Effects Of Academic Ability Research Articles

Problem-Based Learning and Flipped Classroom: Can it Improve Student Achievement?

The low learning achievement of students is still a problem in the world of education. The application of learning models by less innovative teachers is the main problem. This study aims to examine: (1) the difference in the effect of the combined learning model of Problem-Based Learning with Flipped Classroom and the Problem-Based Learning learning model on student achievement; (2) differences in the effect of academic ability on student achievement; and (3) the effect of the interaction between learning models and academic abilities on student achievement. The sampling technique used a cluster random sampling system. The instrument used was a test which includes a pretest and posttest which functions to determine the level of students' critical thinking skills and academic abilities. This study used an experimental method with a 2x2 factorial design so that four learning groups were formed. The data analysis technique used the Two-Way ANOVA test with unequal cell frequencies. The results of the study show that: (1) there were differences in the effect of the combined learning model of Problem-Based Learning with Flipped Classroom and Problem-Based Learning learning models on student achievement; (2) there were differences in the effect of academic ability on student achievement; and (3) there was no interaction effect between learning models and academic abilities on student achievement. This research is expected to be able to overcome the problem of low student achievement through the application of innovative learning models that can develop students' academic abilities.

Financial Literacy and Demographics on Financial Behavior of Malang State Polytechnic Students

The purpose of this research is to analyze (1) the influence of financial literacy on financial behavior (2) the effect of gender on financial behavior (3) the effect of age on financial behavior (4) the effect of academic ability on financial behavior (5) the effect of residence on financial behavior . The population in this study were all active D3 students in the Business Administration Study Program, State Polytechnic of Malang, consisting of 547 people. The sample was selected using clustered proportional sampling to obtain a total sample of 116 students. The data of this research are primary data and secondary data. Data were analyzed by multiple regression analysis using SPSS version 25.0. The results of this study are: (1) financial literacy has a positive and significant relationship to behavioral finance (2) gender has a positive and significant relationship to behavioral finance (3) age has a positive and significant relationship to behavioral finance (4) academic ability has a positive relationship and significant on behavioral finance (5) place of residence has a relationship on behavioral finance.

Application of Information Communication Technology in Developing Critical Thinking Among Social Studies Pre-Service Teachers in Kogi State

The study examined the application of ICT in developing critical thinking among Social Studies pre-service teachers and assessed the role of gender on the application of ICT in Social Studies. Two hypotheses were tested in this study. The study adopted a quasi-experimental design A simple random sampling technique was used in selecting two out of three Colleges of Education in Kogi State and self-selecting sampling procedure was used in identifying the subjects. The researcher made use of 70 pre-service 200 level Social Studies students in the two selected government owned Colleges of Education in Kogi State. Thirty-five pre-service teachers were selected from each of the two colleges of education. Two instruments were used, namely, Controversial Issues and ICT Instructional Package (CIIIP) and Controversial Issues Achievement Test (CIAT) r = .86. The administration of the instrument lasted for six weeks. Data collected were analysed using ANCOVA. The results of the analysis indicate that ICT related strategies such as social media strategy contributed more significantly than conventional method in enhancing learning outcomes of the students in controversial issues discussion in Social Studies and there is moderating effect of academic ability on the students’ post-test achievement scores in controversial issues discussion in Social Studies. Based on the findings, it is recommended that ICT related strategies will be of immense benefit in improving academic achievement of students in Social Studies, hence the use of ICT in Social Studies classroom should be inculcated in the curriculum of Social Studies educators.

교사-유아 상호작용이 취학 전 유아의 학교준비도에 미치는 영향: 학업능력과 사회적 유능감의 매개효과

본 연구의 목적은 교사-유아 상호작용이 취학 전 유아의 학교준비도에 미치는 영향에서 유아의 학업능력 및 사회적 유능감의 매개효과를 검증하는 것이다. 이를 위하여 육아정책연구소(KICCE)의 한국아동패널연구(PSKC) 자료 중 만 6세 시점에 해당하는 7차년도(2014)에 수집된 총 1,203명의 유아와 유아의 담임교사 응답을 분석 대상으로 하였다. 자료분석은 SPSS 22.0 WIN과 AMOS 21.0 WIN 프로그램을 활용했으며, 분석방법으로는 기술통계, 상관분석, 구조방정식모형(SEM)을 사용했다. 연구결과 첫째, 교사-유아 상호작용과 학업능력 및 사회적 유능감은 학교준비도와 통계적으로 유의한 정적 상관관계를 보였다. 둘째, 교사-유아 상호작용, 유아의 학업능력과 사회적 유능감은 취학 전 유아의 학교준비도에 직접적인 영향을 미쳤으며, 교사-유아 상호작용은 유아의 학업능력과 사회적 유능감을 각각 부분 매개하여 취학 전 유아의 학교준비도에 영향을 미치는 것으로 나타났다. 셋째, 교사-유아 상호작용과 취학 전 유아의 학교준비도의 영향에서 학업능력과 사회적 유능감은 순차적 이중 매개하는 것으로 나타났다. 본 연구결과를 토대로 취학 전 유아의 학교준비도에 영향을 미치는 학업능력과 사회적 유능감 및 교사-유아 상호작용 증진의 필요성에 대해 논의했다.

Unfulfilled Promise of Educational Meritocracy? Academic Ability and China’s Urban-Rural Gap in Access to Higher Education

: With the rapid expansion of higher education, educational meritocracy has received both applause and skepticism among scholars, citizens, and policy-makers. Focusing on China’s urban-rural gap in college enrollment during the expansion, this study examines the differential effects of academic ability on urban and rural adolescents’ college enrollment. Using data from the China Family Panel Studies, the results show that the urban-rural gap in attending academic colleges is largest for adolescents who are at the middle ground of the distribution for academic ability, while the gap in vocational college enrollment is greatest for low-achieving adolescents. Compared to their urban counterparts, the positive effects of academic ability on academic college enrollment are stronger for high-achieving rural adolescents. It has little impact on the likelihood of college enrollment for low-achieving rural adolescents. The results suggest that the major source of China’s urban-rural gap in higher education is unequal access to vocational colleges. The findings provide important insights for understanding how structural, cultural, and policy factors perpetuate higher education inequality in China.

The weak relationship between anatomy competence and clinical skills in junior medical students

In modern curricula, the early integration of anatomy and clinical skills education at undergraduate level is seen as important. However, the direct relationship between medical students' competence in anatomy, and their clinical proficiency during early undergraduate years, has scarcely been studied. In this study, the marks for anatomy and clinical skills of three consecutive cohorts of medical students (n = 538 in total) during their first two years were correlated. The anatomy competence was measured using a new marker, the Anatomy Competence Score (ACS) which was calculated with equal contributions from theory knowledge and its practical and clinical application. Proficiency in clinical skills was determined by OSCE performance marks for stations which examined physical examination and practical procedural skills. The possible compounding effect of students' general academic ability was investigated by using the overall performance mark for each student based on their performance in all subjects over the first two years of the medical curriculum. We found that the correlation between anatomy and clinical skills marks was weak to moderate. However, this correlation was virtually nullified once the effect of academic ability was accounted for. Although these findings suggest that anatomy education does not compliment early clinical education, the lack of complexity of clinical problems used in clinical skills assessments (OSCEs) during the early stages may well be the primary contributing factor to this finding.

Effects of Musical Aptitude, Academic Ability, Music Experience, and Motivation on Aural Skills

A latent-trait model describing the influence of musical aptitude, academic ability, music experience, and motivation for music on the development of aural skills by 142 music theory students was evaluated. The model accounted for 73% of the total aural skills variance, with the ear-training and sight-singing components variance being accounted for by the model at 79% and 44%, respectively. Musical aptitude had the largest effect on performance in the aural skills components of the theory course, and the effects of academic ability and music experience were also statistically significant. Motivation for music did not affect aural skills performance, and it did not correlate significantly with any of the other latent variables.

Gender differences in bursary economics and accounting

This paper characterizes gender performance differentials in the University Bursaries examinations in economics and accounting using a repeated measures multivariate analysis of variance. Controls were made for the effects of academic ability, concurrent study of mathematics and inter‐year variability. The results indicated that significant gender differences were absent. In contrast, the popularity of this course combination exhibited a strong gender bias.

Effects of Academic Ability and Gender on Career Development

This investigation explored the effects of academic ability and gender on career maturity. Groups of gifted, regular curriculum, and special learning needs students were compared. Level of academic ability appeared to exert a strong positive effect on career maturity. Although gender differences were anticipated, the scores for male and female groups were almost equal. The results are discussed within the context of clarifying the career development needs of gifted students.

Effects of academic ability, time allowed for study, and teacher directedness on achievement in a high school science course (ISIS)

AbstractThe simultaneous effects of the two instructional variables of degree of teacher direction (student‐directed versus teacher‐directed) and time allowed for study and the student variable of general ability are described for student achievement in three life‐science instructional modules covering approximately three months. The instructional variables were controlled in this study; that is, high school teachers were randomly assigned to one of six combinations of the student‐directed versus teacher‐directed method variable and the allowed time variable with three levels. Between‐class, within‐class, and between‐student analyses of data for 912 students in 43 classes resulted in a description of effects complicated by the presence of interactions among the three independent variables. For example, there was a disordinal interaction between instructional method and allowed time, so that statements about the relative superiority of the student‐directed and teacher‐directed approaches must be qualified by specification of allowed time. In any event, the estimated differences were modest, suggesting that the factor of possible achievement differences should not be dominant among the many factors considered in selecting an approach. A very modest ordinal aptitude (ability)‐treatment‐interaction (ATI) was also found, although the main effect of ability was quite strong. The allowed time effect suggested the possibility of decreased achievement under some circumstances when allowed time is increased, due perhaps to increased misuse of time and associated disruption.

Social Class, Academic Ability, and College "Quality"

Many studies have examined the effects of social class and academic ability on access to higher education, but there has been little systematic research on the factors influencing who goes where to college. Yet the existing literature indicates that hierarchial differentiation among colleges is an increasingly salient issue for students of education and social stratification. Using nationally representative data from the joint research program of the American Council on Education and the University of California at Los Angeles, this study analyzes the relative influence of social background and academic ability in determining the quality of the college attended. The results indicate that college quality, as measured by selectivity and affluence, is significantly related to social class, with the relationship between the two variables mediated primarily by academic ability. Cross-tabular and regression analyses indicate that measured academic ability is the more powerful predictor of the quality of the college attended, though social class has an independent impact. The study concludes with a discussion of findings that bear on the emerging conflict between merit and equality in higher education. As the proportion of young people attending an institution of higher education approaches half of the 18 to 21 age group (HEW, 1970), the question of who goes where to college becomes increasingly important. Sociologists have long recognized the critical influence of higher education in allocating people to positions in the class structure, and a copious literature examines the influence of socioeconomic status and ability on entrance into college (Folger et al., 1970; Rogoff, 1961; Schoenfeldt, 1968; Sewell and Shah, 1967; Wolfie, 1954). This research has demonstrated that, even when the effects of academic ability are taken into account, there are systematic differentials among classes in access to higher