Achievement Skills Research Articles

English as a language of preference in mathematics learning: perspectives from high school learners in township contexts

The exploration of language preference among mathematics learners in multilingual contexts remains a significant area of study. The aim of this study is to identify the most effective linguistic tools that contribute to the academic achievement of secondary school learners in mathematics. This study specifically examines English as a preferred language for mathematics instruction among high school learners in a Soshanguve community in the Tshwane West District of South Africa. It investigates the attitudes of mathematics learners towards the use of English as the medium of instruction and the reasons for their preference for learning mathematics in English. The study uses a non-experimental quantitative descriptive survey with a sample of 101 high school mathematics learners. Data was collected using a self-administered survey questionnaire conducted on paper. The primary data was analysed using descriptive statistics. The results indicate that English is the preferred language for learning mathematics. The study also demonstrates that the inclination towards the English language among high school learners is driven by factors such as pedagogical, social, linguistic competence, and economic considerations. The research findings suggest that the use of English as the medium of instruction is crucial for the acquisition and achievement of mathematics skills. This is because learners' indigenous African languages are inadequate as a medium of instruction in mathe­matics classroom conversations among high school learners. Therefore, it is recommended that the Department of Basic Education and mathematics educators should enhance learners' English language competence by implementing intense and enriched language programmes.

Penerapan Media Pembelajaran Berbasis Geozebra Untuk Meningkatkan Komunikasi Matematika Siswa

The purpose of this study was to determine: 1) increasing students' mathematical communication skills through the development of developed mathematics learning media. The subjects in this research were 30 class VI students at SDN 105343 Ramunia I/II and the object of this research was to see improvements in the learning process carried out. 2) the effectiveness of media in developing mathematics learning on students' mathematical communication skills. The learning media developed (The media has met the level of validity with a reliability coefficient of 0.790. Based on data obtained from testing the learning media, it is known that: 1) the media developed has been able to meet the effectiveness of the learning process, where: The percentage of student learning completion that reaches the level of ability 86.67% of students' mathematical communication is classical from 30 students, and students' responses to the media and learning process are positive; 2) there was an increase in students' mathematical communication skills using learning media on the subject of blocks, achieving an increase as seen from the percentage of achievement of students' mathematical communication skills in trial I, which was 70.00%, increasing to 86.67% in trial II. With a gain of 0.57 in the medium category.

Rehabilitation of Executive Function in Pediatric Traumatic Brain Injury (REPeaT): Outcomes of a pilot randomized controlled trial.

To evaluate the effectiveness of Cogmed Working Memory Training (Cogmed) in improving working memory (WM) and decision making (DM) in childhood traumatic brain injury (TBI), and any associated increases in functional outcomes such as academic achievement in mathematics, behavior, social skills, and quality of life. A randomized controlled trial of the Cogmed (RM version) intervention for children with TBI. A total of 69 children post-TBI were screened for WM impairments, of which 31 eligible participants (Mage: 10.6 years; male n = 21) were recruited and randomized to either the treatment group (Cogmed, n = 16) or the active-control group (Lexia Reading Core5, n = 15). Both groups completed computerized training for 5 weeks with clinician support via an online video platform. Immediately posttraining and at 6 months follow-up, primary (WM and DM) and secondary functional outcomes were assessed. Immediately postintervention, significant improvement was found in one primary outcome (WM verbal component) for the Cogmed group, but this was not maintained at the 6 months follow-up. No immediate improvements or maintenance gains (small effect sizes) in other primary outcomes of visuospatial WM or DM were reported in the Cogmed group. No other significant group differences were detected for other functional outcomes. Despite the limited benefits observed in this small randomized controlled trial, it will be beneficial to investigate Cogmed's efficacy in a case-series methodology, to further determine its effectiveness in a pediatric TBI population. Furthermore, a cautious approach in clinical implementation of Cogmed is advised. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Developing E-Module Accounting Cycle based on Problem-Based Learning (PBL): Can it Improve Students' Critical Thinking Abilities?

The limitations of teaching materials in the new curriculum, namely the independent curriculum and technological advances. It has a good impact on education to support the achievement of 21st century skills. E-modules could be used as an alternative learning resource that was practical and contextual, because they could be used anywhere and the material presented was relevant to real life. The article aimed to produce e-module based on PBL valid, practical, and accounting cycles to determine the effectiveness of the e-module on students' critical thinking skills. The researchers used development research, adapting the ADDIE model (analyze, design, develop, implement, and evaluate). In testing the effectiveness of this e-module, there was a significant increase because the value of the learning effectiveness of students after being given treatment was higher than without being given treatment. The implication of this research showed that educators must implement PBL assisted by e-modules, especially in accounting subjects, to improve students' critical thinking. Students were able to formulate learning problems, analyze problems, students used clear language, and draw learning conclusions. It gave an implication provision for students to develop their critical thinking skills. An important implication for the future that could be made was by paying attention to designs that were more appropriate to student needs, integrating content that was relevant to real life, and providing adequate training to teachers, it can increase the effectiveness of the module in improving students' critical thinking abilities.

The effects of multiple intelligence based reading tasks on EFL students reading skills achievements: The case of university students in Ethiopia

The main purpose of the study was to investigate the effectiveness of multiple intelligence-based tasks (MIBT) in improving university students reading skills and achievements. It employed a quasi-experimental design that primarily relies on a quantitative approach. Accordingly, a total of 60 students, who were selected purposefully, participated in the study as treatment and comparison groups. The experimental process was carried out with reading tasks that were designed in light of a model for teaching the skills using multiple intelligence-driven tasks. The treatment was provided for 12 weeks, in which three lessons were conducted per week. For similar weeks, the comparison group also attended lessons but followed the conventional approach of teaching reading skills. Quantitative methods were employed to analyze the data collected through tests. Specifically, T-tests were used to generate the output for the findings. Prior to analysis, a data normality check was carried out using Shapiro-Wilk tests, and a p value of .05 was used to determine the level of significance. It was found that multiple intelligence-based reading tasks brought a significant difference in the students’ higher and lower levels of reading achievements compared to the conventional methods, with the effect size value ranging from moderate for reading aspects (i.e., reading for main ideas and understanding references) to strong for reading aspects (i.e., reading for details, guessing vocabulary, and inferring meanings from a text). The findings suggest that university teachers should use multiple intelligence-driven reading tasks to raise the comprehension levels of struggling readers in the context of the study.

Developmental milestones and daily living skills in individuals with Angelman syndrome

BackgroundAngelman syndrome (AS) is a neurodevelopmental disorder associated with severe global developmental delay. However, the ages at which different developmental skills are achieved in these individuals remain unclear. We seek to determine the probability and the age of acquisition of specific developmental milestones and daily living skills in individuals with AS across the different molecular subtypes, viz. class I deletion, class II deletion, uniparental disomy, imprinting defect, and UBE3A variants.MethodsCaregivers participating in a longitudinal multicenter Angelman Syndrome Natural History Study completed a questionnaire regarding the age at which their children achieved specific developmental milestones and daily living skills. The Cox Proportional Hazard model was applied to analyze differences in the probability of achievement of skills at various ages among five molecular subtypes of AS.ResultsAlmost all individuals, regardless of molecular subtype, were able to walk with support by five years of age. By age 15, those with a deletion had at least a 50% probability of acquiring 17 out of 30 skills compared to 25 out of 30 skills among those without a deletion. Overall, fine and gross motor skills such as holding and reaching for small objects, sitting, and walking with support were achieved within a fairly narrow range of ages, while toileting, feeding, and hygiene skills tend to have greater variability in the ages at which these skills were achieved. Those without a deletion had a higher probability (25–92%) of achieving daily living skills such as independently toileting and dressing compared to those with a deletion (0–13%). Across all molecular subtypes, there was a low probability of achieving independence in bathing and brushing teeth.ConclusionIndividuals with AS without a deletion are more likely to achieve developmental milestones and daily living skills at an earlier age than those with a deletion. Many individuals with AS are unable to achieve daily living skills necessary for independent self-care.

The Effect of the Project-Based Learning Model on the 4C Skills (Critical Thinking, Creativity, Communication, and Collaboration) of Elementary School Students

This research aims to examine the effect of the project-based learning model on elementary school students' 4C skills. This research is a quasi-quantitative experimental research. The sampling technique used at the SD Negeri 2 Perm Way Kandis location was an arbitrary cluster technique. The research sample consisted of two groups: experimental class IV A, totaling 28 students, and control class IV B, totaling 30 students. Data collection techniques use tests and questionnaires. Data analysis techniques use normality tests, homogeneity tests, and hypothesis tests. The results of data analysis can be used to identify the impact of critical thinking skills and creativity. The average pretest score for the experimental class was 40.89, the posttest score was 81.07, the average pretest score for students in the control class was 44, and the posttest score was 80.16, higher in the experimental class than the control class. Based on the analysis of experimental class student questionnaire data, the questionnaire data was used as a measuring tool for students' level of skill achievement, communication, and collaboration in the experimental and control classes, and an average score of 82 was obtained. Furthermore, the average score for the control class was 79.5. The results of the t-test using the SPSS StatisticsV for Windows application obtained a value of Sig<0.05(5) on Sig(two-sided), namely 0.000<0.05(5) for 28 students. Based on this research, PJBL has a significant impact on improving students' 4C skills.

Implementation of Archery Class Management at the Pre-Extracurricular Program Stage To Improve Archery Skills of Elementary School Students

Currently, archery is a sport that is growing in popularity in society. However, most elementary schools (ES) in Yogyakarta, Indonesia, do not yet organize archery extracurricular activities. This is due to the lack of human resources related to archery sports skills. Apart from that, it is also due to limited facilities and infrastructure. This research is quantitative with a one-group pretest-posttest pre-experimental design. The research was conducted at Muhammadiyah Jogokaryan ES with subjects aged 10-12 who participated in the pre-archery extracurricular program. The sample was taken using a simple random sampling method in classes IV-VI, totaling 15 students. The technique for collecting data on archery skills was carried out by giving archery tests at a distance of 5 meters in 12 sessions/rounds by shooting at 6 children. The results of the paired t-test sig value. 0.001 < 0.05 means there is a difference between the pre-test and post-test. The pre-test score was 59.53, and the post-test was 78.13, meaning there was a descriptive improvement. The n-gain effectiveness test result is 0.43, which is in the medium category. Findings from observations by researchers in the field also found that effectiveness was medium-level due to limited equipment and facilities for archery extracurricular activities. The conclusions are: (1) The implementation of archery class management at the pre-extracurricular program stage has a significant effect in improving ES students' archery skills; (2) The implementation of archery class management at the pre-extracurricular program stage in well-managed archery teaching has been proven to be effective in improving archery skills but only falls into the moderate effectiveness category, due to limited equipment and facilities for archery extracurricular activities; (3) Management of archery sports classes at the pre-extracurricular program stage requires planning, organizing, implementation/instruction and evaluation/assessment steps; (4) Support for equipment and facilities is needed for archery extracurricular activities at ES. This is to provide maximum archery skill achievement for ES students aged 10-12 years and as an encouragement for cultivating archery athletes in the city of Yogyakarta, Indonesia. Keywords: Class management, Pre extracurricular program, Archery achievement, Students

KEYS TO CREATING AN EFFECTIVE REGIONAL INNOVATION INFRASTRUCTURE

Integration processes in science, education and production are driven by the acceleration of scientific and technological progress, the introduction of innovative scientific developments into mass production and the informatisation of the economy. The development of knowledge-intensive industries places new demands on the training and retraining of innovation-sensitive personnel, as well as on science, education and the economy as a whole, which are currently unable to develop effectively independently and adapt to changes in technology and engineering. The purpose of the article is to find promising areas for the development of education and science based on their integration with business entities not only within the limited space of regions, but also on the basis of spatial integration of territories with a special geographical location. Methodology. The necessary and socially significant conditions for the integration of science, education and business are the achievement of knowledge and skills, goals and values related to the acceleration of the reproduction of innovation potential in society, awareness of the role of science, education and business in solving problems of innovation development, and also their integration interaction in this area. Practical implications. Three main levels of economic systems are allocated: individual, organisation, and region. It has been determined that the degree of influence of innovation processes on them is determined by the presence and condition of three factors necessary for the formation of innovation susceptibility (stabilising, activating and structural). Value/Оriginality. Based on the concepts of the main innovation systems and the necessary conditions for innovative economic growth, the authors have clarified the content of the category "innovation receptivity of the region". The paper also reveals the basic principles of building a model of innovation receptivity and determines the degree of interdependence and interdependence between its constituent elements based on a systematic approach.

SAWT (Scientific Article Writing Training): Effectiveness in increasing Physics Teachers Competence as an Effort for Sustainable Professional Development of Teachers

Writing and publishing a scientific article is essential for teachers. These activities are part of the success indicators of teacher professional development and are included in the prerequisites for promotion. This research aims to determine the effect of the 4-phase scientific article writing training model on improving physics teachers' scientific article writing skills in South Sumatra. This type of research is a quasi-experiment using the pretest-posttest method. The population of this study was 35 physics teachers. The data analysis technique uses quantitative data collected from physics teachers' scientific article writing skill achievement scores. The research results show that applying the 4-phase scientific article training model can effectively improve teachers' skills in writing scientific articles to the point of successfully submitting them to accredited national journals Sinta 2 to Sinta 5. Implementing training activities using the suitable training model can have a positive impact on teachers so that it can comprehensively improve teacher skills and support the continuous professional development of physics teachers.

Implementing Improved Learning Strategies on Achieving Metacognition Skills of Students in Junior High School

This research aims to examine the achievement of metacognition skills of students who obtain improved learning strategies with scientific learning compared to students who obtained conventional learning (Scientific). This research is a mixed method with concurrent embedded method. It consists of an experimental class that obtained improved learning strategies and a control class that obtained conventional learning (Scientific). The population of this research were students from one of the State Junior High Schools in Jambi with the characteristics of the average achievement of the National Final Examination score of 3.38 and the school accreditation was A. The sample of this research was students from class VIII of two classes. The results showed students who obtain Improve learning strategies have a tendency to perform metacognition skills with indicators of planning, monitoring, and evaluation more than students who obtain conventional learning (Scientific). Keywords: improved learning strategies, junior high school, metacognition skills

Kompetensi Mahasiswa Keperawatan Tingkat Dua dalam Pelaksanaan Keterampilan Praktik Klinis

This study aims to determine the competency abilities of Level 2 nursing students in clinical practice in private hospitals. The method used is univariate descriptive analysis. The research results show five categories of skills: highly skilled, skilled, moderately skilled, less skilled, and not skilled. This data shows that the average percentage of level 2 nursing students carrying out clinical practice competencies in hospitals is in the highly skilled, skilled, and quite skilled competency categories. Level 2 nursing students have pretty good skill competencies in carrying out clinical practice competencies in hospitals, with a highly skilled percentage of 12 people (26.9%), skilled as many as 14 people (31.1%), quite skilled as many as nine people (21 .0%), less skilled as many as four people (10.1%), unskilled as many as five people (10.9%). In conclusion, second-level nursing students were able to carry out 32 assessment items on the achievement of clinical practice skills competency from the Child, KMB, and Maternity courses. Keywords: Skills, Competencies, Clinical Practice

Using YouTube Videos to Teach Students’ Transactional Speaking Skills at Senior High School

This research aims to find out the effectiveness of YouTube videos in teaching transactional speaking skills in the second grade of SMA Negri 12 Luwu. The pre-experimental research with pre-test and post-test was implemented as the design of the research. The population of this research was the second-grade students of SMA Negeri 12 Luwu consisting of 30 students taken using cluster random sampling. The instrument used to collect data was the speaking test. The result of the research presented that using YouTube Videos was effective in improving the students' Transactional Speaking skills, especially at Class XII IPA B at SMA Negeri 12 Luwu. This implies that the treatment had a significant effect on the students’ transactional speaking skills achievement.

A Learner-Centred International Perspective on the Advantages of Distance Thesis

Purpose: The research aims to specify attitude towards DT as well as advantages/strengths/opportunities of DT based on views of international learners in the times of the coronavirus or similar necessary conditions. Design/Methodology/Approach: Qualitative data and qualitative data analysis techniques were need to reach the purpose of the research. Therefore, the study which was conducted to determine the views of international learners about advantages/strengths/opportunities of DT was designed by the qualitative model. Totally 14 international learners participated the research from different countries. An online form was administered to international learners in Turkey to collect data for the research questions. Qualitative descriptive analysis was used to analyze the data. Findings: The findings consist of two subjects as the attitude towards distance thesis and the advantages of distance thesis. Attitudes of international learners towards DT are very positive that a great majority of the them confirm idea of DT (%85.70) and most of them (%78.57) want to apply DT in case of necessity like coronavirus. The advantages of DT are determined as follows: Flexibility, time saving, cost saving, access information in digital world, chance for working learners, uninterrupted supervision, communication with online meeting, working with digital information-applications-tools-technologies, learning diversity, getting a degree from university at a distance, collaboration with peers and experts from different institutions, support for modernization of universities, contribution to internationalization, achievement of self-management skill, not to being in the crowd. Highlights: In the literature, no study was found that addressing advantages of distance thesis for graduate programs. In line with the opinions of international learners, the advantages of distance thesis were determined in the research. It has been revealed that international learners have a positive attitude towards distance thesis and they want to apply for distance thesis in times of pandemic or similar necessary conditions. This article can inspire new researches, new projects on distance thesis and the determination of the distance thesis framework in our country.

Lateral Thinking Ability Through Challenge-based Learning with Sparkol Videoscribe

Online learning during the Covid-19 pandemic was very interesting to observe because learning can be done anytime and anywhere. However, Covid-19 has an impact on the learning process in schools and students’ thinking abilities. The purpose of this paper is to analyze the differences in the improvement of mathematical lateral thinking skills between students who received challenge-based learning through sparkol videoscribe and those learning through WhatsApp. The research method used was a quasi-experimental, non-equivalent control group design. The sample was randomly selected from four parallel high school classes in the city of Bandung, namely class X 1 who learned through videoscribe sparkol and class X 3 who studied via WhatsApp. The instrument used is a test of mathematical lateral thinking ability and a test of prior mathematical knowledge. Data analysis was done using two-way ANOVA. Findings: A difference was observed in the achievement of mathematical lateral thinking skills between students who carry out learning through sparkol videoscribe better than those learning through WhatsApp based on prior knowledge of mathematics in the smart, medium, and low categories. Challenge-based learning sparkol videoscribe makes it easier for students to understand the material, the construction process, interaction, and reflection, thereby increasing the ability to think mathematically, laterally.
 Keywords: lateral thinking ability, challenge-based learning, sparkot videoscibe

Peningkatan Hasil Belajar Siswa melalui Keterampilan Proyek

The objectives of this study are: (1) Knowing the achievement of student skills learning outcomes after learning using the Project Skills method. This research is an action research (action research), because the research is carried out to solve learning problems in the classroom. This research also includes descriptive research, because it describes how a learning method is applied and how the desired results can be achieved. Based on the findings of the research above, it can be concluded that the application of the Project Task model on local handicraft product material in class XII MIPA 2 SMA Negeri 2 Madiun is effective in improving process skills in working on project tasks in PKWU subjects.

Examining the Foundation: Scaffolding “soft” skills from entry to graduation in an undergraduate business program

Critical thinking, creativity, communication, teamwork, emotional intelligence, problem-solving, empathy, resilience, ambition, grit, innovation... (Heckman & Kautz, 2012). These skills, known as a contentious four-letter “S” word (soft), are considered a requirement for employment and advancement for the 21st-century graduate (Carnevale & Smith, 2013). Within a School of Business, in an environment highly regarded for technical skill achievement in diploma and degree graduates, faculty set out to investigate the contentiousness and inclusion of human skills in curriculum outcomes. While not directly built into the curriculum, there is an institutional understanding that human skill development is innately a part of the programs. The intention is that human skills (LeBusque, 2020), or power skills (PMI, 2022) naturally occur during course delivery, creating a commonality across foundational courses to reinforce the skill sets identified, developed, and refined as students complete their credentials. However, industry reports (Lapointe & Turner, 2020; RBC, 2019) and the authors’ own institutional data collected from new graduates and employers indicated room for improvement in these skills. To gain a better understanding, the authors undertook a critical examination through a document analysis of all common core courses that form the program foundation. This involved 24 common courses, comprising 1,442-course objectives or outcomes, resulting in a range of 134 Bloom’s Taxonomy verbs. In this paper, the authors begin the first phase of this comprehensive study with a return to the course foundations. Through this analysis, the authors present a framework to better understand and strengthen the learning foundation, to proceed with realignment and strategic scaffolding of both technical and human skills from entry through graduation. Keywords: business education, skill development, course objectives, Bloom's Taxonomy, 21st-century graduate, document analysis

The Effect of Afternoon Tea Video For Speaking

This study was aimed to discover the effect on students’ speaking achievement through Afternoon Tea Video (ATV). This research was a pre- experimental study. The population sample of this research was eleventh grade students consist of 118 students. This research technique was by using cluster random sampling, the sample was XI IPS II that consist of 30 students. The data in this study was collected by using conversation test. Then the Researcher calculate the result of t-test were 29.73. it was significant higher than t-critical (29.73>2.0452). it stated that null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. The research finding also showed that the score of the effect size of the treatment was 1.011 and categorized as “strong” effect. It can be conluded that Afternoon Tea Video (ATV) had a sttrong significant effect on speaking skills achievement of the eleventh grade students of SMA Negeri 02 Sungai Raya.Keywords: Pre-Experimental, Afternoon Tea Video, Teaching Speaking

The Effectiveness of the POGIL Learning Model on Simple Harmonic Motion Topic to Enhance Students' Science Process Skills

The lack of training in students' science process skills indicators in physics subjects has resulted in a majority of students in one of the high schools in Banjarmasin, grade X MIPA, having relatively low science process skills. This study aims to describe the effectiveness of the POGIL learning model and assess the achievement of students' science process skills. This study used a one-group pretest-posttest design. The results showed that using the POGIL model based on the n-gain calculation had a high effectiveness category with a value of 0.73 and trained students' science process skills, as indicated by an increase in the achievement of science process skills, which had a very good category. Based on these results, using the POGIL model can provide benefits in practicing students' science process skills.

Student Pharmacist-Led Basic Life Support Training for High School Students Improves Knowledge and Skill Achievement.

Introduction: The performance of bystander cardiopulmonary resuscitation (CPR) improves survival among cardiac arrest victims. Near-peer teaching of Basic Life Support (BLS) may be an effective way to deliver resuscitation education. This article aims to assess the effectiveness of a student pharmacist-led American Heart Association (AHA) BLS course on high school students' knowledge and skill achievement. Methods: Student pharmacists were trained as AHA instructors and delivered BLS certification courses to high school students. Participants completed pre- and post-assessments adapted from the course learning objectives. Skills performance was evaluated using the AHA's standardized forms. Participants completed questions regarding their perceptions of the pharmacist's role in BLS and confidence in pursuing a career in healthcare. Results: There were 321 participants with the majority in 11th or 12th grade (86.6%) and attending public school (99.1%). After completing the training, the mean percentage of correct assessment responses increased from 41.2% to 89% (p <0.0001). All participants correctly performed BLS skills. Most participants strongly agreed or agreed that the course changed their perspective of the pharmacist's role during BLS (74.8%) and increased their confidence in their decision to pursue future careers in healthcare (61.7%). Conclusion: Student pharmacist-led BLS training, using near-peer delivery, improves high school students' knowledge and skill achievement. This strategy promotes high school students' positive perceptions regarding pharmacists and their role in BLS, as well as their confidence in pursuing careers in healthcare.