Student Achievement Test Research Articles

Development of Ecology Achievement Test for Secondary School Students

This study aimed to develop a valid and reliable multiple-choice achievement test for the subject area of ecology. The study was conducted within the framework of exploratory sequential design based on mixed research methods, and the study group consisted of a total of 250 middle school students studying at the sixth and seventh grade level. In the process of preparing the question pool, the level and scope of the questions in the pool were shaped by taking into account the achievements of science, environmental education and climate change courses. A question pool consisting of questions obtained as a result of the literature review and prepared by the researcher was created. The pool of 41 questions was reduced to 29 questions in line with expert opinions. The 29-question multiple-choice test, whose language comprehensibility was examined and necessary arrangements were made, was made ready for implementation. The draft form of the achievement test, which was piloted, was applied to 250 students. Item difficulty indices and item discrimination indices of the test answers obtained from the students were calculated. After the item analysis, a total of 4 questions were removed from the test. As a result of the analyses, the average difficulty value of the test was calculated as 0.58 and the average discrimination value was calculated as 0.60. The KR-20 reliability coefficient of the developed test was 0.85 and Cronbach alpha reliability coefficient was 0.88. As a result of the research, a valid and reliable ecology achievement test was developed.

English

Based on observations and interviews, it was discovered that junior high school students' achievement in measuring object material remained low. To improve students' achievement, innovative learning media such as hologram media can be implemented. This research aimed to produce hologram media that is decent and effective in improving student achievement. The hologram media products development follows the ADDIE model, including 3D hologram animation videos creation and a teaching module to aid the learning process. A range of tests were conducted on various products, including justification tests, perception tests, and student achievement tests. The participants consisted of experts, teachers, and students. According to experts, both products were successfully developed and received very decent justification. Teachers and students have also reported excellent perceptions when using the products for learning purposes. According to the achievement test results, students' average post-test score (81.85) is higher than their pre-test score (50.74). The results indicate a normal distribution and significant differences through a normality test and paired sample t-test. According to the N-Gain test results, it showed a 63.41% effectiveness rate, indicating that the learning on the measuring of object material using our hologram media is capable of enhancing student achievement in junior high school.

Meningkatkan Aktivitas dan Prestasi Belajar Siswa Kelas VIII pada Konsep Sistem Gerak pada Manusia Melalui Model Student Teams Achievement Divisions

Meningkatkan Aktivitas dan Prestasi Belajar Siswa Kelas VIII pada Konsep Sistem Gerak pada Manusia Melalui Model Student Teams Achievement Divisions

Effect of Two Instructional Strategies on Students’ Achievement at Selected Abstract Concepts

This study determined the effects of two instructional strategies (Project and Inquiry) on students’ achievement in selected abstract concepts of Biology. The study adopted the pretest-posttest control group, a quasi-experimental design. 120 SS II Biology students from six co-educational schools in two Local Government Areas (LGAs) of Kwara state were randomly selected. Participants were randomly assigned to treatment groups. The instruments used were: the Biology Student Achievement Test (r=0.88) and Teachers Instructional guides on Project and Inquiry strategies. Two hypotheses were formulated and tested at a 0.05 level of significance. The data collected were analyzed using analysis of covariance, the treatment had a significant main effect on students’ achievement on some selected abstract concepts in Biology(F(2, 107) =12.061; p<0.05, partial η2 = 0.184). Project strategy (PS) treatment group 1 has the highest adjusted mean achievement scores (x ̅=23.21) than those in the Inquiry Strategy (IS) treatment group11 (x ̅=17.81) and the students in the Conventional Strategy (CS) control group have the lowest adjusted mean achievement scores (x ̅=17.20). This order is represented as PS >IS > CS. The male students showed greater improvements in mean gain of achievement scores by 21.94 and female students by 17.13. Based on the findings Project and Inquiry strategies should be adopted for the improvement of students’ achievement in abstract concepts in biology.

Validity, Practicality and Effectiveness of E-module Teaching Materials in the Learning Subject Applied Mathematics in Students

As the study of mathematics is quite vast, the lecturer requires open interactive materials so that students can better understand, especially in the process of solving problems in learning mathematics. This can be overcome by improving learning materials supporting students problem-solving abilities, one of which is using an e-module. This research aims to determine the validity, practicality, and effectiveness of e-modules for applied mathematics courses for students. This research used a 4D development model. The development procedure in this research consists of 4 stages namely define, design, develop, and disseminate. This research uses several collection instruments, namely validation sheets, lecturer response questionnaires, student response questionnaires, lecturers’ ability observation sheets in managing learning, student activity observation sheets, and student achievement test. The research results show that the validity of the e-module shows a score of 4.8 which is in the very valid category. The lecturer response questionnaire showed a score of 95% and the student response questionnaire showed a score of 94.5% so it was in the very positive category. The lecturer’s ability sheet in managing learning is at a score of 4.85, the student activity sheet shows a score of 80.2% and the learning achievement test is 93%. So, it can be concluded that the e-module is valid, practical, and effective.
 Keywords: valid, practical, effective

Midwifery educators' perceptions of common achievement tests for students' quality assurance

Midwifery educators' perceptions of common achievement tests for students' quality assurance

The Use of Descriptive Written Feedback for Enhancing Students’ Mathematics Achievement

Giving learners high-quality feedback as part of formative assessment is a high-yield method teachers can use to support learning and raise academic achievement. Despite its significance, the influence of Descriptive Written Feedback (DWF) on students’ mathematics achievement has yet to be widely studied. This study, therefore, investigated the influence of the teachers’ descriptive written feedback on mathematics achievement in selected secondary schools in Konoin Sub-County of Bomet County, Kenya. The study adopted a quasi-experimental design to establish a cause-and-effect relationship between the independent (Descriptive Written Feedback) and dependent variable (Mathematics Achievement). The Student Achievement Test (SAT) scores attained by the students right after covering the topic of the gradient and the equation of a straight line were used to measure the students’ mathematics achievement. A simple random sampling method was employed to select the ten schools used in this study. ANOVA was used to analyse the data. The study findings showed that descriptive written feedback significantly influences mathematics achievement. The study suggested that mathematics teachers should provide students with descriptive written feedback for improved attainment of expected learning outcomes and enhanced student performance.

Effectiveness of an Authentic-Based Multimedia Learning Environment on Students’ Engagement and Performance in South-West Nigerian Higher Institutions

Students’ relationships to the curriculum and their cooperation with peers and instructors during the learning processes have both benefited by engagement. The main objective of the study aims to examine the effect of students’ performance and engagement in an authentic-based multimedia learning Environment. The study adopted Quasi experimental design with a purposive sample of 90 undergraduates’ students from a public university in South-west Nigeria. The students were furtherly distributed into 45 students each for experimental and control group. The data collected through student engagement questionnaire and achievement test were analysed to descriptive and inferential analysis (paired t-test) with the use of pre-test and post-test to describe the students’ performance test (SPT). The results of the study showed the significant effect of authentic-based multimedia learning environment on students’ performance level, cognitive and behavioral engagement level. The findings indicated that students perform better and increased their cognitive thinking skills to improve their interaction towards the utilization of multimedia in the learning process. Moreover, it was found out that cognitive and behavioral engagements were positively allied to the student academic performance. The instructors and management of the higher institution should have strong collaboration to provide more opportunities for the students to interact with different course activities in the learning environment to maximize their performance and engagement levels.

Effects of Lesson Study and Team Teaching on Students’ Achievement in Physics in Selected Secondary Schools in Niger State

The study was carried out to examine the effects of Lesson study and Team teaching on students’ achievement in Physics in selected secondary schools in Niger State. The study employed a quasi-experimental (pre-test post-test non-equivalent group design) and was guided by two research questions and two corresponding hypotheses. The population of the study comprised of 34,694 Senior Secondary School II Physics students (20,320 Male, 16,374 Female). 380 students (213 male, 167 Female) in the six purposively sampled science and technical colleges were used for the study. Data was collected from the sampled students using Physics Achievement Test for Students (PATS). The reliability coefficient for PATS was calculated using Pearson Product Moment Correlation (PPMC) and its value given as 0.77. To answer the research questions, mean and standard deviation were used. The corresponding hypotheses were tested using ANOVA at 0.05 decision level. The Tukey procedure was used to make pairwise comparisons of means where necessary. The results revealed that there was a statistically significant difference among the groups taught Physics using Lesson Study model, Team Teaching and Lecture method (F (2,377) = 8.708, p (0.000) < 0.05). A further analysis shows that significant difference exists between the group of students taught using Lesson Study model and those taught using Lecture method (p = 0.000). Another significant difference was also found between the group of students taught using Team Teaching and those taught using Lecture method. However, there was no statistically significant difference between the students taught using Lesson Study and those taught using Team Teaching The male and female in the experimental groups performed better than male and female in the control group F(5,374)=4.517, p (0.001) < 0.05. From the study, it was recommended that Physics teachers should implement Lesson Study for active participation of students towards enhancing students’ achievement in Physics.

Assessment of Entrepreneurship Education Knowledge Acquisition, Change of Attitude to Entrepreneurship and Skills Acquisition in Entrepreneurship Among University Undergraduates in South-Western Nigeria

This study was designed to evaluate the entrepreneurship education knowledge change of attitude to entrepreneurship and skills acquisition in entrepreneurship among university undergraduates in South-west Nigeria. The study adopted descriptive survey research design. Three states were randomly selected from Southwest, Nigeria from which one public and one private university each were randomly selected. The instruments used were Entrepreneurship Education Students Achievement Test and Undergraduate’s entrepreneurial and Management Competence Questionnaire which yielded reliability coefficient of 0.81 and 0.72 respectively. Paired and independent t-test was used to analyse the data collected at 0.05 level of significance. The pre and post test scores on undergraduates entrepreneurship education knowledge (tc1819) = 337.26 change of attitude to Entrepreneurship (tc1819 )= 240.80 and skills acquisition in Entrepreneurship (tc1819)= 123.05 indicated the positive impact of entrepreneurship education significant differences were also observed between the public and private undergraduates’ Entrepreneurship education knowledge (tc1819) = 5.46, change of attitude to Entrepreneurship (tc1819) = 4.96 and skills acquisition in Entrepreneurship (tc1819) = 4.20. Based on the findings of this study the following recommendations were made among which are: University lecturers should demonstrate a strong dedication to the teaching of entrepreneurship education general studies Government, non-governmental organizations and philanthropists should assist in providing sufficient resources for the teaching and learning of entrepreneurship education general studies course, the Vice Chancellors in Public Universities to intensify more efforts on effective implementation of entrepreneurship education general studies course.

The Impacts of a Standards-Based Grading System Emphasizing Formative Assessment, Feedback, and Re-Assessment: A Mixed Methods, Cluster Randomized Control Trial in Ninth Grade Mathematics Classrooms

We investigated the impact in ninth-grade mathematics classrooms of Proficiency-based Assessment and Reassessment of Learning Outcomes (PARLO), a standards-based grading system. Key components of PARLO are basing student final grades on the number of learning outcomes on which the student is high-performance or proficient, providing students with formative feedback, and encouraging students to reassess for full credit after further study. Our mixed-methods study employed a cluster randomized control trial with 2,736 participating ninth graders at 14 Treatment and 15 Control schools. Data included student achievement tests, interviews with 35 teachers, and student surveys. The program improved student performance on end-of-course algebra and geometry tests by a statistically significant 0.33 SD but did not impact students’ value of or expectancies for success in mathematics. However, treatment effects on mathematics performance were moderated by these psychological antecedents of motivation, such that students with higher math expectancies and value benefited more from the treatment. Furthermore, teacher interviews suggested that PARLO may have also had positive effects on growth mindsets, mastery goals, autonomy, and relatedness.

فاعلية برنامج GeoGebra في تحصيل مادة الرياضيات لدى طالبات الصف الأول المتوسط

The current research aims to identify the effectiveness of the GeoGebra program in the achievement of mathematics among middle first graders. For the purpose of verifying the objective of the research, the following null hypothesis was formulated: There is no statistically significant difference at the level of (0.05) between the average scores of the female students of the experimental group studying using the geogra program and the average scores of the female students of the control group studying in the usual way in the achievement test. The researcher used experimental design with partial control for the two equal groups,which includes two groups. The research sample consisted of (80) female students who were distributed equally between the two groups. The two groups were rewarded in variables (chronological age, intelligence, previous achievement). The researcher also adjusted extraneous variables such as the confidentiality of the experiment and processes related to maturity and experimental extinction. The researcher identified the scientific material represented in chapters (5 , 6) of the mathematics textbook for the first intermediate grade (I 3 of 2018 ) The researcher formulated behavioral goals for the scientific material, which reached (116) behavioral goals. She also prepared a teaching plan for the experimental group and a teaching plan for the control group. With regard to research tools, the researcher has prepared a post-acquisition test where (25) items were drafted for the achievement test (MCQ) for middle first grade students, and they were Answering the test according to four alternatives ( one true and three false ) , and the face validity of it was calculated by presenting it to a group of experienced and competent arbitrators. Reliability was calculated using the Kuder-Regardson equation (20) and calculating the coefficient of difficulty and its discernment and the effectiveness of the wrong alternatives for all items . The experiment was applied in the second course of the academic year (2022-2023) to the research sample of middle first grade students, where the researcher taught the two research groups, and after the end of the experiment, the results were analyzed statistically using the T-test for two independent samples. The results outperformed the experimental group taught using Geogbra software on control group students who studied in the normal way on the achievement test. Keywords: GeoGebra, achievement , Mathematics

فاعلية برنامج GeoGebra في تحصيل مادة الرياضيات لدى طالبات الصف الأول المتوسط

The current research aims to identify the effectiveness of the GeoGebra program in the achievement of mathematics among middle first graders. For the purpose of verifying the objective of the research, the following null hypothesis was formulated: There is no statistically significant difference at the level of (0.05) between the average scores of the female students of the experimental group studying using the geogra program and the average scores of the female students of the control group studying in the usual way in the achievement test. The researcher used experimental design with partial control for the two equal groups,which includes two groups. The research sample consisted of (80) female students who were distributed equally between the two groups. The two groups were rewarded in variables (chronological age, intelligence, previous achievement). The researcher also adjusted extraneous variables such as the confidentiality of the experiment and processes related to maturity and experimental extinction. The researcher identified the scientific material represented in chapters (5 , 6) of the mathematics textbook for the first intermediate grade (I 3 of 2018 ) The researcher formulated behavioral goals for the scientific material, which reached (116) behavioral goals. She also prepared a teaching plan for the experimental group and a teaching plan for the control group. With regard to research tools, the researcher has prepared a post-acquisition test where (25) items were drafted for the achievement test (MCQ) for middle first grade students, and they were Answering the test according to four alternatives ( one true and three false ) , and the face validity of it was calculated by presenting it to a group of experienced and competent arbitrators. Reliability was calculated using the Kuder-Regardson equation (20) and calculating the coefficient of difficulty and its discernment and the effectiveness of the wrong alternatives for all items . The experiment was applied in the second course of the academic year (2022-2023) to the research sample of middle first grade students, where the researcher taught the two research groups, and after the end of the experiment, the results were analyzed statistically using the T-test for two independent samples. The results outperformed the experimental group taught using Geogbra software on control group students who studied in the normal way on the achievement test. Keywords: GeoGebra, achievement , Mathematics

Enhancing descriptive writing of secondary school students through digital lesson contents in Zanzibar

This study aimed to find out whether there was a significant difference in descriptive writing enhancement among secondary school students who were taught through digital lesson contents (DLCs) or not. A quasi-experimental pre-test and post-test through single group design was used for the study. One hundred twenty (120) students from three selected secondary schools were drawn using a purposive sampling technique. First, they were given a pre-test, and then teachers used DLCs for teaching descriptive writing within one month. After that, students were given post-tests to determine the variation of the two test scores. A mixed method approach was applied to focus group discussions and student achievement tests. The data of students’ tests were analysed by inferential statistics using a t-test with the help of SPSS program version 25. However, data from focus group discussions were analysed thematically. The findings revealed that the performance of the students improved after the use of DLCs for teaching and learning descriptive writing. There is a decrease in the proportion of students with low marks (<2) from the pre-test to the post-test, while there is an increase in the proportion of students with high marks (2--5) from the pre-test to the post-test. The findings from participants revealed that DLCs had an impact on raising the students’ interest and motivation as well as improving students’ descriptive writing ability. The study concludes that using DLCs for teaching and learning is a catalyst because it supports and motivates students to achieve sufficient ability in descriptive writing. Based on the findings, the study recommends that effective availability of instructional materials such as computers, projectors and smart TVs should be highly considered for secondary schools to improve the quality of education.

Penerapan Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Berbantuan Media Interaktif Berbasis Animasi terhadap Motivasi dan Hasil Belajar Siswa UPTD SMP Negeri 1 Kokop

This study aims to reviw student learning motivation and student learning achievement tests using Numbered Head Together (NHT) learning assisted by interactive media based on animation the research method used is the Lilierfrors method assisted by Microsoft Excel. In terms of the teacher’s ability, and can increase the ability of student in learning data processing while the purpose of this research is to find out student motivation questionnaires and student learning achievement tests, this reseachis in the from of quantitative research the subject of this research is class VII-A students at UPTD SMP NEGERI 1 KOKOP the data collection instrument used on learning motivation and student response test sheets which were very positive, where 98% of students expresses their enjoyment of learning using the Numbered Heads Together (NHT) cooperative learning model through interactive media based on animation achievement tests. Positive and understand 99% of this study it is stromgly application of the Numbered Heads Together (NHT) cooperative learning model can increase student learning VII-A UPTD SMP NEGERI 1 KOKOP in data processing material. 
 Keywords: animation – based interactive media 

Implementation of Contextual Teaching and Learning (CTL) Strategies and Field Visit Techniques to Improve Student Learning Outcomes in Biotechnology Materials

This study aims to determine the effectiveness of the Contextual Teaching and Learning (CTL) learning model and Field Visit Techniques in Biotechnology learning for class IXC students of SMP Negeri 7 Sukabumi City in the 2022/2023, in terms of: (1) student learning motivation, (2) student learning outcomes in biotechnology learning by using Contextual Teaching and Learning (CTL) learning models and Field Visit Techniques. The research population was 25 class IXC students. The instruments used were student activity observation sheets and learning achievement tests. The data analysis technique uses a comparative descriptive analysis of test results between cycles with predetermined work indicators. The research results show that the effectiveness of the Contextual Teaching and Learning (CTL) learning model in science learning for class IXC students at SMP Negeri 7 Kota Sukabumi in the 2022/2023 academic year is effectively applied in learning. This research has obtained information regarding the effectiveness of the Contextual Teaching and Learning (CTL) learning model in biotechnology learning for students in IXC class, SMP Negeri 7 Sukabumi, in the 2022/2023 academic year.

CHARACTER-BASED MEDIA DEVELOPMENT OF LKS IN STUDENTS OF CLASS XI IPA SMA N 7 YOGYAKARTA ACADEMIC YEAR 2021/2022

This study aims to determine: (1) the process of developing character-based LKS learning tools in history lessons in high school class XI with the ADDIE development model (2) Knowing the feasibility of the developed LKS, in terms of aspects of validity, practicality and effectiveness. This research is a research and development (Reserch and Development). The researcher developed a character-based LKS media device. The researcher uses the ADDIE development model using steps (Analysis, Design, Development, Implementation, and Evaluation).
 The results of this study indicate that: (1) This development research produces learning tools in the form of character-based worksheets. (2) The feasibility of the learning tools developed based on the results of the research is the learning tools developed are declared valid. The results of the material expert's assessment got a score of 4.1, the media expert's assessment got a score of 5. In terms of practicality, the learning tools developed were declared practical. Obtained through student and teacher response questionnaires, namely 4.16 for student responses and teacher responses of 4.31. The results of the observation of the implementation of learning show good criteria with a percentage of 80%; And in terms of effectiveness, the learning tools developed were declared effective based on student achievement tests with student learning completeness of 96.55%.

PENERAPAN MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN HASIL BELAJAR IPA

This study aims to determine the application of the project based learning model in science learning, increasing students' creative thinking and student learning outcomes in the application of the Project Based Learning learning model. The type of this research is classroom action research (PTK) conducted in two cycles. The subjects of this study were fifth grade students with a total of 23. Data collection techniques used teacher observation sheets, student creative thinking observation sheets and learning achievement tests. The results showed that the results of the application of the project based learning learning model in the first cycle reached 77% in the good category and increased in the second cycle to reach 92% in the very good category. While the results of observations of creative thinking in the first cycle reached 74% in the sufficient category and increased in the second cycle it increased to 81% in the very good category. Increased learning outcomes in the first cycle reached 75% and increased in the second cycle reached 82% category. Based on the results of this study, it can be concluded that through the Project Based Learning learning model can improve creative thinking and learning outcomes in science learning.

PENERAPAN METODE DEMONSTRASI PADA PEMBELAJARAN IPA DALAM MENINGKATKAN MOTIVASI BELAJAR DAN HASIL BELAJAR SISWA DI KELAS V SD NEGERI 28 KELAKIK

This classroom action research aims to increase learning motivation and student learning outcomes by applying the demonstration method in science learning. In particular, the researcher chose the demonstration method because in the learning process he used demonstrations or direct practice to clarify the meaning, process, and workings of an object related to science learning material in class V SD Negeri 28 Kelakik. The research method used is classroom action research (CAR) which refers to Arikunto's model, and the approach in this study uses an empirical approach that describes and explains the actual situation. Data collection techniques in this study used tests and non-tests. The results of the study at the pre-action stage average learning planning (APKG I) was 66.16%, the average learning implementation (APKG II) was 66.76%, the average learning motivation was 58.08%, and the average test results of learning by 66.66%. Whereas in the first cycle the average lesson plan (APKG I) was 76.16%, the average learning implementation (APKG II) was 76.18%, the average learning motivation was 72.41%, and the average test results of learning by 85.00%. In cycle II the average learning planning (APKG I) was 89.08%, the average learning implementation assessment (APKG II) was 94.16%, the average learning motivation assessment was 84.25%, and the average the average of the learning outcomes test is 99.16%. So that the range of improvement for each cycle from APKG I was 77.13%, APKG II was 79.19% which was categorized as good, student learning motivation was 71.58% and categorized as motivated, and the range of improvement on student learning achievement tests was 84.09 %. Thus it can be proven that the application of the demonstration method is very effective in increasing learning motivation and student learning outcomes

Website Development as a Physics Learning Media on Heat and its Transfer Materials

This study aims to describe the practicality and effectiveness of website development as a learning media on heat and its transfer. This type of research is research and development using the ADDIE method. Practical data collection was obtained through learning implementation sheets and student responses, while effectiveness was obtained through student activity sheets and learning achievement tests. The results showed that the product in the form of a Website as a Physics Learning Media on Heat and Transfer Material in Class VII of SMP Negeri 1 Boliyohuto, as well as a website product as a physics learning media on heat and transfer material has been declared practical and effective as learning media based on the results of three learning implementations. The average percentage of learning implementation was 94.44% with very good criteria, while student responses to website learning media obtained 86.96% with very good criteria. The effectiveness of learning media can be seen from the activities of students who obtained an average percentage of 81.78% with very good criteria, and the learning outcomes test obtained a gain of 0.46 with moderate criteria.