Achievement In Years Research Articles

The Development and Effectiveness of the HOTS Mathematical Problem-Solving Framework with the Bar Model Strategy on Student Achievement

This study aims to develop and assess the effectiveness of the HOTS Mathematical Problem Solving Framework (HMPSF) with the Bar Model Strategy on the achievement of Year Five Students. This study is a design and development study involving three phases. The first phase is a needs analysis study administered to 65 National School Mathematics teachers and 102 Year 5 students. The second phase is the design and development phase using the Fuzzy Delphi method involving 15 experts in Mathematics Education. Phase three is the implementation and testing phase of HMPSF with the Bar Model Strategy. In this phase, the study was conducted through a quasi-experimental design of a non-equivalent group of pre-post analysis involving 63 Year Five students from two schools in Kinta Utara district, Perak, Malaysia. The sampling process is done randomly. Data were analyzed through ANOVA and MANOVA. The needs analysis conducted show that 92.2% of teachers and 98.04% of students stated that there is a need to develop the HMPSF. Fuzzy Delphi analysis showed that the three main conditions were met (i) Threshold value, D ≤ 0.2, (ii) Percentage of expert agreements,> 75% and (iii) α-cut value (Fuzzy score), ≥ 0.5. This finding shows that the HMPSF with the Bar Model Strategy has been successfully developed through the agreement of 15 experts. The findings in phase three indicate that there is a significant difference in the mean of the post-group test for student achievement. The findings of the Multivariate Pillai’s Trace test also show that there is a significant effect between the pre and post-test. In conclusion, the HMPSF with the Bar Model Strategy developed is proven can enhance student achievement. Conclusively, the HMPSF with the Bar Model Strategy is suitable as a main guide for teachers and students in strengthening problem-solving skills in the field of Numbers and Mathematical Operations.

Effects of Smart Sewing Augmented Media Learning Applications in Design and Technology Subjects Against the Achievement of Year Five Pupils in Primary School

Effects of Smart Sewing Augmented Media Learning Applications in Design and Technology Subjects Against the Achievement of Year Five Pupils in Primary School

The spatial implications of academic achievement in Year 12: Rethinking discourses of disadvantage in rural locations

Rurality is an identified point of disadvantage in measures such as the Index of Community Socio-Educational Advantage (ICSEA) and school resourcing models. However, socioeconomic disadvantage is commonly used as an explanation for lower average student achievement in rural locations. Thus, policies are often directed towards reducing disadvantage associated with socioeconomic status, and rurality is overlooked. This research tests the validity of these assumptions using a matched study approach. We examine data on New South Wales (NSW) students, schools and courses to investigate how the English and Mathematics achievement levels of students in their final year of secondary school are associated with family and school characteristics across locations. The findings show that socioeconomic variation does not fully account for differences in achievement in rural locations. Instead, rurality appears to mediate other effects on student achievement in a complex interplay of factors contributing to lower average results. This highlights the need to consider the specificities of rurality in schooling, particularly the role of rural knowledges and perspectives in schooling and student achievement.

The Relationship between Students’ Personality and Their Achievement in Solving Mathematics Higher Order Thinking Skills Questions

This study identifies the relationship between the personality traits and achievements in solving the mathematics HOTS questions of 254 Year Six students from three primary schools in Ulu Tiram. The findings from the personality questionnaire and the mathematics HOTS question paper were an-alysed. The findings showed that the main dominant personality traits of the students were the openness followed by extraversion, neuroticism and agreeableness. For the achievement in the HOTS paper, 61 students scored highly, 55 in the very high category, and the rest were in the very low, low and medium categories. The result of regression analysis showed that the predictor of the standardised predictive coefficient of the neurotic characteristic (ᵦ = −.132) was significant, while the correlation value of students’ achievement and neurotic personality trait was 0.132. This showed that the relationship between students’ neuroticism and their achievement in solving the mathe-matics HOTS question was very low. Therefore, only neuroticism out of the five types of personality traits contributed to the achievement of Year Six students in solving the mathematics HOTS ques-tion. Hence, the findings conclude that personality traits are not the main factor affecting the achievement of the Year Six students in solving mathematics HOTS questions.

The effect of mathematics communication ability on students' learning achievement in year five

This study aims to determine the effect of mathematics communication skills on student achievement in grade V Public Elementary School 08 and 10 District Gantung. This study uses a quantitative research approach with ex-post facto research. The population in this study were 58 students of class V Public Elementary School 08 and 10 District Gantung, with a sample of 45 people. Mathematics communication skills (Variable X) and mathematics learning achievement were the variables investigated (Variable Y). This study's data collection method employs tests that have been validated and proven to be reliable. The SPSS version 21 program is used for hypothesis testing, which employs simple linear regression analysis and Pearson correlation. The study's results, obtained using a simple linear regression test and a Pearson
 
 
 
 
 correlation test, show that mathematics communication ability has a significant effect on students' mathematics learning achievement, as indicated by a sig less than 0.005, which is equal to 0.000 with the simple linear regression equation Y = - 2,219 + 0,980. Pearson Correlation is obtained for 0.0802, indicating that the pearson correlation is strongly correlated when viewed through the guidelines for the degree of relationship. Based on this, it is possible to conclude that mathematics communication skills have a strong correlation with students' mathematics learning achievement.
 
 
 

Interests, Gender Differences, Impulsivity and Reflectivity among Year Three Pupils in London (U.K.) Schools

The achievement of year 3 pupils in the classroom may be influenced by how they are taught familiar topics. That is, it is suggested that pupils may develop interests such as hobbies which are related to academic studies at school. It is therefore hypothesised that the extent to which year 3 pupils are interested in school subjects is a major factor contributing to performances in terms of time taken to complete tasks, errors made during completion and the type of strategies pupils use for successful completion of tasks. The extent to which pupils make errors and the time it takes to complete matching tasks of interest, is used as an indicator of how ‘reflective or impulsive’ pupils are, and this has implications for academic achievement. Thirty girls and thirty boys, (7-8 years old) were recruited for a study across five primary schools in a London Borough (England, U.K.). Interest and lack of interest in things was elicited using an interview and simple matching tasks were used to establish performance on tasks of interest and disinterest. Boys generally made slightly more errors than girls and were quicker when making matches. Girls used ordered strategies to make matches compared with random/global strategies for boys. The implications for this research are: - training of pupils to problem-solve using appropriate strategies; establishing ways of developing students’ subject interests and encouraging teachers to find ways of using suitable styles for individual students’ needs who are either reflective or impulsive.

The Developmental and Educational Impact of Hearing Impairment in Aboriginal Children Living in Remote Australia – A Data Linkage Study

IntroductionHigh prevalence of otitis media (OM) and hearing impairment (HI) in Aboriginal children in Australia’s Northern Territory (NT) is well documented. HI may be associated with poorer outcomes in early childhood development, school attendance and academic achievement. However, these associations have not been investigated in this population.
 Objectives and ApproachRetrospective cohort studies were conducted to investigate the association between HI and three education-related outcomes in Aboriginal children living in remote NT communities. The explanatory variable for all studies was audiometrically determined hearing levels. The outcome measures were Australian Early Development Census (AEDC) results, representing developmental outcomes at around age 5 years; Year 1 school attendance rates; and, National Assessment Program – Literacy and Numeracy (NAPLAN) results for Year 3 for academic achievement. Relevant confounding variables from available linked datasets were controlled for in the statistical analyses.
 ResultsCompared with normal hearing children, after adjustment for selected confounding factors, children with HI had higher risk for being developmentally vulnerable in two or more of the five AEDC domains (adjusted odds ratio 1.69); lower AEDC domain score sum (-1.60~-2.40); scoring lower in Numeracy (by 15.2 points), Writing (by 13.4-15.6 points) and Spelling (by 5.0 points) domains of NAPLAN; and having lower attendance rates (attending 4.0-5.6 fewer days in Year 1). Severer HI categories generally yielded greater effect sizes. Notably, across the studies, some confounding variables included in the analysis yielded substantially greater effect sizes.
 Conclusion / ImplicationsOM-related HI has a negative impact on early childhood development, Year 1 school attendance and academic achievement in Year 3 in Aboriginal children living in remote NT communities. To improve the developmental and educational outcomes it is important to detect HI at an early age and provide effective educational support, in addition to clinical and audiometric management.

Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools

The Big-Fish-Little-Pond Effect (BFLPE) suggests that school-average achievement has a negative effect on academic self-concept (ASC); some research has also verified a negative effect on students' academic achievement. Our study evaluates the compositional effects of school-average achievement on both outcomes, using a longitudinal sample of English early primary school students in Year 1 and Year 4. We provide evidence for BFLPEs in children as young as six to nine years of age. Further, we show that the BFLPE is a potential mechanism in the negative compositional effect of school average achievement in Year 1 on students' achievement in Year 4. Once adjustments for measurement error are made, the negative effect of school-average achievement on students' self-concept, and on their subsequent achievement, becomes even more negative. Our findings question previous research suggesting that attending a school with higher average achievement necessarily advances students’ outcomes.

Effects of Self-regulated Learning, Parental Involvement and Homework on Academic Achievement of School Students

Purpose The focus of this research is around education specifically academic achievement of year 10 students in Secondary Schools Brunei. The purpose of this research is to explore the effects of self-regulated learning, parental involvement, and homework on the academic achievement of the Year 10 students. Methods The collection of data is hoped to provide invaluable insight for teachers, unit of Guidance and Counseling, parents, students, and individual on the topic concerning the academic achievement of the students and particularly their children. Therefore, measures can be taken to address any issues to improve their academic achievement. Before-hand, a pilot study was carried out to determine the consistency of the questionnaire. The research instrument adopted in this research, for instance, is the questionnaire and it involves 300 students of year 10 in randomly selected government schools in Brunei. All the accumulated data were processed using Statistical Package for the Social Science (SPSS). Multiple regression and MANOVA were used to test the research questions. Results The findings provide evidence that self-regulated learning, parental involvement and homework have significant impact on academic achievement [R²= .047, adjusted R² = .046; F= (3,220= 3.742 p=0.05). The model explained 4.7% of the variance in the students’ academic achievement. The findings also showed that self-regulated learning (F = (1, 222 =21.40, p=0.000) and homework (F=(1, 222 = 5.62, p=0.01) has significant effect on gender, except for parental involvement on students’ academic achievement Conclusions Students’ academic achievement was associated with self-regulated learning, parental involvement, and homework. In addition, gender also plays a role in academic achievement with girls outperformed boys. Given this, these predictors should be considered in developing and designing strategies in assisting to increase students’ achievement. However, more research should be conducted in relation to students’ academic achievement since lack of study regarding the issue, particularly in Brunei Darussalam.

Predictive validity of multiple mini interview scores for future academic and clinical placement performance in physiotherapy, occupational therapy and speech and language therapy programmes

Background/aims Limited research exists on the predictive validity of multiple mini interviews when used during the selection process for physiotherapy, occupational therapy and speech and language therapy programmes. Traditional interviews were replaced by multiple mini interviews in the selection process for these three undergraduate programmes in one UK university. The purpose of secondary data analysis was to determine whether multiple mini interviews can predict academic and clinical placement performance during the first and second year of study. Methods Secondary data analysis was performed using the admissions data from 169 students. Data analysed comprised predictors (entry tariff, age and multiple mini interview scores) and outcomes (academic and placement achievement in years 1 and 2 over a period of 2 years from 2014 to 2016). Results Multiple standard regression analyses revealed that, overall, multiple mini interview score was not a significant predictor of academic achievement or clinical placement performance in years 1 and 2 for any of the three professions. Pearson's correlations indicated that age and entry tariff were frequently and significantly correlated with academic achievements for all cohorts. Conclusions Performance in the multiple mini interview is not a predictor of academic achievement or clinical placement performance in this specific cohort of students. Entry tariff showed a significant correlation with academic achievement. Additional studies with larger cohorts are recommended.

THE DEVELOPMENT OF YEAR ONE STEM COMIC FOR SCIENCE AND MATHEMATICS SUBJECT

: This study aims to develop a year one STEM Comic for science and mathematics subjects. The STEM comic was developed based on the Technology Knowledge, Pedagogy and Content (TPACK) model. The development of this comic involves two phases which is development phase and assessment phase. However, this article only discusses the development phase of STEM comic. 13 Excellent teachers of science and mathematics from the Hulu Langat district were involved in the analysis of syllabus year one science and mathematics subjects and the preparation of scripts while the STEM comic illustrator was created by two lecturers from the Faculty of Art, Computing and Creative Industry from the Sultan Idris Education University. As a result, a STEM comic that contains 10 series for year one science and mathematics subjects has been successfully developed. This comic is expected to attract and enhance the achievement of year one students in science and mathematics. Implication of this study, STEM comic can be used by teachers as science and mathematics teaching aids.

Domain-Specific Inhibitory Control Training to Improve Children\u2019s Learning of Counterintuitive Concepts in Mathematics and Science

Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, ηp2 = .067) and STP (p < .01, ηp2 = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, ηp2 = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.

Expanding Opportunities for Science, Technology, Engineering and Mathematics Subjects Teaching and Learning: Connecting through Comics.

This study presents the results of a year-long project focused on analysis and reflection on working with comics by Year One students in Hulu Langat districts. This study presents the use of science, technology, engineering and mathematics (STEM) comics to help children understand certain physical phenomena and try to make students interested in mathematics and science subject. Thirteen excellent teachers of science and mathematics from the Hulu Langat district were involved in the analysis of syllabus Year One science and mathematics subjects and the preparation of scripts while the STEM comic illustrator was created by two lecturers from the Faculty of Art, Computing and Creative Industry from Universiti Pendidikan Sultan Idris, Perak Malaysia. The study is based on observations of changing perception of phenomena by children as a result of the use of comics. As a result, a STEM comic that contains ten series for Year One science and mathematics subjects has been successfully developed. This comic is expected to attract and enhance the achievement of Year One students in science and mathematics. Implication of this study, STEM comics can be used by teachers as science and mathematics teaching aids. Comics are proven to be a modern pedagogical strategy, which is starting to gain its popularity in teaching about mathematics and science. Comics can be very helpful tools in making science and mathematics concepts interesting, fun learning and comprehensible for a Year One children.

Longitudinal profiles of shared book reading in early childhood and children’s academic achievement in Year 3 of school

ABSTRACTThis research examined longitudinal profiles for parental involvement in shared reading with children from age 2 to 6 years. Associations of the profiles with sociodemographics were explored, as well as associations with children’s achievement in Year 3 at school. Data were drawn from Growing Up in Australia: The Longitudinal Study of Australian Children for 3,836 children in the Baby Cohort. Three longitudinal profiles were identified: (1) high-stable involvement, (2) medium-stable involvement, and (3) low-increasing involvement. Profile membership was distinguished by: child Indigenous status and non-English language at home, family socioeconomic position, number of siblings at home, and child’s early self-regulation. Membership in the low-increasing involvement group was associated with the likelihood of not attaining Australian minimum standards for reading, writing, and numeracy. Membership in the medium-stable involvement group was associated with the likelihood of not attaining minimum standards for reading.

Pengaruh Model Pembelajaran Berbasis Masalah dengan Strategi Rotating Trio Exchange Terhadap Hasil Belajar Fisika Peserta Didik Kelas XI SMAN 1 Lingsar Tahun Ajaran 2017/2018

This study aims to understand the influence of a problem based learning model using rotating trio exchange strategy (RTE) towards students physics learning achievement of year XI MIA SMAN 1 Lingsar. This study is quasi experiment with Non-equivalent control group design. The population of this study was the whole students of year XI MIA SMAN 1 Lingsar of the academic year 2017/2018 whose total is 89 students. The sampling technique of the study was purposive sampling, which in turn, year XI MIA 1 treated as experimental class and year XI MIA 2 as the control class. The instrument used was a multiple choice test and observation. The multiple choice refers to the cognitive ability of the students (C1C6) which was 35 items in total which has been tested for validity, reliability, appropriateness, and the level of its difficulty have been examined. Evaluate students’ affective and psychomotoric assessments using observation sheets. Based on the result of the study it was gained that students average score of pre-test of both experimental and control class was 42 and 23, while the average score of post-test of both experimental and controlled class was 70 and 67 subsequently. The data gained has been previously examined its normality and homogeneity. It was obtained that experimental and control class was distributed normally and homogeneous. The hypothesis was examined using statistical analysis, i.e. parametric t-test polled variant with t test of both sides. It is obtained that dan diperoleh  and  on the level of significant 5%. The value of   , then  is rejected and  is accepted. The result indicated that there was positive influence of a problem based model using rotating trio exchange (RTE) strategy towards the students achievement on physics in year XI MIA of SMAN 1 Lingsar

Factors affecting primary school achievement in Botswana: a multilevel model for general student performance

This study explores and identifies key student- and school-related factors associated with general academic achievement of Year 6 primary school students in Botswana. Drawing on the SACMEQ II data, and making use of 3,322 students from 170 schools, the investigation identifies sources of variation in student achievement. While previous research in the country identifies school equipment and resourcing as key determinants of student achievement, this study also identifies factors not previously considered, such as teacher reading ability and student-teacher ratio. Controlling for socio-economic and geographic factors, the investigation uses multi-level structural equation modelling to identify regularity-of-meals, teacher literacy, student-teacher ratio, and tendency to speak English outside of school as drivers for improving learner equity and achievement across the country. Suggestions for school policy and teacher training are discussed.

The Implementation of Common European Framework of References (CEFR): What Are the Effects Towards LINUS Students’ Achievements?

Realizing the importance of English language, Malaysian government has implemented numerous programs to boost English language standard among younger generations. One of the remedial intervention programs for primary schools is called the Literacy and Numeracy Screening or LINUS. LINUS program refers to a set of screening tests which are conducted every year to identify students’ weaknesses in literacy skills specifically in reading and writing. It was introduced in 2010 which aims at enhancing the rate of English literacy among primary school learners. Recently, another new curriculum known as Common European Framework of Resources or CEFR has been introduced. CEFR that adopted the English way of learning culture seems to raise many issues among English language teachers. It is important for educators to carry out a study in order to obtain more information on to what extent these two programs help to improve English language standard among primary students. Thus, this study was conducted to identify the effects of CEFR towards the achievement of Year 2 students from 3 LINUS classes in a suburban primary school in Langkawi, Kedah, Malaysia. Data analysis has been made by comparing the data taken from the second screening results of LINUS in 2017 with the data from the first screening result of LINUS in early 2018. The findings indicate that most primary pupils face difficulties in comprehending unfamiliar culture embedded in many English language lessons. It is believed that the outcomes of this study could shed some light to educators in reducing illiteracy rate as well as to be aware of the impact of CEFR towards LINUS. It is hoped that the findings could facilitate various stakeholders in designing materials for the teaching and learning of English language for primary school students in the future.

What are the effective public schools? Insights from New South Wales’ secondary schools using a Stochastic Frontier Analysis with a panel dataset

Using Stochastic Frontier Analysis, this article examines the efficiency and effectiveness of financial inputs and demographic data for educational outputs as measured by the Year 12 results for New South Wales secondary schools using a panel dataset from 2005 to 2010. Effective schools, in these analyses, are those that have higher Year 12 results than expected given their students’ prior performance and socio-economic status as well as financial inputs. Results indicate that prior learning achievement in Year 10 has a large, significant and positive impact on the current Year 12 results. Using a quadrant method, for each school, the efficiency score and the median Year 12 result are plotted separately for each of the three regions across New South Wales and a further quadrant plot is presented for the four Metropolitan districts in Sydney. Overall 37.5 per cent of schools are efficient and effective schools and 30 per cent are neither efficient nor effective.

Trajectories through child protection and education: Patterns, timing and causality

ABSTRACTObjectives1) To examine the reading trajectories of children with different levels of child protection involvement from Year 3-9 of school 2) To estimate the ‘effects’ of entering care on Year 9 reading achievement, attendance and suspensions among children with substantiated maltreatment&#x0D; ApproachRecord-linkage of population data was used to investigate educational outcomes for children born in Western Australia from 1990-2010. Data from the Departments of Health, Child Protection and Family Support, Education, and Disability Services were used. Multi-level modelling was used to assess children’s reading trajectories from Year 3-9, and identify child, family, neighbourhood and child protection factors associated with reading achievement over time. Educational outcomes for maltreated children placed in out-of-home care were compared to a propensity-matched comparison group of children that remained at home using regression analyses.&#x0D; ResultsChild protection involved children most often showed a stable pattern of low achievement from Year 3-9. Of those with mid-level Year 3 scores, 45%-50% showed declining achievement with scores in the lowest third of their Year 9 cohort. Particularly low achievement in Year 3 and 9 was found among children with early unsubstantiated maltreatment followed by older-aged entry to care. Propensity matched analysis showed that after controlling for maltreatment, child, family, and neighbourhood characteristics, maltreated children did not significantly differ by placement status on reading or suspensions. Absences were significantly lower among children that entered care versus those remaining at home (OR=0.36,95%CI[0.15, 0.91).&#x0D; ConclusionFindings suggest that poor educational outcomes for children that have entered care are not primarily caused by out-of-home care, but reflect prior disadvantage and maltreatment. Child protection involved children are more likely to show stable low and declining patterns of achievement than other children, highlighting a need not only for early intervention, but also for interventions to address academic problems that arise later in childhood.

Educational outcomes are predictive of mental health diagnoses in adolescence

ABSTRACTObjectivesAssociations between poor reading outcomes and attention/behavioural difficulties have been documented in the literature (e.g., Spira &amp; Fischel, 2005), however the research regarding the relationship between reading achievement and internalising mental health disorders (e.g., mood disorders, anxiety) is scarce. As children experience a large proportion of their development in the school context, it is essential to understand the nature of this relationship, as it may inform a population based approach to reducing the risk of mental health disorders.&#x0D; ApproachThis study was a retrospective cohort study, and utilised population level administrative data. Participants included all children born in Western Australia between 1992 and 1996. Individuals were followed until 2011 for their mental health outcomes. Using Cox regressions, variables reflecting child, family, and community factors, as well as factors from the school context were used to predict the risk of any mental health disorder, and also more specifically, an internalising or externalising mental health disorder.&#x0D; ResultsAfter controlling for a number of demographic risk factors, poor reading achievement in Year 3 and Year 7 appeared to be associated with poor mental health when all mental health diagnostic codes were considered as a single entity. However, when mental health was grouped into internalising or externalising mental health disorders, findings showed that reading achievement in the top 20% of the cohort was associated with an increased risk of an internalising disorder, whilst reading achievement in the bottom 20% of the cohort was associated with an increased risk of an externalising disorder.&#x0D; ConclusionThis study found that reading achievement is associated with mental health, but the nature of this relationship appears to be dependent on the type of mental health disorders that are considered. A more complex relationship between reading achievement and poor mental health was revealed when the mental health diagnoses were grouped into internalising and externalising disorders. Whilst further research is required to understand the factors that may mediate these relationships (e.g., perfectionism for high achieving students), the provision of support to both ends of the achievement spectrum may play a role in reducing the risk of adolescent mental health disorders.