Educational Attainment Of Students Research Articles

Impact of Socio-Economic Factors on the Educational Attainment of the Students in Pakistan: A Case Study of Bahawalpur District

Analyzing factors of student’s educational attainment is imperative and needs special attention. Therefore, this study analyzes the influence of socioeconomic factors on the educational attainment of students utilizing the data of 700 students from both public and private educational institutions in the Bahawalpur district. For data analysis, the ordinary least square method, independent sample t-test, and One-Way ANOVA analysis are used. The outcomes show that the variables family background, gender of the respondent, family system, household size, father education, parental involvement, household income, and wealth index are the significant factors of the student’s educational attainment. An Independent sample t-test analysis shows a significant mean difference in students’ educational attainment concerning family background, gender of the respondent, father's occupation, mother's participation in the labor force, and family system. One-Way ANOVA analysis shows a significant mean difference in students’ educational attainment concerning father education, mother education, and household income. It is proposed that socioeconomic status is imperative and should be taken into consideration to improve the educational attainment of students.

Introducing Gamification Methods To High School Student At Bina Nusantara University Alam Sutera

Exploration studies in this article highlighted approaches that wearable to increase the value of gamification method to examine the impact of the role of facilitator in the idea of the group. Through the activities, the children of high school/high school were invited as respondents. This activity aimed to stimulate creativity to produce a different settlement with the same results. The presentation material and workshops that used materials of paper and stationeries. Finally, this article outlines recommendations for teaching, learning, and apply gamification in decision making. This method is one of the modern methods of teaching and learning. It starts with forming groups, job descriptions, and the active participation of the students and by comparing the characteristics of the method by the way students learn gamification, the positive effects of this method on the educational attainment of students confirmed. Based on the finding of the study the researcher recommended encouraging faculty members to use gamification strategy in teaching, conducting more studies discussing this strategy and its relation to other variables such as critical thinking, conducting more studies on other samples from different study and age levels and from different environments. Keywords: gamification method, student, creativity, university students

Teacher's Wages as a Mechanism to Improve the Educational Attainment of Students in Algerian Schools "An Empirical Study from 1970 to 2018"

The purpose of this paper is to clarify the importance of education economics as a modern approach to educational research, especially the importance of the policy of raising teacher wages as a mechanism to improve the educational attainment of students in government schools. The study used the inductive approach by examining the experience of Algeria between 1970 and 2018, where the Algerian government raised teachers' wages by more than 100% with the aim of improving the educational attainment of students. Therefore, the study adopted the standard method through a statistical model for a linear relationship linking the passing rate in the baccalaureate exam to express the dependent variable represented in academic achievement for students, while invoking three independent variables to indicate teachers' wages which are: minimum wages, government support, and inflation. Through the ARDL method, the assessment results showed the direct and strong relationship between teacher wages and educational attainment for students in the short and long term. Keywords: Teacher wages, students ’educational attainment, public schools, Algeria

Impact of Institutional Environment and Parental Support on the Educational Attainment of Students: A Comparative Analysis based on Different Community Categories

Impact of Institutional Environment and Parental Support on the Educational Attainment of Students: A Comparative Analysis based on Different Community Categories

E-learning in Algeria: between achievement and prospects

Advances in technology through the means of information and communication technologies have led to a transition to an open digital network economy, as it has become necessary for the future company to be able to work by adopting the Internet and the information and communication network to reduce operating costs, the volume of labor and maximize the investments that require high technology. Therefore, this research paper aims to highlight the role and definition of information and communication technologies and their benefits in the educational system by reviewing and defining the basic components of it and its operating systems. Then we explained its importance in the field of higher education services in order to provide the student with the skill of dealing with the Internet to provide various information services based on an interactive electronic learning environment. In the latter we review the features of catching up with the information field of the Algerian university experience in the field of this type of education through some achievements, for example. And not limited to: electronic libraries, video lecture network, distance learning system (COSELEARN), Algerian Network for Research (ARN), electronic escort for new professors as well as accompanying policies for reforming higher education structures (IDE project funded by the European Union) and other educational media, audio conferences and websites, where we used the descriptive approach to build the theoretical framework and method of comparison for the phases of higher education. The problematic of research: In light of the above, the following problematic can be formulated: How does information technologies affect to up the level of electronic education in Algeria? To clarify the more problematic of our research, we ask the following sub-questions: What do we mean by information technologies and e-learning? What are the requirements for e-learning? What are the benefits for the company as a result of using information technologies on the profitability and effectiveness of higher education institutions? The structure of the study: At light of the presented problematic, we decided to divide the structure of our study into three main axes: The first axis: introduction to information and communication technologies where we review its concept. Its characteristics, its most important components, and its application areas. The second axis is related to the theoretical original of e-learning and the fields of application of information and communication technologies in this sector. The third axis: includes a descriptive approach to Algeria's experience in this, through exposure to the most important achievements, prospects and challenges. The importance of the research: The importance of this research can be limited to the following points: Give a clear vision of the concept of e-learning and information and communication technologies. Create an interactive electronic learning environment to promote education and educational attainment for students. Building effective work teams to invest knowledge assets in a modern style adopted by higher education institutions to better transfer and exchange experiences, and better manage dialogue and educational seminars. Study results: The research results are summarized as follows: Modernizing the intellectual and knowledge environment in the university by providing effective and appropriate knowledge and information to enter the university into the world of information and take advantage of its advanced systems such as electronic universities and virtual universities to enrich innovative Intellectual. Supporting the educational system with local, national and international networks linking different parties in order to reach the knowledge society. Finding common values ​​and goals among educational institutions in order to create a common organizational culture based on technology as an indicator of success and quality.

Competing Risks Analysis of Dropout and Educational Attainment for Students with Disabilities

We employ individual-level panel data on students with disabilities in Florida to determine the relationship between high school teacher quality and the likelihood a student drops out as well as the type of diploma they receive if they do finish high school. Our data include five cohorts of 9 th graders from 1998/99-2002/03 and link students to individual teachers for each class the students are enrolled in at every grade level. We use both a competing risks proportional hazard Cox model and a propensity score matching method to estimate the effect of teachers. We find some evidence of significant negative correlations between teacher experience and the likelihood of dropping out of high school and between drop out probabilities and teachers with advanced degrees. The competing risks analysis shows that special education certification for teachers of special education courses leads to both a higher hazard of obtaining a special education diploma and a lower hazard of obtaining a standard high school diploma. The estimated average treatment effect on the treated indicates that exposure to a high quality teacher during high school leads to a lower likelihood of dropout and a higher probability of graduating with a diploma.

An Exploratory Study of Online Equity: Differential Levels of Technological Access and Technological Efficacy Among Underserved and Underrepresented Student Populations in Higher Education

Aim/Purpose: This study aims to explore levels of Technological Access (ownership, access to, and usage of computer devices as well as access to Internet services) and levels of Technological Efficacy (technology related skills) as they pertain to underserved (UNS) and underrepresented (UNR) students. Background: There exists a positive correlation between technology related access, technology related competence, and academic outcomes. An increasing emphasis on expanding online education at the author’s institution, consistent with nationwide trends, means that it is unlikely that just an increase in online offerings alone will result in an improvement in the educational attainment of students, especially if such students lack access to technology and the technology related skills needed to take advantage of online learning. Most studies on levels of Technological Access and Technological Efficacy have dealt with either K-12 or minority populations with limited research on UNS and UNR populations who form the majority of students at the author’s institution. Methodology: This study used a cross-sectional survey research design to investigate the research questions. A web survey was sent to all students at the university except first semester new and first semester transfer students from various disciplines (n = 535). Descriptive and inferential statistics were used to analyze the survey data. Contribution: This research provides insight on a population (UNS and UNR) that is expanding in higher education. However, there is limited information related to levels of Technological Access and Technological Efficacy for this group. This paper is timely and relevant as adequate access to technology and technological competence is critical for success in the expanding field of online learning, and the research findings can be used to guide and inform subsequent actions vital to bridging any educational equity gap that might exist. Findings: A critical subset of the sample who were first generation, low income, and non-White (FGLINW) had significantly lower levels of Technological Access. In addition, nearly half of the survey sample used smartphones to access online courses. Technological Efficacy scores were significantly lower for students who dropped out of or never enrolled in an online course. Transfer students had significantly higher Technological Efficacy scores while independent students (determined by tax status for federal financial aid purposes) reflected higher Technological Efficacy, but at a marginally lower level of significance. Recommendations for Practitioners: Higher education administrators and educators should take into consideration the gaps in technology related access and skills to devise institutional interventions as well as formulate pedagogical approaches that account for such gaps in educational equity. This will help ensure pathways to sustained student success given the rapidly growing landscape of online education. Recommendation for Researchers: Similar studies need to be conducted in other institutions serving UNS and UNR students in order to bolster findings and increase awareness. Impact on Society: The digital divide with respect to Technological Access and Technological Efficacy that impacts UNS and UNR student populations must be addressed to better prepare such groups for both academic and subsequent professional success. Addressing such gaps will not only help disadvantaged students maximize their educational opportunities but will also prepare them to navigate the challenges of an increasingly technology driven society. Future Research: Given that it is more challenging to write papers and complete projects using a smartphone, is there a homework gap for UNS and UNR students that may impact their academic success? What is the impact of differing levels of Technological Efficacy on specific academic outcomes of UNS and UNR students?

Do single-sex classes affect academic achievement? An experiment in a coeducational university

We examine the effect of single-sex classes on the educational attainment of students within a coeducational university. Before students arrived on campus, we randomly assigned them to all-female, all-male, and coed classes, and thereby avoid the selection issues present in earlier studies on single-sex education of students in primary and secondary school. We find that 1 h a week of single-sex classes benefits women: females score a quarter of standard deviation better overall and are 7.7% more likely to pass their first year course. Furthermore, women assigned to all-females classes in their first year are roughly 57% less likely to drop out of university and are 61% more likely to get a top ranked degree under the UK system. There is evidence that single-sex classes cause women to adopt behaviors associated with better academic outcomes, such as attending more classes and doing optional assignments. However, these behavioral changes cannot explain much of the all-female effect.

Policing, schooling and human capital accumulation

A substantial body of empirical literature argues that greater investment in schools can lower criminality and violence. On the other hand, recent work demonstrates that low levels of public safety can have serious detrimental effects on educational outcomes. This paper develops a model to analyze the roles that investments in education and public safety have for student's educational attainment, and explores the optimal balance between the two public programs. I analyze individual decisions to acquire violence related skills at the expense of human capital accumulation in a setting where the former serves to protect one's property or expropriate that of others. Therefore, if the level of public safety, which prevents violent confrontations, is low, the incentives to study will also be lower. Moreover, the agents who accumulate more human capital and hence are more productive suffer a comparative disadvantage in exerting violence because their opportunity cost of doing so is higher. I show that if investments in public education increase the productivity spread between adult agents of different ability, the incentives to study might further decrease and lead to a lower output, showing that the benefits of schooling can only be seized if they are complemented with enough public safety.

The effects of cultural capital on academic achievement: A secondary analysis of a PISA study

This paper presents the results of a secondary analysis of empirical data obtained as part of a Programme for International Student Assessment (PISA) study conducted in 2009. The study focused on measuring cultural capital and determining its relationship with the educational achievement of high school students. Cultural capital was measured in all three of its forms - institutionalized (parents' educational background), objectified (possession of material goods for cultural consumption, such as books and works of art), and embodied (students' reading habits), while academic achievement was viewed through reading competencies and grades achieved in the subject of Serbian language. The results of the study, conducted on a representative sample of 4,843 Serbian high school students, confirmed the hypothesis that cultural capital is a predictor of academic achievement, and that an increase in cultural capital correlates with an increase in academic achievement. Furthermore, cultural capital and academic achievement are correlated with students' socioeconomic status (SES), with students with a higher socio-economic status having more cultural capital, higher grades in Serbian and higher reading competencies than their peers with lower SES. A comparison of the effect of cultural capital on the educational attainment of the two groups of students based on the SES criterion suggests that cultural capital has a stronger impact on the educational attainment of students with higher SES than those with lower SES.

On the origin of the achievement gap

Education Implicit bias is well documented in education, although specific examples and underlying causes are less understood. To learn more about teacher biases, Gershenson et al. used a student fixed-effects strategy to examine the formation of public school teachers' expectations of student educational attainment. Using representative U.S. survey data that contain two teachers' expectations for each student, the effect of student-teacher demographic mismatch was examined. Analysis showed that nonblack teachers have significantly lower educational expectations for black students than do black teachers. These results are the starting point for many additional, and necessary, research projects on this type of bias: How does it form, how can it be eliminated, and what are the long-term effects of its persistence? Econ. Edu. Rev. 10.1016/j.econedurev.2016.03.002 (2016).

THE STATUS AND ROLE OF ICT IN THE EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A RESEARCH FROM BIHOR COUNTY, ROMANIA

ICT plays a very important role in education, as, on the one hand, it improves the educational attainment of students and, on the other hand, it contributes to a better communication between the education agents, while also speeding up students' personal development. By using educational software adjusted to the specific nature of different types of disabilities, the benefits of ICT can be very well exploited in special education too. The impact can be a significant one, both in the therapeutic process and in the educational one, and the literature in the area has recorded several examples of successes achieved by students with disabilities assisted by ICT. In Romania, however, few studies have been conducted so far to assess the way ICT is used by teachers in their work with students having different types of disabilities. For that reason, the main aim of the present research was to identify to what extent pre-university teachers are open and prepared to use ICT applications in special education. The sample consisted of 105 pre-university teachers from Bihor, Romania. The instrument used was a questionnaire having 76 multiple choice items, and the implementation period was January-March 2016. The results show that even though they are aware of the importance and have a positive attitude towards using ICT in special education, the majority of the teachers included in the study feel that they are ill-prepared and want to deepen their knowledge in this field during their continued professional training. Key words: ICT, special education, students with disabilities.

Comparing the Fluidity, Recall Power, Achievement Motivation and Educational Attainment of Students in Smart and Ordinary Schools in Physics 1

Background : Nowadays, educational systems need schools that provide continuous learning and new opportunities for people to experience life in the information society by using information and communications technology. This study aimed to compare the fluidity, recalling power, educational attainment motivation and educational attainment of students in smart and ordinary schools in physics 1. Methods : This was a causal-comparative study, the subjects of which included 56 high school boys of Arak District 2. Abedi creativity test, Herman educational attainment test and a researcher-made test were used to assess groups. Face validity of tests was confirmed by 5 experts in physics and 5 in education and training field. To assess the reliability exam fluidity, the correlation coefficient (0.95) was used. Two methods were used to test the reliability of the achievement motivation test including Cronbach’s alpha (0.87) and split-half. In split-half method, the Spearman-Brown correlation coefficient formula (0.72) was used. Test-retest method was used to determine the reliability of the tests. The correlation coefficient between the results obtained from two tests was 0.96. Data were analyzed using SPSS statistical software version 20 and descriptive statistics, two-sample t-parametric tests at 95%. Results : Findings showed that there is a significant difference between the mean scores of the fluidity of the experimental group (38.14) and the control group (41.71) (P = 0.027). Moreover, there was a significant difference between the mean recalling scores of the experimental group (4.42) and the control group (5.80) (P = 0.002). However, there was no significant difference between the mean scores on educational attainment in experimental group (39.18) and control group (41) (P = 0.09). Furthermore, no significant difference was observed between the mean score of educational attainment (12.23) and the control group (13.25) (P = 0.395). Conclusions : Creativity, recalling power of students in traditional classroom physics 1 was more than the smart classroom at the end of the school year. Moreover, there was no significant difference between the two classes regarding the educational attainment and the achievement motivation.

Impact of conflict on medical education: a cross-sectional survey of students and institutions in Iraq

ObjectiveThis study surveyed all Iraqi medical schools and a cross-section of Iraqi medical students regarding their institutional and student experiences of medical education amidst ongoing conflict. The objective was to...

Policing, Schooling and Human Capital Accumulation

A substantial body of empirical and policy literature argues that greater investment in schools can be a powerful tool against criminality and violence. On the other hand, recent work has demonstrated that low levels of public safety can have serious detrimental effects on educational outcomes. This paper develops a model to analyze the roles that investments in education and public safety have for student's educational attainment, and focuses on exploring the optimal balance between the two public programs. The model analyzes individual decisions to acquire violence related skills (street capital) at the expense of human capital accumulation in a setting where the former can serve to protect one’s property or expropriate that of others. Therefore, if the level of public safety, which helps prevent violent confrontations, is low, the incentives to study will also be lower. Moreover, the agents who accumulate more human capital and hence are more productive suffer a comparative disadvantage in exerting violence because their opportunity cost of doing so is higher. The paper finds, therefore, that if investments in public education increase the productivity spread between adult agents of different ability, the incentives to study might further decrease and lead to a lower output, showing that the benefits of schooling can only be seized if they are complemented with enough public safety.

The influence of closing poor performing primary schools on the educational attainment of students

This paper examines whether the closure of poor performing primary schools improved students' educational attainment. It is believed that school closure affects children's educational outcomes positively because children switch to better primary schools. At the same time, school closure creates a social disturbance such that educational outcomes may be affected negatively. There is no previous literature on the effect of this type of school closure on student performance. The empirical results indicate that student test scores are not affected by the school closure. Children are, however, tracked into higher secondary education levels after the school closure if they received more education years at the new primary school. This effect fades out and eventually becomes negative for children who received more than one education year at the new primary school. The results further suggest that there are no detrimental effects of a school closure in terms of educational performance.

Comparative Study of Parental Involvement and Private Tuition regarding Educational Attainment of Students

This research work was focused on the “comparative study of parental involvement and private tuition regarding educational attainments of students at secondary school level”. A sample of 80 students of 10th class from ten different secondary schools was taken. To analyze the results t-test was used. In this comparison it was conducted that parental involvement turn out significant effect on student educational attainments as compared to private tuition. On the bases of results researcher has analyzed that when parents involve in the studies of their children then their educational attainments is high as compared to private tuition.

Leadership of schools as research-led organisations in the English educational environment

This article examines the conditions for the growth and expansion of research-engaged schools in England. The current policy climate is seeing a rapid growth of autonomous schools coupled with the continuing tendency to hold schools to account for overall student educational attainment indicators. Within this context, the article begins by considering some of the benefits of developing a research-led school culture and gives a brief account of the research-engaged school movement. Using a biological analogy, the article argues for an understanding of the growth of a school research culture as occurring within an interconnected ecosystem. Four ‘nourishing’ factors are explained in detail: systemic connectedness; leadership for knowledge creation; teaching as a research-informed practice; and the school as a learning organisation. School leaders are urged to consider developing a culture of research engagement as a long-term, sustainable improvement strategy.

Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States

After introducing alternative perspectives on assimilation and acculturation, we use the 2002-2012 waves of the Education Longitudinal Study to model differences in educational attainment for students sampled as high school sophomores in 2002. We focus on patterns observed for the growing Mexican immigrant population, analyzing separately the trajectories of 1 st , 1.5 th , 2 nd , and 3 rd + generation Mexican immigrant students, in comparison to 3 rd + generation students who self-identify as non-Hispanic whites and students who self-identify as non-Hispanic blacks or African Americans. The results suggest that the dissonant acculturation mechanism associated with the segmented assimilation perspective is mostly unhelpful for explaining patterns of educational attainment, especially for the crucial groups of 1.5 th and 2 nd generation Mexican immigrant students. Instead, standard measures of family background can account for large portions of group differences in bachelor's degree attainment, with or without additional adjustments for behavioral commitment to schooling, occupational plans, and educational expectations. The broad structure of inequality in the United States, as well as the rising costs of bachelor's degrees, should be the primary source of concern when considering the prospects for the incorporation of the children of recent Mexican immigrants into the mainstream.

Lessons in Sobriety: An Exploratory Study of Graduate Outcomes at a Recovery High School

This study sought to explore drug and alcohol use outcomes and educational attainment of students who graduated from one of the nation's longest-running, public recovery high schools. Seventy-two alumni participated in a survey that included the self-administered Addiction Severity Index (McLellan, Cacciola, Alterman, Rikoon, & Carise, 2006). Twenty-eight (39%) respondents reported no drug or alcohol use in the last 30 days. More than 90% of all subjects reported enrolling in college, and 6 graduated. This exploratory study found relatively high rates of sobriety and educational attainment among participants and paves the way for future research on outcomes of recovery school graduates.