Achievement Of Elementary Students Research Articles

The Effectiveness of using Infographics on the Academic Achievement of Elementary Students

The primary objective of this research was to investigate whether or not the incorporation of an infographics program into elementary school curricula had any effect on the student's overall academic achievement. The investigation involved a total of forty participants, with an equal distribution of twenty people in each of the experimental and control groups. The findings of the research showed that the experimental group had significantly higher post-test scores regarding academic achievement as compared to the control group. There was not a statistically significant difference in academic achievement scores between the experimental group and the control group either immediately after the intervention or during the subsequent follow-up test. Both of these observations were made while comparing the experimental group and the control group.

Impact of school librarians on elementary student achievement in reading and mathematics: A propensity score analysis

The number of school librarians has been shrinking in the past few years in part due to the lack of evidence linking them to student achievement. Building on a foundation of correlational studies linking school librarians with student achievement, this study uses a quasi-experimental design that mimics random assignment to treatment and comparison groups through application of a matching technique. Restricted data from North Carolina and propensity score matching was used to compare students who attended school with a full-time certified school librarian to similar students who did not attend schools with a full-time certified school librarian. In addition, this relationship for both reading and math over a four-year time span was examined. Findings include that students who attend schools with a full-time certified librarian score significantly higher on math and reading tests than do matched students who attend schools without a full-time school librarian.

Relations Between Writing Motivation and Achievement of Elementary-Aged Students

The purpose of this study was to examine the relations between writing self-efficacy and writing achievement of elementary students (aged 9-11). Participants ( N = 61) completed measures of writing motivation and achievement. Results indicate a significant positive correlation between narrative writing self-efficacy and writing achievement ( p < .01), as well as a significant positive relation between writing skills self-efficacy and writing achievement ( p < .01).

Investigating the relationship between homework and academic achievement in elementary students

Abstract: Purpose: The purpose of this study was to investigate the relationship between homework and academic achievement in elementary students. Research methodology: The statistical population includes students in the fifth year of the elementary school in Tehran. Using the random sampling method, 160 people were selected as the research sample. The tool used to collect data is a researcher-made questionnaire. The statistical method used is the calculation of correlation coefficient and chi-square. Results: The results of the analysis showed that there is a significant relationship between homework and academic achievement. Limitations: One of the problems of the research was the lack of resources which was considered a serious problem and the other was in the implementation of the questionnaire. Contribution: This study is expected can give a piece of knowledge about the relationship between homework and students' academic achievement. Keywords: 1. Academic achievement 2. Elementary students 3. Homework

Relationship between Social Skills and Academic Achievement of Elementary Students in Low Income Urban Areas of Islamabad

Social skills have a fundamental role in the academic achievement. Keeping this in view, investigation has been planned out to examine the relationship between social skills and academic achievement of elementary students in low-income urban areas of Islamabad. A descriptive reserch design of correlational type was used in the study. All the students of 6th to 8th grade studying at elementary level in government school live in low-income urban areas of Islamabad constituted the population of the study. Four hundred students were conveniently selected as a sample in the study. Questionnaire was used to measure the social skills of students. To determine academic achievement of elementary level students’ previous results were taken. Five research hypotheses were formulated and tested using Pearson product-moment correlation and multiple linear regression statistics at 0.05 level of significance. The finding revealed that there was no significant relationship between social skills and academic achievement. It was recommended that educational planners, counselors, elementary school teachers and administrators should train student’s positive socials kills and monitor or co-ordinate the activities of the student an ideal environment should be created for better academic achievement.

Elementary Literacy Coaching in 2021: What We Know and What We Wonder

AbstractAs schools continue to focus on elementary student achievement and literacy growth, the role of the elementary school‐based literacy coach is as imperative as ever. However, as a lever for reform and professional learning, the literacy coach role remains underspecified, variable, and often misunderstood in practice. This article aims to address what is currently known and what still needs to be learned about coaching effectiveness, roles and relationships, shifting practices and modalities, and preparation. The coaching “knowns” are framed by both research and practice literature published over the past three decades, whereas the “wonderings” cut across research, practice, and policy and point toward the future of coaching work. Together, these knowns and wonderings are intended to provoke district and school leaders, coaches, and preparation providers to reconsider the power and possibilities of school‐based elementary coaching as schools regain their footing following the COVID‐19 global pandemic.

The Effects of Mathematics Professional Development on Elementary Student Achievement

Using a cluster randomized trial, we investigated the effects of mathematics professional development on student achievement in elementary schools. Pairs of schools were matched on prior mathematics; percentage of students receiving free or reduced-price lunch and percentage of limited English proficient students were randomly assigned to two groups. One received professional development on mathematics that focuses on diagnosing student thinking and the other received professional development on formative assessment. Student-level achievement data (pretest and posttest performance on a standardized test of mathematics) were nested within grades and schools and analyzed using mixed-effects multi-level linear modeling. The results indicate students in schools that were provided the mathematics professional development had greater mathematics achievement than students in schools in a control condition. The effect held across grade levels.

Effectiveness of an educational neuroscience-based curriculum to improve academic achievement of elementary students with mathematics learning disabilities

Background: The present study evaluated the effectiveness of a curriculum based on educational neuroscience on improving academic achievement in elementary students with mathematical learning disorder in Shiraz. Methods: This is a quasi-experimental research which was done on students with math learning disabilities from grades two to six in Shiraz District 2 and 4. 47 students fulfill the inclusion criteria, due to the exclusion criteria 31 students enrolled in the study. They are randomly assigned to experimental and control groups. All of them completed the pre and post-test training in the control group was based on the traditional teaching style and the curriculum patterns that were implemented. The training in the experimental group was based on educational neuroscience curriculum model. Differences are considered statistically significant at P≤0.05 and 95% confidence interval of the difference is considered. Results: The results showed that the mean of the control and experimental groups in numerical understanding variable was respectively: 28.60 and 36.87, in numerical production variable was: 15.13 and 20.06, in numerical calculation variable was: 8.80 and 13.62. The level of significance in the group in all three variables of numerical understanding, numerical production and numerical calculation was 0.001, which means that the experimental group performed better in the post-test than the control group. Conclusion: Educational neuroscience interventions such as the underlying math learning skills can be an effective approach in the treatment of math learning disabilities, the use of this curriculum has also directly improved attention structures and indirectly improved learning disabilities.

Jigsaw in teaching circulatory system: a learning activity on elementary science classroom

Jigsaw type cooperative learning is explored again to train students from an early age to become a small expert to reveal the effects it has on the cognitive achievement of elementary students. The study was conducted at one of the public schools in Ambon City, preceded by a placement test on the classes used. The cognitive learning achievement test instrument was developed with a cognitive load reaching C4 and has met the instrument quality prerequisite tests. The results of the study prove that there are differences in student learning outcomes in learning with Jigsaw and Example Non-Example (ENE) types. The corrected mean score showed that the treatment group was 25,856 points higher than the control group. This means that Jigsaw is superior in improving student cognitive achievement compared to ENE. Thus, Jigsaw can be used in other learning in elementary school because it has the potential to enhance student learning outcomes. Further studies are needed to uncover the potential of Jigsaw to empower various types of learning outcomes and other thinking skills.

Elementary student achievement and teacher perception of an advanced chemistry curriculum

Studying nature from the atomic and molecular perspective gives students access to modern scientific paradigms and could improve achievement and motivation towards science learning. A visual and tactile approach to chemistry can form the foundation for a child-friendly but high-level chemistry curriculum and could be a powerful tool to invigorate early STEM learning. This five-session study utilized a previously reported organic chemistry learning program that featured animated presentations, hands-on molecular model building, and image-based computer modeling of macromolecules. Twenty-six fourth, fifth, and sixth grade students participated in the study. Importantly, teachers at the school showed a high degree of engagement and participation towards the program, and they embedded the chemistry material in their classes and projects. This teacher involvement created synergy with the program and supports the notion that high-level chemistry content can be very beneficial to students and teachers, and can open new avenues of study, even for young students. Teacher survey results revealed that the exposure to the chemistry learning program benefitted them professionally by providing them with useful knowledge and pedagogical strategies that they could readily use to enhance their own teaching.

The Effect of Science Classes Applying Visual Thinking on Science Learning Motivation, Self-Directed Learning Ability and Academic Achievement of Elementary Students

The Effect of Science Classes Applying Visual Thinking on Science Learning Motivation, Self-Directed Learning Ability and Academic Achievement of Elementary Students

A person-centered investigation of math motivation and its correlates to math achievement in elementary students

The present study used a person-centered approach to identify math motivation profiles under self-determination theory, and examine whether math achievement varies across different profiles. Data were collected from 2,137 children. Five student motivation profiles were identified: a “high quality” profile characterized by high levels of intrinsic and identified motivation and a low level of controlled motivation, a “high quantity” profile characterized by high levels of these three kinds of motivation, a “low quantity” profile characterized by low levels of these three kinds of motivation, a “poor quality” profile characterized by a high level of controlled motivation and low levels of intrinsic and identified motivation, and a “low autonomous motivation” profile characterized by very low levels of intrinsic and identified motivation. These five profiles differed in math achievement. We found that students in the high quality profile had the highest level of math achievement compared to those in the other profiles. This result indicated that the quality of motivation was more important than the amount of motivation.

The Effect of Science Classes using Astronomical Observation Software on Scientific Learning Motivation and Academic Achievement of Elementary Students

The Effect of Science Classes using Astronomical Observation Software on Scientific Learning Motivation and Academic Achievement of Elementary Students

초등학교 쓰기장애 위험학생과 일반학생의 쓰기 성취 비교

The purpose of this study was to investigate the writing achievement of elementary students at risk for writing disabilities. A total of 96 children(Grades 1∼6) of elementary students in the region of P-city were participated. In this sample, 41 children were identified as students at risk for writing disabilities and 55 children were identified as typical students. For the purpose, we examined and analyzed the writing fluency, spelling and composition. The results are as follows; First, the average scores of writing skills of elementary students at risk for writing disabilities were lower than typical students. Second, there were significant differences in all of writing skills among four groups. The post hoc comparisons indicated that the writing fluency performance of lower grade elementary students at risk was significantly lower than of upper grade students at risk and typical. And the writing fluency performance of upper grade elementary students at risk was significantly higher than that of lower grade typical students. The spelling performance of lower grade elementary students at risk was significantly lower than that of lower grade typical students, upper grade students at risk and typical. And the spelling performance of upper grade elementary students at risk was significantly lower than that of upper grade typical students. The composition performance of lower and upper grade elementary students at risk was significantly lower than that of lower and upper grade typical students. In conclusion, the results show that generally the writing abilities of elementary students at risk for writing disabilities is poorer than typical students. Our finding is useful to develop instruction for the students at risk for writing disabilities.

The Effectiveness of Cognitive Self-Regulatory Education on Academic Burnout and Cognitive Dissonance and Academic Achievement of Elementary Students

The Effectiveness of Cognitive Self-Regulatory Education on Academic Burnout and Cognitive Dissonance and Academic Achievement of Elementary Students

Scenario-based elearning and stem education: A qualitative study exploring the perspectives of educators

There are a variety of extra curricular activities and programs that aim to promote Science, Technology, Engineering, and Mathematics (STEM) education, but there are limited examples of extending STEM curriculum by employing scenario-based eLearning opportunities in a mobile lab learning environment. Following students participation in a first of its kind STEM Mobile Lab program that uses a scenario-based eLearning approach for instruction, twelve educators from four Title I elementary schools were asked about their perceptions of the influence of the Mobile Lab program on the STEM education of their students. The semi-structured interview protocol contained questions intended to explore participants' perceptions regarding the influence of a scenario-based eLearning Mobile STEM Lab program on the STEM interest and achievement of students. The study found that a scenario-based eLearning Mobile STEM Lab can influence STEM interest and achievement of elementary students. This promising finding leads to a recommendation for educators to use this approach and similar programs to make students more interested in science and improve their grades. Efforts by educators to design and implement scenario-based eLearning opportunities lead to increased learner engagement.

The Big Data Based Effect of Household Wealth on Elementary Student Achievement (Take Shanghai for Example)

The Big Data Based Effect of Household Wealth on Elementary Student Achievement (Take Shanghai for Example)

<em>Who’s Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement</em>

<em>Who’s Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement</em>

The Effect of Science Class with Game on Learning Motivation and Academic Achievement of Elementary Students

The Effect of Science Class with Game on Learning Motivation and Academic Achievement of Elementary Students

The Study of Internet Use and Academic Achievement of Elementary Students in Bangkok

<p>The purpose of this study is to investigate the relationship between internet usage behavior and academic achievement among elementary school students from grade 4-6 in Bangkok. The researcher employed Multi-stage Sampling to recruit 297 samples. The data was gathered via the following tests: 1) Intelligence tests, namely Colored Progressive Matrices (CPM) for students aged 5-11 year old or Standard Progressive Matrices (SPM) for 12 year old and above, and 2) Academic achievement test, namely Wide Range Achievement Test Thai Edition: WRAT-Thai. The findings revealed that time spent on the internet is negatively correlated to student’s reading achievement (r = -.24, p < .001), spelling achievement (r = -.26, p < .001), and math achievement (r = -.20, p = .001). More surprisingly, academic related internet usage was also found to be negatively correlated to math achievement (r = -.20, p < 0.05). Meanwhile, internet usage for social media has a correlation with academic achievement in math and reading, (r = -.20, p = .001) and (r = -.13, p < .05), respectively. Moreover, internet usage for entertainment was found to have a negative correlation with academic achievement in reading, spelling and math, (r = -.25, p < .001), (r = -.27, p < .001) and (r = -.21, p < .001), respectively. Internet usage for online business, however, yielded no correlation to academic achievement. The study concluded that daily internet usage does have an effect on academic achievement in math. Moreover, when used for entertainment and social media, internet usage can pose a negative effect on academic achievement in reading and writing.</p>