Different Levels Of Achievement Research Articles

Uncovering the connection: how do preservice teachers’ inquiry skills relate to practices of judgment and feedback regarding lower secondary school students’ laboratory reports?

ABSTRACT Recent studies have shown that preservice teachers often struggle to effectively implement formative assessment practices to support students’ inquiry skills development. Therefore, it is crucial to investigate factors related to the successful implementation of these practices by preservice teachers. In this study, the relation between the inquiry skill levels of preservice science teachers and the accuracy of their judgments and the quality and quantity of feedback given on lower secondary school students’ laboratory reports of different levels of achievement were examined. Therefore, 61 preservice science teachers evaluated laboratory reports and provided feedback using a rubric, after their inquiry skills were assessed with a paper-and-pencil test. The results show that preservice teachers’ inquiry skills significantly explained the variance in judgment accuracy for all reports. Additionally, the inquiry skill levels of preservice teachers were positively related to the amount of correct feedback they gave in all reports and the amount of prescriptive feedback they gave in the low-achieving report. Finally, there was a negative correlation between the inquiry skill levels of the preservice teachers and the amount of false feedback they gave in high-achieving reports. The results are discussed in terms of effective formative assessment practices in the context of inquiry skill.

Correcting for Rater Effects in Operating Room Surgical Skills Assessment.

To estimate and adjust for rater effects in operating room surgical skills assessment performed using a structured rating scale for nasal septoplasty. We analyzed survey responses from attending surgeons (raters) who supervised residents and fellows (trainees) performing nasal septoplasty in a prospective cohort study. We fit a structural equation model with the rubric item scores regressed on a latent component of skill and then fit a second model including the rating surgeon as a random effect to model a rater-effects-adjusted latent surgical skill. We validated this model against conventional measures including the level of expertise and post-graduation year (PGY) commensurate with the trainee's performance, the actual PGY of the trainee, and whether the surgical goals were achieved. Our dataset included 188 assessments by 7 raters and 41 trainees. The model with one latent construct for surgical skill and the rater as a random effect was the best. Rubric scores depended on how severe or lenient the rater was, sometimes almost as much as they depended on trainee skill. Rater-adjusted latent skill scores increased with attending-estimated skill levels and PGY of trainees, increased with the actual PGY, and appeared constant over different levels of achievement of surgical goals. Our work provides a method to obtain rater effect adjusted surgical skill assessments in the operating room using structured rating scales. Our method allows for the creation of standardized (i.e., rater-effects-adjusted) quantitative surgical skill benchmarks using national-level databases on trainee assessments. N/A Laryngoscope, 134:3548-3554, 2024.

Comparison of some kinematic variables of the triple jump between the two world championships (IAAF) (2017) and (2018)

The study aimed to compare some of the kinematic variables and achievement between the competitions (2017) and (2018) in triple jump to find the percentages of the teams, which may indicate the reasons for the different level of the two championships. Statistical difference, although we may not find these differences in all variables, especially achievement, but at such global levels the differences of the few numerical parts make a difference in global achievements, numbers and medals. The researcher adopted the descriptive approach using the method of comparisons to extract the results of the study, and the research community consisted of (27) jumpers (12) competitors in the (2017) championship and (15) competitors in the (2018) championship, and the statistical bag (SPSS) was used to extract: (Mean ), (Std.Divition), (Independent-Sample.T.Test). This study found that the Hop angle and Length of speed Jump is the most influential interval in the best achievement. The researcher recommends following up on such international reports and comparisons because they may give solutions and orientation in training for the most influential factors at different levels of achievement.

The Evaluation of Ethnic Costume Courses based on FP-growth Algorithm

In order to make full use of the accumulated curriculum data of Folk costume and dig out useful information from it, so as to provide useful information for curriculum teaching, the article proposes three general functions based on the requirement analysis, and pre-processes the completed grade data of ethnic costume students in 4 academic years, analyzes these data by FP-growth algorithm to understand the situation of association rules between different courses, and through K-means++ algorithm The clustering analysis of students with different levels of achievement is carried out and the results are validated by examples. In the algorithm performance analysis, the performance of FP-growth algorithm is better, the average absolute error of FP-growth algorithm is always smaller than that of Apriori algorithm; When the support degree is 20%, the running time of FP-growth algorithm is 0.4s, which is 0.4s less than that of Apriori algorithm. when the number of calculation nodes is 5, the running time of FP-growth algorithm and the accuracy of the K-means++ algorithm were higher than that of the K-means algorithm. In the Iris dataset, the accuracy of the K-means++ algorithm was 91.05%, which was 8.94% higher than that of the K-means algorithm. When mining the course grade data, the confidence level of the obtained association rules was even higher, even up to 97.15%. The standardized test score for the second group of students was 0.960. The course evaluation method used in the article was more objective and the accuracy of the data analysis was higher, providing valuable reference information for teachers' teaching.

Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program

Research on self-regulated learning (SRL) instruction typically treats students as a homogeneous group, without considering the possible effects of students’ prior level of SRL competence on the implementation and effectiveness of SRL instruction. To fill this research gap, this study explored the differences in learning outcomes among students with different achievement levels who received an SRL-based classical Chinese reading instruction program. Sixty seven ninth graders from two classes, one with high achievers and the other with moderate achievers, from one secondary school in Hong Kong participated in an intervention program designed by this study’s researchers. The study adopted qualitative methods, including classroom observations, teacher and student interviews, along with supplementary quantitative methods, including reading test and questionnaire, to explore the differences between the two achiever-groups when the intervention program was implemented. The results showed that the two classes differed on students’ SRL performance, the degree of teacher support and student autonomy, and students’ perceptions of SRL instruction. Implications of the findings for SRL research and intervention design are discussed.

Using unfolding models to identify targeted feedback strategies for student writing

Formative assessments are used to identify student strengths and weaknesses, but they frequently do not identify targeted feedback strategies for improving student achievement. Unfolding models offer an alternative measurement paradigm for connecting recommended feedback strategies with different levels of student achievement. In this study, a focus group of English teachers identified feedback strategies for the writing of middle school students. A questionnaire was constructed based on their identification of 10 feedback strategies related to organization, development and language usage. Next, classroom teachers responded to the feedback questionnaire based on a set of 20 essays selected to vary in writing quality. An unfolding model was used to analyze teacher responses and to identify recommended feedback strategies for each essay. Findings suggest that recommended feedback strategies can be used to define zones of targeted feedback for identifying optimal feedback strategies that can be used for improving student writing at different levels of achievement.

Pengembangan Pembelajaran Serta Memotivasi Anak Sanggar Pelita di Masa New Normal

This period is a golden age, because children experience very rapid growth and development and cannot be replaced in the future. According to various studies in the field of neurology, it is proven that 50% of children's intelligence is formed within the first 4 years. After children are 8 years old, their brain development reaches 80% and at the age of 18 years reaches 100%. The golden age of child development is a period where all aspects of development can be easily developed through stimulation of appropriate activities in children according to their level of development. Development between children is very different due to internal and external factors. So, every child will experience the same pattern of development but different levels of achievement. one child who is in the Pelita Studio who needs help to increase his interest in learning. The process of providing assistance is carried out on the mini-project of street vendors. 1, by using the casework method through the general intervention stage consisting of Engagement intake Contract, Assessment. Planning / planning. Evaluation and Termination Intervention The focus of the client's problem solving process is to provide motivation and also develop their interest in learning.

Achieving global biodiversity goals by 2050 requires urgent and integrated actions

Achieving global biodiversity goals by 2050 requires urgent and integrated actions

Unfolding the learning behaviour patterns of MOOC learners with different levels of achievement

In an open and flexible context of Massive Open Online Courses (MOOCs), learners who take final assessments exhibit the motivation for performance goals. The learning trajectories of this group usually provide more clues for course design and teaching improvement in that this group tend to interact more fully with course learning activities and resources for better learning outcomes. This study focused on such learners to investigate their learning engagement, time organization, content visit sequences, and activity participation patterns by applying statistical analysis, lag sequence analysis, and other data mining methods. This study examined the data of 535 learners taking the assessment in a MOOC to detect the differences in learning engagement and the above learning patterns amongst three groups of learners with different achievement levels, labeled failed, satisfactory and excellent. We found differences in both learning engagement and learning patterns among the three groups. The results indicated that for the learners to be successful, they require a certain degree of task completion as a basic guarantee for passing the course, effective session workload organization, reasonable learning content arrangement, and more cognitive engagement (rather than investing more time and energy). Based on the outcomes, implications for personalized instructional design and intervention to promote academic achievement in MOOCs are discussed.

Equal opportunities for all? Analyzing within-country variation in school effectiveness

BackgroundThe present study addresses the equality of school effectiveness across schools. One central aim of compulsory education is for students to learn equally well at all schools in a country even if these schools differ in terms of student composition. However, measuring equality of learning gains independently from selection effects usually requires longitudinal data. This study suggests a different approach and proposes a new measure for the equality of school effectiveness across schools.MethodsWe applied a two-level regression discontinuity approach to estimate the between-school variation in added-year effects on mathematics and science achievement that result from an additional year of schooling, after controlling for the effects of age and student selection—i.e., between-school differences in achievement levels. We utilized data from a total of 13 samples. These stemmed from Nordic and other European countries, which assessed students from two adjacent grades at the same schools. The samples stemmed from TIMSS 1995 and 2015 and both primary and secondary school levels.ResultsThe main findings indicated that although schools differed in initial achievement levels in all samples, schools in some countries, such as Norway and Cyprus, attained a high degree of equality of school effectiveness—i.e., of the effect of an additional year of schooling. Despite the fact that schools with a more privileged student composition had higher achievement levels than less privileged schools, their school effectiveness did not usually differ significantly. Both age and an additional year of schooling resulted in positive effects on mathematics and science achievement, however, effect sizes differed considerably between the 13 samples.ConclusionsWe discuss the implications of the proposed school effectiveness measure, which is based on a regression discontinuity approach. We conclude that countries, such as Nordic ones, should consider extending their participation in international large-scale assessments with additional grades from the same schools in future cycles. This design would enable a multitude of robust school effectiveness studies in the future.

THE RELATIONSHIP BETWEEN ARM MUSCLE STRENGTH, MUSCLE ENDURANCE, BALANCE AND DRAW FORCE LENGTH ON ARCHERY PERFORMANCE

Archery is a type of sport which participants release the arrow after aiming the target. The shot of an arrow must be accurate to the highest score on the target face. Purpose: The purpose of this study was to determine the most the most contributing variable in archery performance. Methodology: A total of 31 females and males, aged between 13 – 18 years old from Pusat Latihan Negeri Unit Sukan Prestasi Tinggi, Majlis Sukan Negeri, Negeri Sembilan participated in this study. They were involved in different level of achievement in archery competition, ranging from beginner until expert archers. They were also free from any injuries. The participants engaged in three test, which were arm muscle strength test, push-up test, stork balance stand test. Result: The Pearson correlation analysis showed there was significant relationship among variable measured. In addition, regression analysis showed the arm muscle strength and muscle endurance were the most contributed variable in archery performance. Findings and discussion: These elements can be indicators of an archer’s skill level and can be applied as important parameter to select potential archers and also assessment of archer’s performance. The time taken to develop the archer to become an expert archer can be shortening due to focusing on important variables.

SKOR PENILAIAN SUMATIF DALAM KURSUS PEMAKANAN HALAL: ANALISIS KOMPARATIF LAPORAN BERTULIS DAN UJIAN BERTULIS

Summative assessment is a type of assessment that is commonly used in the teaching and learning process of an academic course. Nevertheless, the variety of summative assessment methods prevalently exhibits different levels of achievement. The objective of this study was to compare academic achievement scores involving summative assessment in halal nutrition courses. The study involved final year students of a halal nutrition course at the diploma level (n = 65) at Universiti Teknologi MARA. Statistical comparisons through t-test was made using IBM SPSS Statistics software. The results of the analysis showed significant differences in the Written Report (M = 24.02, SD = 2.32) compared to the Written Test (M = 23.22, SD = 2.53) with; t(64) = 1.999, ρ = 0.05. In conclusion, this study suggests that the achievement of the Written Report is higher than the Written Test is due to the support of ICT as an online learning facility.

Analytical Study of the Parents’ Role on the Children’s Achievement in Payaman Village, Mejobo District, Kudus Regency

This study aims to determine the classification of parents' roles on children's learning achievements in Payaman Village. Payaman was chosen as the research subject because it has students with different levels of achievement in the upper class and various economic conditions. This study's benefits are to increase the children's enthusiasm for learning and make parents more aware of their role to the fullest. The type of research used was qualitative with a descriptive approach. This research employed data collection techniques, including the stages of observation, interviews, and documentation. The data analysis utilized was descriptive qualitative. The results showed that there were five classifications of the parents’ role on children's learning achievement: providing encouragement in the form of understanding always to be optimistic, guiding children to learn in the form of accompanying children in learning, giving good examples to children by not turning on electronic equipment when the children were learning, smooth communication with children in the form of questioning difficulties faced by children, and fulfilling children's learning completeness by providing in children's school facilities in the form of tools. This study concludes that the parents’ role is vital in children's learning achievements. Therefore, parents should be able to apply the five roles of parents so that the children are active and motivated in learning to accomplish maximum achievement.

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

The purpose of this study was to investigate the effect of blended learning on students’ academic achievement, to study teachers’ perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles—preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students’ academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children’s achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.

Comparative Analysis of Three Implementation Model of Policies: Case Study in Acid Mine Drainage Management Policy in Indonesia

Policy implementation is one of the main elements of public policy to ensure that policy is successful in resolving all concerns and promoting the efforts made by the organization as a policy implementer. The implementation of public policies can be influenced by several factors, such as limited budget and human resources, lack of socialization, low commitment of authorized officials, including supervision and sanctions that have not been implemented properly. There are many models of public policy implementation, but policy implementation is still ineffective, especially in environmental policies. Some studies have been performed on the development of a policy implementation model with a range of methods and principles, three of them are policy implementation models developed by Van Horn-Van Meter; Grindle; Mazmanian and Sabatier. Those three methods are used respectively according to the existing conditions with different levels of achievement. The objective of this article is to assess the best model of policy implementation related to Acid Mine Drainage management policy of coal mining operations in Indonesia through a comparative study review. The results of the analysis show that the model developed by Mazmanian Sabatier is the most appropriate model to implement the policy of Acid Mine Drainage in Indonesia.

Modernization Versus Dependency Approaches to Sustainable Development--Based on the UN Report 2019

The essay tends to focus on the investigation into the changing sustainable development trend. It is important to know which areas have seen the greatest progress and which areas have stalled or even regressed around the globe. The researchers will compare and combine the modernization theory and dependency theory to figure out the potential factors which result in the different levels of achievement between all the 17 sustainable development goals (SDG). The researcher team are more likely to adopt both qualitative method and quantitative method to ensure the accuracy of the conclusion. In addition, due to the fact that the primary data related to this topic is too broad to obtain, the scientific group will mostly employ secondary data from the United Nations to carry out the research. Most of the data in the essay are from various United Nations documents and reports to ensure the authenticity and objectivity of the data. It allows the researchers to pay more attention on the specific analysis. Lastly, the goal of this paper is to find out the basic laws of sustainable development by looking for the unique representative parts of the 17 SDG goals (Basic education, Food safety, Life below water, etc.) and analysing their development trends in the past few years. In addition, the researchers tend to work out suggestions and solutions to those problems.

L1 Cognitive Skills Transfer in the Process of Learning L2 of Dependent Scripts

Language transfer is one of the important areas in second language acquisition research. This study aims to describe the process of transfer L1, Bahasa Indonesia, cognitive skills to L2, English, cognitive skills of dependent scripts. Cognitive skills are the skills that support decoding, such as rapid automatized naming (RAN) and working memory (WM). This research was conducted with descriptive qualitative research design, with case study. The subjects of the study were 15 students who speak Bahasa as the first language (L1) and learn English as the second language (L2). Bahasa and English are the language which have the same scripts, dependent scripts. The subjects were given the rapid automatized naming (RAN) test and working memory (WM) test. The data of this study was analyzed with two data analysis techniques, they were non-parametric statistics and qualitative data analysis. The finding of this study was that there was no significantly transfer of cognitive skills from L1, Bahasa, to L2, English. It can be seen from the process of transfer RAN and WM as the subskills, that most of the students made different errors both in L1 and L2 RAN and WM, and they have different levels of achievement in L1 and L2 cognitive skills.

“I’m the best! Or am I?”: Academic self-concepts and self-regulation in kindergarten

In this paper, we examined how kindergarteners’ self-evaluation biases are related to behavioural self-regulation (SR) and learning goal orientation (GO). According to educational research and practice, fostering high and optimistic academic self-concepts promotes the setting of challenging goals and initiates effective behavioural SR processes. However, research on metacognition states that it is a match between academic self-concept and abilities that provides the optimal conditions for behavioural SR and a learning GO. There is theoretical and empirical evidence in favour of both positions, yet the correlates of self-evaluative tendencies may differ with children’s different levels of achievement, which are rarely considered. This cross-sectional study used response surface analysis, an innovative research methodology capable of assessing the complex interaction of academic self-concept and academic abilities on the behavioural SR and GO of 147 kindergarten children (M = 6.47 years, SD = 0.39 years). Polynomial regression models were used to test the presence of a fit pattern in empirical data and offer a new perspective on the interaction of academic self-concept and academic abilities. Results showed that a fit is generally associated with better behavioural SR and a learning GO but that correlates of academic self-concept differ with different achievement levels and outcome measures. This study extends current knowledge, as it offers important insights on how to conceptualise and pursue questions regarding self-concepts and behavioural SR. At an applied level, the findings indicate that interventions with kindergarteners that target SR should take the interactions between self-evaluation biases and ability level into account.

Health Information Exchange – A State of an Art

Literature review papers on HIE so far have a different dimension on addressing the existing issues of HIE and the potential causes on it. In the recent decade the growth of HIE among the organization has reached to a different level of achievement where a significant number of organizations in developed and developing countries adopting the method. In this paper, a detailed literature review has been given on all the papers that are recently published along with the theme stated in it and the type of review or accent they undergone in their paper. The future of these findings will be a pioneer for innovative methodology in HIE.

Catering for Learner Diversity in Hong Kong Secondary Schools: Insights from the Relationships Between Students’ Learning Styles and Approaches

Purpose: Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong. The present study addresses this issue through an investigation of the relationships between students’ learning styles and approaches to learning in Hong Kong secondary schools. Design/Approach/Methods: A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments. A series of confirmatory factor analysis, two-way analysis of variance, and structural equation modeling analysis were conducted. Findings: The results identified three types of learning style among the students which are characterized by a cognitive orientation, a social orientation, and a methodological orientation. Some significant gender- and achievement-level differences were revealed. Compared with the socially oriented learning style, the cognitively and methodologically oriented learning styles were more extensively and strongly related to students’ approaches to learning, even though these students showed a greater preference for the socially oriented learning style. Originality/Value: It is unwise to blindly cater for students’ learning styles in classroom teaching and curriculum design. Teachers should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students’ learning styles and teacher’s pedagogy but also integrates the constructive frictions between them into classroom teaching.