School Achievement Research Articles

A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries: Evidence from Tanzania

Strands of evidence from high-income countries has consistently indicated that early learning attainments predict later learning achievements. However, less are known about these issues from low-and-middle-income countries, particularly from the sub-Saharan region. This longitudinal study examined the extent to which children’s school-entry (N = 597; mean age = 6.34 years) early reading and early math skills predicted their later learning achievement in a low-income country, Tanzania. Further, given the existing disparities of quality of educational services, families’ income, and early learning achievements, the sample included children and families from both rural and urban contexts. Data were collected using Measure of Early Learning Environments (MELE) for controlling of school quality, Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) for children’s tests, and parents’ questionnaire for home-related variables. Controlling for family socioeconomic status, intervention status, urbanicity settings, and parental education, findings indicated that school-entry math skills were significantly predictive of children’s end of Grade 2 reading and math achievement. However, while school-entry early reading skills predicted end of Grade 2 reading achievement, it did not predict later math achievements. This article extends research on links between elements of transition to school and later achievement across countries, thus, its implications are discussed.

고교 성취 기준 연계 STEAM 융합 프로그램 개발 및 적용: 체육과 안전 영역 심폐소생술 활용

Objectives The purpose of this study is to develop a STEAM program linked to high school achievement standards based on physical education, life science, and art subjects in the 2015 revised curriculum and apply it to the school field to verify the effectiveness of the program through satisfaction analysis of students and teachers. Methods For the development of the STEAM program linked to subject achievement standards, a total of nine university professors from G Metropolitan City and five middle and high school teachers participated in the program development, and it took about eight months to apply and verify the effectiveness of the program, with three on-site high school teachers participating. As for the learning framework for program development, a total of four instructional plans were developed and applied using the three-step learning framework of “situation presentation-creative design-emotional experience” and then teacher and student satisfaction verification were conducted. Results As a result of this study, first, a STEAM 4th class program was developed that was linked to high school achievement standards based on physical education, life science, and art subjects in the 2015 revised high school curriculum. Second, as a result of the field satisfaction survey after application of the program, it was confirmed that students averaged 3.82 in terms of class satisfaction, class fun, and active participation factors. In the teacher satisfaction survey, significant results were confirmed in the necessity and effectiveness factors of STEAM education, and high satisfaction of 4.0 or more on average was confirmed in both program composition and educational effectiveness factors. Conclusions The development and application of the convergence talent education (TEAM) program using CPR were confirmed, and it was an opportunity to shed new light on the role and function of the ‘physical education subject’ in the development of STEAM convergence classes. In the future, research on the development of STEAM convergence programs in connection with physical education subjects should be actively conducted.

The Role of School Leaders on Students’ Academic Achievement in Secondary Schools of Wolisso Town

School leaders are the primary figures in school settings. And, the success of schools is largely ascertained by the efforts of their school leaders. Therefore, the main objective is to reveal the role of school leaders in students’ academic achievements in secondary schools of Woliso town. A mixed approach and descriptive design that was accompanied by survey method has been utilized. Three primary schools in the town were selected using purposive sampling. From a total of 200 staff in the designated primary schools, 142 participants were recruited using a proportional simple random sampling and availability method in 2023. Data was collected using questionnaires and interviews. The numerical statistics were examined using expressive statistical methods. Mean, ratio and standard deviation are supported by SPSS version 26. The findings show that school leaders’ roles should be considered and taken into account. Developing parents' participation and community involvement, communicating with parents about students' result, facilitating communication between the school and parents regarding academic matters, assigning properties on behalf of appropriate operation and success of school visualization and aims, fulfilling facilities like text books, table, chairs, black boards and other materials to improve academic achievement of students’, facilitate teachers’ adequate workspace for preparation such as library and staff. The government and other interested parties should set priority to work strongly toward improving school leaders’ role and other aforementioned factors sequentially for the success of the students’ academic achievement.

Effectivity: An alternative to conceptions of gifted under- and over-achievement

This article introduces the concept of effectivity, which is the power to be effective or to achieve a certain effect to accomplish one’s goals, in this case, desired school or life achievement. Giftedness would be better defined and developed in terms of effectivity than in terms of various concepts of ability. The concept of effectivity hinges on the idea that what determines, or what influences achievement, includes cognitive ability, but only as a small part of the total picture. Gifted “underachievement” as well as “overachievement” disappear when one understands giftedness in terms of effectivity.

Ukhta College of Railway Transport: 80 years in motion

In 2024, the Ukhta College of Railway Transport — branch of Emperor Alexander I St. Petersburg State Transport University turns 80 years old. An informational article about the 80-year history of the technical school and modern achievements is presented. In the Ukhta College of Railway Transport — branch of Emperor Alexander I St. Petersburg State Transport University there is a museum of the history of the creation, formation and development of the technical school; the branch preserves and develops the traditions of generational continuity. Over the years of its activity, the Ukhta College of Railway Transport — branch of Emperor Alexander I St. Petersburg State Transport University has become a “forge” of mid-level personnel for JSC Russian Railways and the Komi Republic, graduating more than 14 thousand specialists. Currently, 600 students are studying full-time and part-time at the technical school, and consistently high ratesof employment of graduates have been achieved.

Assessment of Factors Influencing Geometry Achievement in Senior High Schools in Ghana

Assessment of Factors Influencing Geometry Achievement in Senior High Schools in Ghana

Chemistry Students’ Cognitive Styles and Academic Achievement in Secondary Schools in Nigeria

Chemistry Students’ Cognitive Styles and Academic Achievement in Secondary Schools in Nigeria

Sibling Effects on School Achievement: Evidence From Two Large French Cohorts

Sibling Effects on School Achievement: Evidence From Two Large French Cohorts

Development of E-Achievements for Mapping Student Achievements in Vocational High Schools

Development of E-Achievements for Mapping Student Achievements in Vocational High Schools

The Relationship between Educational Technology Integration, Classroom Management, and Student-Centred Learning on Teaching Effectiveness and Student Learning Outcomes in Indonesian

This study investigates the relationship between educational technology integration, classroom management, and student-centred learning on teaching effectiveness and student learning outcomes in Indonesian schools. Utilizing a quantitative analysis approach, data were collected from 285 teachers through a structured questionnaire employing a Likert scale ranging from 1 to 5. The data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS 3) to test the proposed hypotheses. The findings indicate that all the examined relationships are both positive and significant. Specifically, integrating educational technology is shown to enhance teaching effectiveness and improve student learning outcomes. Additionally, effective classroom management positively influences teaching effectiveness and fosters a student-centred learning environment, which in turn leads to better student learning outcomes. These results highlight the critical role of technology integration, effective classroom management, and student-centred learning in boosting teaching effectiveness and student achievement in Indonesian schools. The study offers valuable insights for educators, policymakers, and stakeholders looking to enhance educational practices through the strategic implementation of these components.

School composition and academic decisions

Abstract Research on the effects of school composition tends to focus on how it shapes school achievement. In this study, we instead examine how school composition shapes children’s educational aspirations, given their achievement, and if children from different socio-economic backgrounds are affected differently. We apply school-fixed effects on Swedish register data, including all 9th-grade students from 2013 to 2017. Being exposed to a high share of low-achieving schoolmates increases the likelihood of applying for academics instead of vocational tracking across socio-economic backgrounds. In contrast, the share of high-achieving schoolmates is negatively associated with academic tracking only for high-SES children. Being exposed to peers with highly educated parents increases the likelihood of applying for academic tracking for low-SES children, whereas the effect is weaker or even negative for some of the high-SES groups. Together, our results suggest that the academic decisions of both high- and low-SES children could benefit from a less segregated school environment.

Leadership Behaviours and Goals Achievement in Public Senior Secondary Schools

This study aims to analyze the relationship between leadership behavior and the achievement of educational goals in public high schools in Kwara State, Nigeria. The focus of this research is on the three main elements of leadership behavior, namely the welfare package, the role of supervision, and the communication system, as well as how these elements affect educational outcomes. The research method used is a quantitative approach with a correlational descriptive design. Data were collected through adapted questionnaires and interviews with 368 teachers in various public high schools across 16 local government areas in Kwara State. Data analysis was carried out using descriptive and inferential statistics with Pearson correlation at a significance level of 0.05. The results of the study show that there is a significant relationship between welfare packages, supervisory roles, and communication systems and the achievement of educational goals. An adequate welfare package improves teacher motivation and performance, an effective supervisory role contributes to the quality of teaching, and a good communication system ensures better coordination in achieving school goals. The implications of this study emphasize the importance of holistic integration of these elements in leadership strategies to create a conducive learning environment and achieve optimal educational outcomes. This research also opens up space for further research that considers local contexts, demographic variations, and more diverse research methods to gain a more comprehensive understanding.

Utilization of Quiz Kreator in Student Achievement Assessment in Elementary School

Background. The world of education is inseparable from various learning components. The utilization of technology cannot be separated from the world of education. One of them is the use of Quiz Kreator for student achievement assessment in elementary schools. Quiz Kreator is one of the online applications used to create quizzes, including multiple choice quizzes and true false quizzes. Purpose. This study aims to determine how student achievement in elementary schools after using the Quiz Kreator application in the learning process. Method. The researcher used quantitative research methods, namely by distributing questionnaires to elementary school students. The questionnaire was distributed online. Results. The results showed that the use of Quiz Kreator in assessing student achievement in elementary schools has a positive impact on students. The use of Quiz Kreator as an assessment tool that is well designed and relevant to the material being taught, can improve student achievement. Quiz Kreator can provide assessment results automatically and accurately. This can also help teachers in assessing student achievement more objectively. Conclusion. the use of Quiz Kreator in assessing student achievement in elementary schools can be utilized well. The use of this Quiz Kreator application can improve student achievement in the learning process.

Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children.

According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating the effect of one acculturative challenge (i.e., school language proficiency). We investigated the moderating roles of teacher-child and peer relationship quality on the association between German language proficiency and school adjustment (i.e., school achievement and belongingness) among first-generation immigrant and refugee and non-immigrant children. We recruited n = 278 fourth grade children (Mage = 10.47, SDage = .55, 53.24% female; 37% first-generation immigrant and refugee children). Questionnaires assessed children's reported teacher-child and peer relationship quality and school belongingness. One vocabulary test measured children's German proficiency. School achievement was assessed by their grade point average (GPA) and by a reading comprehension test. To investigate our hypotheses, we performed path analyses. Teacher-child relationship mitigated the effect of German proficiency on children's reading comprehension among all children and on GPA among immigrant and refugee children only. Peer relationship buffered the negative effect of German proficiency on school belongingness. Teacher-child and peer relationship quality can be beneficial for the school adjustment of both first-generation immigrant and refugee children and non-immigrant children.

From developmental theory to effective training: long-term and transfer effects of promoting the quantity-to-number word linkage in first-graders at risk for mathematical difficulties.

The model of quantity-to-number word linkage (QNL model) identifies relevant milestones in the process of early numerical acquisition and describes a developmental sequence that can guide the fostering of foundational mathematical abilities in at-risk children. While there is substantial evidence for the predictive value of the quantity-number competencies (QNC) described by the model, evidence supporting the preventive potential of interventions targeting these QNC is so far largely restricted to short-term effects. Findings regarding their long-term preventive impact, especially in terms of transfer to mathematical school achievement, are still limited. This quasi-experimental study aimed to address this gap by evaluating the long-term transfer effects of an intervention program that is strictly derived from the QNL model of mathematical development [QNL training; in German "Mengen, zählen, Zahlen" (MZZ)]. We assessed the quantity-number competencies of 575 first-graders and identified 119 of them as being at risk for mathematical learning difficulties, who were then assigned to three experimental conditions. Sixty one children received 12 sessions of the QNL training, while 30 underwent training in inductive reasoning. Another 28 children served as a control group, receiving no specific intervention. Multi-level analyses confirmed both significant short-and long-term effects in the specifically trained quantity-number competencies as well as transfer effects on subsequent mathematical school achievement. In accordance with previous findings, transfer effects of the QNL training on mathematical school achievement were not yet evident immediately after the intervention but turned out to be significant after a delay of 6 months and remained stable even 15 months after training. Effect sizes ranged from d = 0.32 to d = 1.12. These findings both underscore the preventive potential of interventions that are strictly driven by developmental theory and, conversely, support the theoretical assumptions of the QNL model.

THE CORRELATION OF STUNTING WITH THE LEARNING ACHIEVEMENT OF ELEMENTARY SCHOOL CHILDREN IN AMANSARI 1 STATE ELEMENTARY SCHOOL

Stunting is a condition in which children have a height, weight that is not suitable for children their age compared to their age. Stunting describes a state of chronic malnutrition in which the supply of nutrients needed by the body, including the brain, is reduced. Because brain development is not optimal, it can affect the cognitive development of children, children's performance at school, and their learning abilities and consequently affect children's learning achievement in school. Low nutritional status in children will have a negative impact on improving the quality of human resources. Chronic malnutrition is very influential on the achievement of students' academic scores in schools that are getting lower. Research Objectives : This study aims to determine the relationship between stunting and learning achievement of elementary school children at SD Negeri Amansari 1. Research Methods : The research method used is quantitative in nature by using a cross-sectional analytic research design. The population in this study were students in grades 3, 4 and 5 of elementary school, using stratified random sampling technique. Research Results : Based on the results of statistical analysis using the Chi Square Test, it was obtained that the P Value (0.001) was value (0.05). This shows that there is a relationship between stunting and the learning achievement of elementary school children at SD Negeri Amansari 1. Conclusion : There is a relationship between stunting and learning achievement of elementary school children at SD Negeri Amansari 1.

Educational Leadership and Learners’ Academic Achievement in Secondary Schools in Developing Countries: A Critical Review

The study explored three leadership styles in education for students’ academic achievement in secondary schools viz: democratic, laissez-faire and autocratic leadership styles in developing countries. The main crux of the study was examining the impact of heads of schools' leadership towards academic achievement of secondary schools’ students and recommending the most effective leadership style for heads. In-depth study of heads of schools' leadership styles to students’ academic achievement through systematic review of previous related literature was conducted. The study used qualitative method to analyse 49 published documents of which 5 were books published from 2002 to 2023 and 44 were papers published from 2006 to 2023 years. This study was confined in the following sample of countries Nigeria, Ghana, Tanzania, Kenya and South Africa. Also, supplementary papers from Kuwait and USA were reviewed to study more how leadership in education is done. The findings showed that no single leadership style in educational context fits all schools’ environments. Moreover, it was shown that most heads of schools prefer the use of the democratic type of leadership style which does not fit all schools’ environments. The studies revealed that educational situations differ, thus the leadership style chosen should rely on the school situation. The current study recommends some effective measures for leadership development of secondary schools’ heads.

The Importance of Teaching Resources on Physical Sciences Learners' Academic Achievement in Rural Schools: A Case of South Africa

The purpose of the article is to explore the importance of teaching resources on the academic achievement of physical science learners in selected rural secondary schools. Qualitative research was undertaken and data were collected from physical sciences teachers, principals and curriculum advisers, through in-depth face-to-face interviews. A multiple-case study design was used and the Activity Theory acts as a theoretical lens, offering a broad approach to analysing the availability of instructional resources and the context of teaching and learning in rural secondary schools. The study revealed three important aspects: resource availability, the quality of textbooks and the value of information, communication and technology (ICT). The availability and quality of resources were found to impact the effectiveness of science teaching in rural schools significantly. The resources make it possible for learners to do practical work, which could contribute to comprehension and possibly improve learner's performance. It is therefore recommended that the Department of Basic Education should address interlocking frameworks for change that include, providing Curriculum Assessment Policy Statements (CAPS) aligned textbooks, well-equipped laboratories, use of ICT and develop teachers’ skills and knowledge in rural secondary schools.

Pengaruh Motivasi dan Minat pada Prestasi Belajar Peserta Didik di Sekolah Dasar 071059 Hilibadalu pada Mata Pelajaran IPS

This study aims to prove the accuracy of the hypothesis regarding the influence of students' motivation and interest in learning-on-learning achievement in elementary school 071059 Hilibadalu. The research method used is a quantitative approach. Data was collected through questionnaires. Data analysis uses a correlation test (pearson correlation coefficient) which examines the relationship between two or more variabels and a t-test, with the research subjects consisting of 57 students in grade V of SD Negeri 071059 Hilibadalu. Based on the results of data analysis, it is known that there is an influence of motivation, interest in social studies learning achievement of elementary school 071059 Hilibadalu, this is evidenced by the results of sig. 0.004 < 0.05 and the results of X2 sig. 0.000 < 0.05, the results of the T test on X1 2.981 > 2.00247 and the results on the T test X2 6.025 > 2.00247, from these results it can be concluded that H0 was rejected and H1 was accepted. The results of this study can provide new insights for educators and policy organizers regarding the importance of increasing students' interest and motivation in social studies learning in the future

Contribution of Principals’ Instructional Leadership on Learners’ Academic Achievement in Public Secondary Schools in Baringo County, Kenya

Contribution of Principals’ Instructional Leadership on Learners’ Academic Achievement in Public Secondary Schools in Baringo County, Kenya