a positive relationship between and among mathematics motivation, interest/attitude, and achievement. However, there is a negative association between mathematics anxiety and mathematics motivation; mathematics anxiety and mathematical interest/attitude; and mathematics anxiety and mathematical performance. The study's theoretical and practical implications were also discussed, and recommendations for educators and researchers were given.</p>

Motivacija za učenje matematike kod budućih učitelja razredne nastave

The aim of the study was to explore pre-service primary school teachers' motivational beliefs about mathematics in the light of the expectancy-value theory. We wanted to find out to what extent the motivational beliefs of pre-service teachers are related to their previous experiences in mathematics and to their engagement in learning mathematics and mathematics anxiety. The participants were 237 pre-service primary school teachers in their first year of study. They completed a mathematics exam and a questionnaire on their motivational beliefs (self-efficacy and subjective value), previous experiences in mathematics (level of high school math program, mathematics competencies, epistemic beliefs and achievement goals during high school), engagement and mathematics anxiety. The results of hierarchical regression analyses show that previous experiences with mathematics are important predictors of self-efficacy and subjective value. Furthermore, motivational beliefs are significant predictors of the pre-service teachers' engagement in learning mathematics and mathematics anxiety, along with their previous experiences with mathematics. The results are in line with the expectancy- -value theory and indicate that it is important to foster the development of adaptive beliefs about mathematics during the initial education of pre-service teachers.

The achievement-level specific effect of the After-School Program on Math and English achievement in high schools : Differential effects by region and school characteristics

이 연구는 방과후학교 참여가 고등학생의 수학 및 영어 성취도에 미치는 성취수준별 효과를 분석하였으며, 동시에 이러한 효과가 지역 및 학교 특성에 따라 차별적으로 나타나는지 검증하였다. 이를 위해 국가수준 학업성취도 평가의 중학교 및 고등학교 연계자료를 활용한 다층모형을 설정하였다. 연구 결과, 첫째, 개인변수를 통제한 이후, 두 교과 모두 방과후학교 참여가 정적 효과를 보였다. 둘째, 지역에 따라서는 대도시일수록 방과후학교 참여의 효과가 크게 나타났다. 셋째, 읍면지역에서는 성취수준이 높을수록 방과후학교 참여가 정적 효과를 보였다. 넷째, ‘기초미달’ 학생들의 경우 소속학교의 방과후학교 참여율이 높을수록 방과후학교 참여의 효과가 배가되는 것으로 나타났다. 이러한 결과는 방과후학교 정책이 중소도시와 대도시에서는 ‘기초미달’ 집단에 대한 학업성취 향상이라는 목표를 일정 정도 달성하고 있음을 시사한다. 마지막으로, 방과후학교 참여율을 높이되 근본적으로 방과후학교 자체의 질을 높이기 위한 정책 및 단위 학교의 노력이 필요함을 제언하였다.

Situational judgement test performance and subsequent misconduct in medical students.

IntroductionSituational judgement tests (SJTs) have been widely adopted, internationally, into medical selection. It was hoped that such assessments could identify candidates likely to exhibit future professional behaviours. Understanding how performance on such tests may predict the risk of disciplinary action during medical school would provide evidence for the validity of such SJTs within student selection. It would also inform the implementation of such tests within student recruitment.MethodsThis cohort study used data for 6910 medical students from 36 UK medical schools who sat the University Clinical Aptitude Test (UCAT) SJT in 2013. The relationship between SJT scores at application and the risk of subsequent disciplinary action during their studies was modelled. The incremental ability of the SJT scores to predict the risk of disciplinary action, above that already provided by UCAT cognitive test scores and secondary (high) school achievement, was also evaluated in 5535 of the students with information available on this latter metric.ResultsTwo hundred and ten (3.05%) of the students in the cohort experienced disciplinary action. The risk of disciplinary action reduced with increasing performance on the admissions SJT (odds ratio (OR) 0.80, 95% confidence interval (CI) 0.69 to 0.92, p = 0.002). This effect remained similar after adjusting for cognitive performance and prior academic attainment (OR 0.77, 95% CI 0.65 to 0.92, p = 0.004). The overall estimated effect‐size was small (Cohen's d = 0.08) and no evidence of ‘threshold’ effects were observed for the SJT scores and risk of disciplinary action.ConclusionsPerformance on admissions SJTs can, at least modestly, incrementally predict the risk of subsequent disciplinary action, supporting their use in this context. However, for this SJT and outcome, there did not seem a distinct threshold score above which the risk of disciplinary action disproportionately increased. This should be considered when using the scores within medical selection.

Bookshelf: Kappan authors on their favorite reads

In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Catherine Voulgarides recommends Why Are So Many Minority Students in Special Education by Beth Harry and Janette Klinger. And Pamela Brown recommends the article “High-achieving schools connote risks for adolescents: Problems documented, processes implicated, and directions for interventions” by Suniya Luthar, Nina Kumar, and Nicole Zillmer, published in the October 2020 issue of American Psychologist.

Database Security in System Design High School Achievement Expertise

Surakarta City's State SMA has a variety of accomplishments. To observe these accomplishments, you will need an expert system to educate the community about the school's accomplishments, including student and teacher or educator accomplishments. It is also vital to construct the system database while creating the school achievement expert system. When creating a system, developers frequently overlook the data security element of the database. Data mapping, context diagrams, and table relations are all used in the system architecture. This research will also look at MySQL's database access rights limitations, which help control who may access the database. The authors describe a web-based school achievement expert system design based on this architecture as a source of information on accomplishment in public high schools in Surakarta. Literature research, data gathering, developing a performance expert system, and designing and security system database security procedures at Public Senior High School Surakarta are used in this study. The school accomplishment expert system at Public Senior High School Surakarta based on achievement category, achievement level, year of achievement, and the design of the school achievement expert system database in terms of database security are the study's findings

The Effect of Learning Style, Emotional Intelligence, and Adversity Quotient on the Second-grade Students’ Mathematics Learning Achievement of Islamic Senior High School

This research aims to determine the effect of learning style, emotional intelligence, and adversity quotient on the second-grade students’ mathematics learning achievement of Islamic Senior High School. The type of this research is ex post facto, where the total sample used is 100 students selected using random sampling technique. The data was obtained through a learning style questionnaire, emotional intelligence, adversity quotient, and mathematics learning achievement tests. The data were analyzed using descriptive statistics and inferential statistics using multiple linear regression analysis. The result showed that: (1) There is no difference in the type of learning style in affecting students’ mathematics learning achievement. (2) Students’ emotional intelligence has a positive but not significant effect on their mathematics learning achievement. (3) Students’ Adversity quotient has a positive but not significant effect on their mathematics learning achievement. (4) Learning style, emotional intelligence, and adversity quotient have no significant effect on students’ mathematics learning achievement.