Determinants Of Student Achievement Research Articles

Prıncıpal Leadershıp And Teacher Performance On Student Success

The determinants of student achievement in schools are widely studied, including factors at school. Research on principal leadership, teacher performance, and student success has been carried out by many other researchers with varied results. This study aims to explain these two factors on student achievement based on teacher and student assessments. The research method used is quantitative through survey techniques. Statistical analysis used is non-parametric statistic Mean-Withney test. This research compared perceptions of teachers and students, male and female, from two school institutions. The comparison results show that both teachers and students agree that the principal has an effect on student achievement (U = 364,000; p = 0.229). In addition, teachers and students agreed that teacher support affected student achievement (U = 369,000; p = 0.266). These results indicate that both students and teachers see a relationship between the leadership role of school principals and teacher performance with student success. These findings can contribute to the development of psychology and education.

Determining Factors of Student Learning Achievement

The COVID-19 pandemic has had an impact on various aspects. One of them is the education sector. The pandemic condition has consequences for changing the lecture system, from conventional to all-digital, so it is very important to assess student achievement. This study aims to determine the learning achievement in students of the Study Program of Sharia Economic Law STAIN Majene. This study uses a quantitative approach. The population in the study were all students of the Study Program of Sharia Economic Law STAIN Majene, amounting to 531 people. Sampling was done using a sample size calculator, and the number of samples was 224 people. The research instrument used an online questionnaire which was distributed to students and then documented. The data were then analyzed using ordinal regression test with t test to see the determinants of student achievement. The results showed that the factors that have an influence on student achievement are aspects of the way parents educate their children, aspects of interests and talents and aspects of discipline. While the psychological aspect has no influence on student achievement. Through this research, it is suggested that parents can continue to be involved in the development of a child and carry out their functions as parents. Likewise, the campus should continue to provide supervision, guidance and motivation to students so that students can maintain their discipline and interest in learning so that their learning performance will also continue to increase.

An Analysis of Rural-Urban Learning Performance Inequality in Malawi Primary Education

The promotion of regional equity has become an important topic in Sub-Saharan Africa (SSA). In Malawi, this issue is particularly important because of facing wide regional inequalities concerning income and living standards. In the field of education, the rural-urban learning performance inequality has been a persistent issue to be addressed, but there has not been enough evidence suggesting what causes were behind rural-urban student performance inequality in Malawi. This study examines how family, teacher, school, and community factors are associated with reading scores in Malawi from two perspectives, vertical inequality and horizontal inequality. This research analyses Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) data collected in 2013 through ordinary least squares (OLS) regression and quantile regression. The results indicate that there is an obvious rural-urban gap significantly in each factor and a variation in the effect among different performance levels. One of the important findings is that the education level of school heads above senior secondary education and management training for school heads have a significant and positive relationship with student reading scores in the rural area. Thus, deploying more qualified school heads and carrying out school head training in rural might improve student outcomes. Furthermore, community involvement is positively associated with learning outcomes in urban and it may be a determinant of student achievement in Malawi. Further study about this topic should be needed to set a more sophisticated theoretical framework, use more recent data, and a time-series analysis with data long after the implementation would provide a clearer picture of the policy’s effects.

Journal of the Relationship Between Social Support and Achievement Motivation in High School Students

Achievement motivation is a determinant of student achievement, students should have high achievement motivation regardless of the circumstances, when motivation for achievement is low, it will affect student achievement. Therefore it is necessary to look for factors that influence achievement motivation. This study aims to determine the relationship between social support and achievement motivation and how much influence social support has on achievement motivation on students at the AL-Islam Krian High School Sidoarjo. This research was conducted with a quantitative correlational research method, using proportional sampling. with a sample of 382 students. The measurement tool uses two scales, namely social support scale and achievement motivation scale using the Spearman product moment correlation technique with the help of IBM Statistics 20 Version for Windows. The results of the analysis show that there is a relationship between social support and achievement motivation. The implication of this research is to develop student achievement and provide interventions to improve the quality of education. Increasing the quality of education to the maximum can increase social support and achievement motivation in students.

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

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

Siblings, Teachers, and Spillovers on Academic Achievement

ABSTRACT:This study documents sibling spillover effects on child test score achievement using administrative school records from North Carolina. While teacher experience is a known determinant of student achievement, I show that teacher experience also affects the achievement of a child's younger siblings. In contrast, teacher experience does not have an effect on the test scores of the child's older siblings, suggesting that direct sibling effects rather than parental behavior responses are more important. These findings suggest that we are underestimating the importance of education inputs by ignoring the spillover effects on siblings.

Poverty and Student Achievement in Chicago Public Schools

Family income has long been linked to child outcomes such as educational achievement. Here, we address how poverty relates to student test scores in 495 Chicago public schools, controlling for school demographics. Focusing on recent data for Chicago public schools, one of the largest and poorest school districts in the United States, we gain a representative view of the role that poverty plays in urban education. We find that poverty varies greatly with student achievement, and results are robust to two measures of poverty. In addition to relatively large poverty effects, we find that school size and attendance rates are also important determinants of student achievement.

The effect of kindergarten classroom size reduction on second grade student achievement: Evidence from California

Because classroom size reduction (CSR) and standards based testing were implemented at the same time in California during the mid-1990s, it is difficult to isolate the effects of classroom size on outcomes from the effects of curriculum changes. As a result, the main comparison in this paper is very specific – the effect of reduced sized kindergarten classrooms on test performance in second grade. The main result of the paper is that the effect of classroom size reduction is small, especially when compared to the other determinants of student achievement at the second grade level. There is a very small effect of classroom size reduction on student achievement in reading and math, and no effect in language and spelling. Of the two offsetting effects of CSR controlling for spending – the direct effect of smaller classes and the indirect effect on teacher quality, the class-size effect is larger. Over time, the negative effect on teacher quality is reduced as new teachers gain experience and credentials.

The Determinants of Student Achievement in Government and Private Schools in Pakistan

This study is driven by some fundamental issues evolving in Pakistan’s educational set-up. In the past few decades, the country has been experiencing what can only be termed a dramatic revolution in education provision. There has been an explosion of private schooling mostly at the primary but at higher levels as well and, somewhat surprisingly, private schooling cannot be relegated the status of an urban èlite phenomenon alone [Andrabi, et al. (2002)]. This has taken the form of many poor households and those in rural areas opting to send their children to fee-paying private schools rather than the non-fee charging government schools. This transformation of the education sector has generated many concerns among which the ‘equity’ issue has been raised to the fore. The unprecedented growth of cheap private schooling has also raised questions regarding the role of these institutions in the delivery of education, the question of parental ‘choice’1 as well as the future of government educational policy.

Academic Persistence of Students and School Management in the Caribbean: implications for other countries

Abstract In the past decade a growing number of industrialised nations have been concerned with school systems which have attained their goals of academic excellence. Within the research on education in less developed countries, environmental factors, particularly in‐school determinants of student achievement have not been fully explored. This paper examines classroom management and teaching practices as they impact on student achievement in a Caribbean setting. Characteristics of academically persistent environments and school effectiveness strategies are discussed.

Union Effects on Teacher Productivity

This paper examines the effect of collective bargaining on several factors known to be determinants of student achievement in the public schools, particularly its effect on the teacher's allocation of time among various activities. Estimates based on a national survey show that bargaining appears to reduce time spent in instruction, to increase the level of education of teachers, and to increase the number of administrators — all differences associated with lower student achievement. On the other hand, bargaining tends to increase the time teachers spend in class preparation, the experience level of teachers, and the teacher-student ratio — differences associated with higher student achievement. The net effect of collective bargaining on teacher productivity is therefore not clear at this time.

Teacher Locus of Control, Teacher Behavior, and Student Behavior as Determinants of Student Achievement

AbstractThe relationship between teacher locus of control (A), teacher behavior (B), student behavior (C), and student achievement (D) was investigated. It was predicted that internal teachers would produce higher achieving students by maintaining a controlled learning environment, thereby engaging students in more appropriate on-task behavior. The first part of the study found modest correlations between I-E scores of 44 fourth grade teachers and student achievement in reading, language, and math. In the second part, the behavior of a subsample of 17 teachers and their students was observed. Although the complete A-B-C-D link was not obtained, several parts of the model did relate significantly.