Achievement Of Outcomes Research Articles

Academic Self-Efficacy, Study Skills and Academic Achievement: A Serial Mediation Model

Educational achievement is crucial determinant of one’s future career opportunities and plays a critical role in the psycho-social development. Identifying the factors that influence academic achievement is essential for developing effective interventions and strategies to enhance students' learning outcomes. This study aims to investigate the serial mediation role of study skills (systematic and organized study, and effective homework and exam preparation) in the relationship between academic self-efficacy and academic achievement. A group of 92 secondary school students completed the Academic Self-Efficacy Scale as well as two sub-scales from the Study Skills Scale: systematic and organized study, and effective homework completion and exam preparation. The findings of the study revealed positive correlations among all variables. Furthermore, the serial mediation analysis demonstrated that the skills of systematic and organized study, and effective homework and exam preparation serially mediated the relationship between academic self-efficacy and academic achievement. These results suggest that interventions, implementations, and policies that aim to strengthen students’ perception of academic self-efficacy and improve their study skills can contribute to the academic achievement and other student outcomes.

Assessing the Effects of Teachers Qualification on Students Academic Performance in Private Secondary Schools in the South Eastern Nigeria

Ensuring high-quality teaching is vital for positive student learning experiences and achievement outcomes. This study investigated the effects of the teachers’ qualification on students’ academic performance in private secondary schools in Southeastern Nigeria. Through a well-thought-out and carefully designed survey, over 515 respondents from 187 schools shared insights into their daily educational realities; their responses revealed generally that qualified teaching staff are dedicated to covering subjects comprehensively, however, some specialized areas needed more in-depth modern curriculum demands. The analysis uncovered largely positive yet complex qualification dynamics; higher teacher numbers correlated with broader competencies, benefiting coverage. Formal training is strongly associated with examination success, highlighting qualifications' value. Yet continuous skills growth matters as needs evolve. These honest respondents' voices prompt thoughtful reflection. While standards currently meet minimums, achieving excellence requires collaborative progress. Targeted support could strengthen specialized expertise within small classes. Incentivizing expansion motivates continuous learning curves. Partnering with educators and communities cultivates locally tailored growth. Monitoring disparities prompts equitable support. This work facilitates an understanding of how qualifications interconnect with private secondary school students' performance, championing each Student's potential. Through open minds and caring hands, we may clear pathways for all hearts and minds to blossom. Keywords: Teacher qualification, Student academic performance, Secondary education, Private schools, South Eastern Nigeria, Educational standards, Correlation analysis, Student achievement.

Complications and Outcomes of Nutritional Guidelines Implementation in Low Birth Weight Infants

Background: Necrotizing enterocolitis (NEC) is one of the most disastrous complications of premature infants. Using preterm feeding protocols can decrease NEC risk and improve feeding intolerance. Objective: To compare the rate of NEC and other comorbidities between low-birth-weight (LBW) infants that received a Bhumibol Adulyadej Hospital (BAH) standardized feeding protocol and those that underwent previous nutritional practice. Materials and Methods: A quasi-experimental study was conducted at neonatal intensive care unit (NICU) in BAH, Thailand. Participants were LBW newborns delivered at BAH between December 1, 2018 and March 31, 2020. The subjects were divided into the control group who underwent previous nutritional practice and the study group who were implemented with a new nutritional guideline. Primary outcome was NEC rate. Secondary outcomes were preterm complications such as neonatal sepsis, catheter-related bloodstream infection, parenteral nutrition-associated liver disease, osteopenia of prematurity, and intraventricular hemorrhage. Feeding achievement outcomes and growth outcome parameters were also evaluated. Results: Data were analyzed on 71 infants in the control group and 68 infants in the study group. The rate of NEC was not different between the two groups with 7% in the control versus 5.9% in the study (p=1.000). In addition, other preterm complications were not different between groups. However, the time to reaching full enteral feeding was shorter in the study group at 14 in the control versus 10 in the study (p<0.001). Day of life when the fortification start was significantly earlier in the study group at 15.5 in the control versus 12 in the study (p=0.008). Other feeding achievement outcomes also improved, which was evidenced by fewer parenteral nutrition (PN) days at 11.55 in the control versus 7.0 in the study (p=0.004) and shorter duration of indwelling central line at 9.5 in the control versus 7 in the study (p=0.001). Conclusion: Initiation of the new nutritional guideline produced a lower rate of NEC as compared to previous practice. Furthermore, the time to full enteral feeding, PN days, and central line days were decreased without increasing other preterm complications. Keywords: Low birth weight; Nutrition; Complication; NEC

APPS-Study 2020 - On outpatient psychotherapeutic care for people with psychotic disorders

Although patients with psychotic disorders (PPS) are indicated for outpatient psychotherapy at any stage of their illness, they are rarely treated in this way. For this purpose, structural conditions, the experience of competence of therapists, as well as content-related aspects of training and further education of psychotherapists are analyzed. Based on a qualitative preliminary study, an online survey was conducted among 487 psychological psychotherapists. Half of the respondents indicated a high willingness to treat PPS. In the acute phase of the disease only 20% are willing to do so. In the studies as well as in the theoretical part of the education and further education, there is hardly any preparation for a corresponding treatment. In contrast, practical experience in psychiatric clinics is considered very important. With regard to structural framework conditions, low hourly quotas and inflexible billing modalities are criticized. With regard to patients, in addition to sufficient motivation for treatment, low reliability, low cognitive ability, low insight into the illness, and frequent discontinuation of therapy are stated. Contrary to some prejudices, patients are characterized as "peaceful" in their interactions. The reduction of psychotic relapses, social integration and reduction of comorbid symptoms are mainly mentioned as achievable outcomes. The reduction of psychotic symptoms is rated less optimistically. Psychotherapists from psychiatric outpatient clinics (PIA) differ from other outpatient psychotherapists by better competence experience and correspondingly more frequent work with PPS, also in the acute stage. Although every second therapist does not feel well trained, the willingness to treat PPS seems to be higher than the pure supply figures suggest. There is potential for optimization in education and training as well as in networking with other professional groups/relatives. This could be responsible for the fact that in the acute psychotic stage there are fears of contact and competence concerns. Psychotherapists in PIAs, where there is closer networking with other professional groups for structural reasons, experience corresponding deficits to a lesser extent. With regard to other structural barriers, the question arises as to whether these represent disorder-specific or rather general problems in psychotherapy.

Academic Performance of Texas 4-H Alumni

Academic achievement is one of the central outcomes targeted by all major models of youth development. Youth who succeed academically are well-positioned to thrive through meaningful careers, positions of community leadership, and fulfilling personal and family lives (Arnold, 2018). As such, the Texas Higher Education Coordinating Board (THECB) has established a set of ambitious goals for the postsecondary education of Texas youth. Almost in tandem with the establishment of these goals, outcomes of academic achievement in relation to membership in Texas 4-H have become a keen interest for stakeholders. Through our study, we compared postsecondary academic achievement of Texas 4-H Alumni who graduated from high school in 2013, 2014, and 2015 against the Texas population. Data sources included the National Student Clearinghouse (NSC), the THECB, and an online survey. Results found that Texas 4-H alumni substantially outperformed the population of Texas higher education students on completion rates, baccalaureate graduation rates, marketable skills, student debt, ACT scores, and dual credit enrollment. To provide further direction and context, opportunities for Texas 4-H to build upon this success are provided in the recommendations section.

THE INFLUENCE OF CONTEMPORARY MUSICAL INSTRUMENTS MEDIA ON THE LEARNING OUTCOMES OF CULTURAL ARTS OF GRADE V SD IT AL-MANAR MEDAN

This study aims to determine whether there is influence of contemporary musical instrument media on the learning outcomes of Cultural Arts class V SD IT Al-Manar Medan. The research method used is quantitative with a quasi-experimental design approach. As for the sample in this study, there were 12 students in class V SD, which were divided into 2 groups consisting of 6 students in the experimental class and 6 students in the control class. The instrument used is a test sheet. Data collection techniques in this study used test techniques and documentation techniques. Based on the research results from the results of tests by researchers by filling out test sheets, based on the results of the study it can be concluded that contemporary musical instrument media has an effect on music learning outcomes. The research will be conducted for 1 (one) year. This research is a research in the field of focus on Art Education. The mandatory achievement targets or outcomes of this research are one article in an accredited national journal and one article in the proceedings of a national seminar.

Effectiveness of project-based mathematics in first-year high school in terms of learning environment and student outcomes

This study of first year high-school students in South Australia focussed on the effectiveness of using an innovative project-based mathematics strategy to improve the classroom learning environment and the student outcomes of enjoyment, academic efficacy and achievement. As well, we investigated the differential effectiveness of project-based mathematics for male and female students. A sample of 284 students from a co-educational private secondary school provided quantitative data about classroom learning environment as assessed with seven scales from the What Is Happening In this Class? (WIHIC), together with data about the three student outcomes assessed with one scale each. Our study also included a mixed-method design involving qualitative information collected through classroom observations and interviews with 20 students and 3 teachers to explain patterns emerging from the analysis of quantitative data.

Prediction of speech understanding with the transcutaneous partially implantable bone conduction hearing system Osia®. German Version

The active transcutaneous, partially implantable osseointegrated bone conduction system Cochlear™ Osia® (Cochlear, Sydney, Australia) has been approved for use in German-speaking countries since April 2021. The Osia is indicated for patients with conductive (CHL) or mixed hearing loss (MHL) with an average bone conduction (BC) hearing loss of 55 dB or less, or with single-sided deafness (SSD). The aim of this retrospective study was to investigate the prediction of postoperative speech recognition with Osia and to evaluate the speech recognition of patients with MHL and an aided dynamic range of less than 30 dB with Osia. Between 2017 and 2022, 29adult patients were fitted with the Osia, 10patients (11ears) with CHL and 19patients (21ears) with MHL. MHL was subdivided into two groups: MHL‑I with four-frequency pure-tone average in BC (BC-4PTA) ≥ 20 dB HL and < 40 dB HL (n = 15patients; 20ears) vs. MHL-II with BC-4PTA ≥ 40 dB HL (n = 4patients; 5ears). All patients tested abone conduction hearing device on asoftband preoperatively. Speech intelligibility in quiet was assessed preoperatively using the Freiburg monosyllabic test unaided and with the test system and postoperatively with Osia. The maximum monosyllabic score (mEV) unaided and the monosyllabic score with the test system at 65 dB SPL were correlated with the postoperative monosyllabic score with Osia at 65 dB SPL. Preoperative prediction of postoperative outcome with Osia was better using the mEV than the EV at 65 dB SPL with the test device on the softband. Postoperative EV was most predictive for patients with CHL and least predictive for patients with mixed hearing loss with 4PTA BC ≥ 40 dB HL. For the test device at softband, results tended to show the minimum achievable outcome and the mEV tended to predict the realistically achievable outcome. Osia can be used for the treatment of CHL and MHL within the indication limits. The average preoperative bone conduction hearing threshold also provides an approximate estimate of the postoperative EV with Osia, for which the most accurate prediction is obtained using the preoperative mEV. Prediction accuracy decreases from aBC-4PTA of ≥ 40 dB.

Creative problem solving in primary school students

AimsTwo studies are reported to give insight in the nature of creative problem solving in primary school students. Study 1 focused on the process and aimed to determine to what extent behaviors in response to a task matched the Creative Problem Solving model (CPS model; Isaksen et al., 2011; Treffinger, 1995). Study 2 focused on the product and aimed to determine the relations among creative problem solving outcomes and the overlap of these outcomes with divergent thinking and academic achievement outcomes. Sample13 fourth graders participated in Study 1; 594 fourth, fifth, and sixth graders participated in Study 2. MethodsIn study 1, students were asked to think aloud while completing a structured task. Their behaviors were coded based on the CPS model. In study 2, students completed similar tasks for three problem situations. Students’ ideas were rated on four CPS indicators. A measurement model and structural model were tested. ResultsStudy 1 showed that behaviors could be described with the CPS model. All elements were found: understanding the challenge, generating ideas, preparing for action, and planning your approach. The number of utterances within elements and the sequence of the creative problem solving processes varied across students. Study 2 showed that the relations of the creative problem solving indicators corresponded with theory and with relations found in earlier studies. ConclusionsThe CPS model can be applied in the primary school context and creative problem solving capability is already evident in primary school students.

Robot-assisted partial nephrectomy for complex renal tumors: Analysis of a large multi-institutional database.

Highly complex renal masses pose a challenge to urologic surgeons' ability to perform robotic partial nephrectomy (RPN). Given the increased utilization of the robotic approach for small renal masses, we sought to characterize the outcomes and determine the safety and feasibility of RPN for complex renal masses from our large multi-institutional cohort. We performed a retrospective analysis of patients with R.E.N.A.L. Nephrometry Scores ≥10 who underwent RPN in our multi-institutional cohort (N = 372). Baseline demographic, clinical and tumor related characteristics were evaluated with the primary endpoint of trifecta achievement (defined as negative surgical margin, no major complications, and warm ischemia time ≤25 min). Relationships between variables were assessed using the chi-square test of independence, Fisher exact test, Mann-Whitney U test, and Kruskal Wallis test. Logistic regression was used to evaluate the relationship between baseline characteristics and trifecta achievement. Of 372 patients in the study, mean age was 58 years, and median BMI was 30.49 kg/m2. The median tumor size was 4.3 cm (3.0-5.9 cm). Most of the patients had R.E.N.A.L. scores of 10 (n = 253; 67.01%). Overall, trifecta was achieved in 72.04% of patients. Stratifying intraoperative and postoperative outcomes by R.E.N.A.L. scores, there was no significant difference in trifecta achievement, operative time, warm ischemia time (WIT), open conversion, major complication, or positive margin rates. Length of hospital stay was significantly longer for higher R.E.N.A.L. scores (median days 2 vs. 1, P = 0.012). Multivariate analyses for factors associated with trifecta achievement concluded that age and baseline eGFR were independently associated with trifecta achievement. RPN is a safe and reproducible procedure for complex tumors with R.E.N.A.L. Nephrometry scores ≥10. Our results suggest excellent rates of trifecta achievement and short-term functional outcomes when performed by experienced surgeons. Long-term oncological and functional evaluation are needed to further support this conclusion.

Advances in Research on Language Teacher Cognition: An Introduction to the Special Issue

An oft-cited conceptualization of teacher cognition couches it as “the unobservable cognitive dimension of teaching—what teachers know, believe and think” (Borg, 2003, p. 81). While the term “unobservable” in Borg’s definition implies, or even emphatically states, that a hidden body of knowledge, beliefs, and thoughts informs teacher behavior, this hidden dimension was “un-observable” in early conceptualizations of teaching (Borg, 2019; Burns, et al., 2015). Dominated for long by the process-product interpretation (Dunkin &amp; Biddle, 1974), teaching was primarily viewed in terms of observable instructional behaviors (e.g., wait time practices, patterns of questioning) that were judged with regard to how effectively they influenced student achievement outcomes (Verloop, et al., 2001). Language teacher education also followed suit and as posited by Gatbonton (1999), formerly a major share of the theoretical base for language teacher education came from studies of overt classroom behaviors. However, teaching was subsequently recognized as cognition-backed and knowledge-informed performance. As best reflected in Borg’s (2019, p. 2) words, although teaching involves observable behaviors, it “is not a purely behavioral enterprise; in the same way that icebergs have an exposed surface beneath which lies a significant hidden mass, teachers’ behaviors are also powerfully shaped by a complex range of unseen influences”. [First Paragraph]

Academic Burnout and Relationship with Gratitude

In education, academic burnout is a common problem that is often encountered and triggers problems related to student achievement and learning outcomes. High academic burnout is one of the triggers for high academic burnout among students. The aim of this research is, first to test empirically the relation between gratitude and academic burnout, and second to find out whether there or not the differences in academic burnout between male and female students. This research is descriptive correlative research. The number of samples is 197 respondents from the total population and using simple random sampling techniques for sampling. To find the relationship between the two variables, the product-moment correlation formula is used with a 5% of level error, and a t-test to look for the difference in the level of academic burnout between male and female students, the calculation is assisted by the SPSS program. The results of this study are, first, product-moment correlation reported there is a significant negative correlation (r-value = -0,387 &gt; r-table 0,139, p= 0,000) between gratitude and academic burnout. Second, the results from the t-test is, there is no significant difference in academic burnout between male and female students meaning that both male and female students have the same opportunity to experience academic burnout.

The relationship between early adolescent cyberbullying victimization and later emotional wellbeing and academic achievement

AbstractThis study addresses a knowledge gap in the literature about early adolescent cyberbullying victimization and the related positive and negative emotional wellbeing and academic achievement outcomes experienced over time. The study examines 9139 South Australian students (aged 10–13 years) who reported on cyberbullying status in Grade 6, and explores the relationship with emotional wellbeing and academic achievement outcomes measured in Grade 7 and Grade 9, while accounting for range of child, peer, school, and community covariates. Using mixed effects modeling, the results show that cyberbullying victimization is associated with significantly lower levels of happiness, life satisfaction, and higher levels of sadness, and worries over the shorter term (Grade 7), and significantly lower levels of reading and numeracy sustained across the longer term (Grades 7 and 9), compared to non‐victimization. The results indicate that early adolescent cyberbullying may be associated with poor emotional wellbeing and academic achievement as one progresses through formal school and highlights the importance of considering the outcomes of bullying victimization beyond the immediate instance.

Students’ Motivation of Senior High School in Learning Foreign Language

Background. One of the foreign languages that has always been studied in Indonesia is English. In fact, English is one of the subjects that must be tested during the national exam. Purpose. The purpose of the study explored students' motivation in learning English by administering questionnaires and conducting interviews. The respondents consisted of 33 participants. Method. Data was obtained by giving teacher performance scales, teacher digital literacy, and online learning implementation scales. Results. Interviews were given to some students and teachers. The study found that the majority of students had good integrative motivation in learning English. This is followed by instrumental motivation, which relates to their goals in learning English. However, students' good instrumental motivation also does not affect students' achievement or learning outcomes. Conclusion. This is due to external factors or the students' environment in their daily lives.

APPLICATION OF JIGSAW TYPE OF COOPERATIVE LEARNING MODEL IN IPS LEARNING TO IMPROVE CRITICAL THINKING ABILITY AND STUDENTS' LEARNING ACHIEVEMENT IN CLASS XI TPHP 2 SMK N WONGSOREJO ACADEMIC YEAR 2015/2016

AbstractThe quality of education in essence cannot be separated from the quality of the learning process in the classroom, while the quality of learning can be seen from the aspect of the process of student learning outcomes. A good learning process will encourage students to always be actively, creatively, and critically involved so that they can achieve maximum achievement and learning outcomes. In addition to the less than optimal learning achievement among class XI Tphp 2 students, they are also very passive in the social studies learning process. This is proven in the social studies learning process in the classroom where the social studies teacher dominates in delivering the material and students tend to accept without being given the opportunity to convey their ideas about the material presented so that in the social studies learning process the criticality of students is almost not too prominent. In addition to the use of monotonous learning methods, students are also less able to think critically in social studies learning, this is also caused by the low interest in students' learning in social studies subjects.Keywords: cooperative model, social studies learning, critical, achievement

An active classroom intervention to improve physical activity, on‐task behavior, and academic achievement outcomes for students with disabilities

AbstractMany children with disabilities engage in less physical activity compared to their peers. This pilot‐feasibility study examines the effects of movement‐based desk and alternative seating on classroom physical activity, time on task, reading fluency, and reading comprehension scores in fourth/fifth and seventh/eighth‐grade children with disabilities. Using a cross‐over 8‐week design, action desks were included in fourth/fifth (N = 14) and seventh/eighth (N = 21) grade classrooms for students with disabilities. Levels of physical activity were measured using accelerometers; reading ability was assessed using AIMSweb Oral Reading Fluency and MAZE probes; time on task was measured using video recordings over 3 consecutive days. Data were collected at 0‐week, 4‐week, 8‐week, 12‐week, and 16‐week time points. A significant increase in metabolic equivalent was seen in fourth/fifth graders and a significant decline in time spent in sedentary activity were observed in both fourth/fifth and seventh/eighth graders. The fourth/fifth graders increased their time spent in moderate physical activity and time on task during the intervention whereas seventh/eighth graders improved oral reading fluency. How a physical activity‐based classroom may be an effective intervention in students with disabilities to improve levels of physical activity and improve academic learning is discussed.

Emerging Trends And Challenges In Science Education

Science education has been recording dismal academic achievement, skills and attitudinal outcomes in Nigeria. The students, right from the basic education to the tertiary level lack 21st century skills of critical thinking, creativity, collaboration, communication, citizenship, self-regulation, time management, knowledge construction, problem solving, digital literacy skills and many other positive skills expedients for proper employability and entrepreneurship. The conventional, didactic, non-heuristic instructional strategy adopted in teaching science education in the country is already dated at the face of Covid-19 and post-Covid-19 pandemic. The National Science Teaching Association (NSTA, 2012, 2020) of America recommended the Next Generation Science Standard (NGSS) as the trending path to science education productivity through technology integration and reflective thinking. Cybernetics, constructivism and behaviorism theories buttressed the integrating of technology and reflective thinking in science education. Empirical findings equally justify teaching science technologically and with reflective thinking. There are challenges to technological integration in science education, the FUD factors (Fear, Uncertainties and Doubts) about the use of technology in science education, Inadequate ICTs policies and programmes, insufficient technological infrastructures, low ICTs skills and knowledge, poor attitudes to change (status quo sustenance), poor finance, poor management cum maintenance culture, and many other impinging challenges to effective technological integration in basic science education. Public-Private Partnerships (PPPs) in ICTs infrastructural development in schools, adequate funding, training and re-training of science education teachers will allay major constraints to effective utilization of technology in basic science education for enhanced productivity.

Classroom observations of a cross-age peer tutoring mathematics program in elementary and middle schools

A growing body of research has shown the positive effects of peer tutoring on students’ academic achievement, self-concept, attitude, social, and behavioral outcomes. There is, however, a paucity of research that focuses on peer-tutoring interventions for Hispanic students. The current study examined classroom practices, as well as program teachers’ and students’ behaviors within a cross-age peer-tutoring program implemented in elementary and middle schools that serve predominantly Hispanic students. Classroom observations were used to investigate the implementation of the peer-tutoring program. The results indicated that the program’s strengths included the development of positive emotions and relationships among students and a classroom environment that fostered warm and supportive relationships. The findings also indicated several weaknesses in the implementation of the program. Practitioners can use the findings to improve the effectiveness of future peer-tutoring programs in mathematics.

College entry indicators for students from inclusive STEM schools in the United States: an HLM analysis of students’ achievement outcomes and school level indicators

College entry indicators for students from inclusive STEM schools in the United States: an HLM analysis of students’ achievement outcomes and school level indicators

Positive reading achievement outcomes in children who experience out-of-home care: Characteristics and predictors

BackgroundChildren who enter out-of-home care (‘care’) are at increased risk for low academic achievement. Nonetheless, some children who have experienced out-of-home care achieve highly. Several qualitative studies of academically successful young adults with care histories have highlighted factors that may contribute to positive outcomes; however longitudinal cohort research is needed to identify characteristics and predictors of higher achieving younger children who experienced care. ObjectiveTo describe characteristics and circumstances of children with higher reading achievement who had entered care, and predictors of higher achievement. Participants and settingThe study included 778 children from the Pathways of Care Longitudinal Study (POCLS) in New South Wales, Australia. MethodsProspective cohort data from interviews and linked administrative child protection and education data were used to identify factors associated with higher Year 3 reading achievement among Aboriginal and non-Aboriginal children that may assist in improving outcomes. ResultsAlthough a lower proportion than the general population, almost half (46 %) of children who entered care were in the higher achievement group. Higher achieving students were a diverse group and faced many adversities commonly found among children who experienced care generally. Multivariable logistic regression showed higher achievement in the cohort was significantly associated with: average or above cognitive ability, low externalizing behaviour, highly-educated carers, and non-Aboriginal students. Several supports and services were associated with higher achievement, but inconsistently across analyses. ConclusionsResults indicate potential interventions could target cognitive ability, wellbeing and environmental factors, and involve interventions directly with children and via carers to improve student outcomes.