Higher Levels Of Achievement Research Articles

Instrument and evaluation of students’ involvement in learning Mathematics in 21-century skills at senior high schools of Riau province

Student engagement is the most crucial factor in learning activities because it is the main factor in improving student learning outcomes in class. This study aims to develop instruments and evaluate student involvement in learning mathematics to achieve maximum learning outcomes at school. The population in this study was all high school students in Riau Province. The sample is 150 high school students selected by multiple-stage random sampling based on high, medium, and low student achievement levels. Data analysis in this study was carried out four times: (1) data analysis based on the results of expert assessment of the instrument with the Aiken formula; (2) small-scale validity data analysis with first-order CFA; (3) large-scale data analysis with second-order CFA analysis; (4) descriptive analysis to see the categorization of student learning engagement in Riau Province whether in very good, good, not good and very not good. The analysis using the Aiken formula shows that 24 out of 27 items developed are valid. The first-order CFA analysis shows that the 24 items distributed are valid. The second-order analysis shows that the construct validity of the learning involvement variable is valid and reliable. The analysis of learning involvement results shows that students' involvement in learning mathematics is in the not-good category. The Riau provincial government needs to maximize student learning engagement which can be done by regulating students' effective study hours at school and home. Collaboration between parents and schools must be improved so parents can control student learning outside of school.

코로나 19 팬데믹 상황에서 고등학생의 영어 학업성취도에 영향을 미치는 원격수업 환경 분석

Objectives The purposes of this study is to examine the effects of the factors in E-learning environment due to COVID19 on 2020 National Assessment of Education Achievement(NAEA) for English subject among high school students.
 Methods About 3 % of sampling classes were participated in NAEA. The achievement test results and the survey results of 10,526 2nd grade of high school students were used in the analysis except the missing values. The demographic characteristics(gender and regional scale) were served as the control variable and hierarchical regression analysis was used.
 Results The research results identifies the factors in E-learning environment affecting scholastic achievement of the English subject after controlling gender and regional scale. Model 1 explains approximately 3.6% and Model 2 shows about 11.9% of coefficient of determination respectably. Students who acknowledge the usefulness of E-learning have higher English scores. Also, students with higher English scores feel that E-learning environment is similar to that of school life. The variables such as ‘time used on private tutoring’, ‘time used on self-directed learning’, ‘anxiety on grade’, ‘interest in learning’ have positive correlation with academic achievement of the English subject. On the other hand, the variables such as ‘sense of belonging to the school’, ‘communication with the teachers regarding career plan’, ‘hangout time with friends’, ‘the amount of home work’, ‘the amount of study’, ‘communication with teachers regarding academic matters’, ‘life style on regular base’ have negative correlation with the academic achievement of the English subject.
 Conclusions The students with high level of English academic achievement tend to perceive that the amount of homework and that of learning are reduced in E-learning environment due to COVID19 compared to in-class learning environment. They feel more anxiety on grade, thus spend more time on tutoring and self-directed study in order to make up the lack of study. It is desirable that the results of current study help aware education gap caused by COVID19 and are able to served as a springboard to provide useful information to establish sound educational policy.

The Influence of Physiological Learning Styles on the Completion of an Online Task in a Law Degree

Advances in educational technology offer many opportunities in the English for Specific Purposes (ESP) classroom: the development of students’ motivation and autonomy; the integration and evolution of Task-Based Language Teaching (TBLT) with the emergence of different types of online learning tasks; or the concern of students’ Perceptual Learning Styles in multimodal environments. This study investigates new generations’ perceptual learning preferences and how digital tendencies may influence students’ academic achievement after the implementation of an online task (i.e., ‘Lesson’).
 An experimental (n=150) and a control group (n=21), from the first year of the bachelor’s degree in Law at a Spanish university participated in this study. Four stages were followed: (1) ‘Perceptual Learning Styles’ Questionnaire’ completion, (2) ‘Lesson’ performance, (3) online exam implementation, and (4) data analysis. After the intervention, results indicate the presence of the ‘Multimodal’ learning style and high levels of academic achievement of multimodal students.

Opportunities to learn literacy in digital classrooms in New Zealand primary schools: Does class achievement level make a difference?

Teaching that is responsive to students requires adjusting lessons based on the current expertise of the students. However, such an approach comes with a degree of instructional risk if the expectations for achievement are lessened for lower-achieving students. The current study aimed to examine whether students' learning opportunities were differentiated as a function of class average achievement levels in a context where students use digital devices for literacy learning. Classroom observations were conducted in 62 New Zealand primary schools (Year 4–8), and the teaching and learning activities were compared between classes with different average achievement levels. Results showed that classes with high and low average achievement levels at the beginning of the school year had some differences in teachers’ instructional practices and student learning activities offered. In particular, students from classes with lower average achievement tended to experience instruction with tighter constraints that provided less autonomy in their learning. The potential implications of differential opportunities to learn for schools seeking more equitable outcomes through digital provision are discussed.

문자 텍스트와 복합양식 텍스트에 따른 학습자의 작문 양상 연구

This study examined the effect of writing depending on Letter-based Text and Multimodal Text, and showed a high level of achievement in writing tasks at a higher rate when students encountered information with multimodal text rather than letter-based text. This result is the result of diagnosing the immediate tasks such as the necessity of education for multimodal text and the implementation of educational content for multimodal text. As students' interviews show, the fact that the multimodal text-based YouTube platform is more actively used than letter-based website search through a search engine is emerging as a prominent social phenomenon that distinguishes it from the past, and it was confirmed again through this study. Future writing education needs to expand writing education based on composite form text, suggesting that composite form text can be utilized in both understanding and expression. Accordingly, research hypotheses 1 and 2 were confirmed. The digital generation is a generation that communicates with images rather than linearly listed textual text, and it is confirmed that it accepts information in complex form text and that this also affects writing. Composite style text that combines various styles such as video, subtitles, and sound stimulates learners' senses so that information processing is different from before.

CARVING SUPERIOR ACHIEVEMENTS THROUGH INNOVATIVE STRATEGIES IN IMPLEMENTING STUDENTS' CREATIVITY

The Development of Creativity-Innovation in Art Education is a learning achievement that is fun, unique, creative, innovative, and democratic initiative (MUKIDI) and the harmony of learning elements that can increase creativity-innovative in art education. The goals of an effective innovative strategy can encourage student creativity, enable students to explore their interests, and talents, provide space for creative exploration, support the development of critical thinking skills, enrich student learning experiences, stimulate student imagination, support creative education and student achievement and know the high level of achievement that has been achieved, student.The research method used was a qualitative method along with sampling from schools RA Darus Salam and using several data collection techniques, including Library Studies Literature study is a data collection technique that is carried out employing research on library literature. So this research concludes that the use of innovative strategies in education within schools RA Darus Salam can open wider opportunities for students to develop creativity to increase their motivation to achieve high achievements. The implication of these findings is the need for changes in the education system that are more supportive of innovation and creativity, by involving all students in schools RA Darus Salam who have an interest in creating a learning environment that stimulates and motivates students to reach their maximum potential in achieving high achievements. Extraordinary.

Sinkendes Leistungsniveau, hohe Chancenungleichheit – Stand und Handlungsoptionen für die deutsche Schulbildung

Abstract A well-functioning education system is characterised by a high level of student achievement and by providing equal opportunities to succeed irrespective of one’s socio-economic background. Using data from standardised achievement tests and on social mobility, we show that the German education system falls short in both dimensions. While achievement rose after the PISA shock in the early 2000s, it has been declining steadily over the past decade. Furthermore, attendance rates for high-track schools (Gymnasium) differ by as much as 60 percentage points across socio-economic groups, illustrating the lack of equal opportunities. We present policy recommendations aimed at addressing the identified shortcomings and improving the current situation.

Clase Invertida en el Logro de Aprendizaje de la Investigación en Comunicación en Estudiantes Universitarios

The purpose of the article is to analyze what is the contribution of the invested classroom strategy in the achievement of learning in communication research in undergraduate university students. The study design was quasi-experimental with pre-and post-test to the experimental and control group. The sample was made up of 50 students (section 1 and 2) of Communication Sciences of the Santiago Antúnez de Mayolo National University (UNASAM) enrolled in the communication research subject in the 2021-I semester. The rubric and the checklist were applied to measure the variables and results that were analyzed using descriptive statistics and the T-Studnt. It was concluded that despite all the obstacles faced by the application of the flipped classroom strategy for the achievement of competency-based learning, the data resulting from the present research reliably demonstrate the effectiveness of this 4 strategy in educational processes because significant differences were identified in the achievement of research learning in communication between the control and experimental group, the latter being the one that reached high levels of achievement.

The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study

There is a paucity of longitudinal studies in online learning across courses or throughout programs. Our study intends to add to this emerging body of research by analyzing the longitudinal trajectories of interaction between student engagement and achievement over a full four-year program. We use learning analytics and life-course methods to study how achievement and engagement are intertwined and how such relationship evolves over a full program for 106 students. Our findings have indicated that the association between engagement and achievement varies between students and progresses differently between such groups over time. Our results showed that online engagement at any single time-point is not a consistent indicator for high achievement. It takes more than a single point of time to reliably forecast high achievement throughout the program. Longitudinal high grades, or longitudinal high levels of engagement (either separately or combined) were indicators of a stable academic trajectory in which students remained engaged —at least on average— and had a higher level of achievement. On the other hand, disengagement at any time point was consistently associated with lower achievement among low-engaged students. Improving to a higher level of engagement was associated with —at least— acceptable achievement levels and rare dropouts. Lack of improvement or “catching up” may be a more ominous sign that should be proactively addressed.

Influence of principal leadership across contexts on the science learning of students

The present study provides insights on the influence of family socioeconomic and school resources on principal leadership and, in turn, the influence of principal leadership on the science learning of students. The study uses data from the Programme for International Student Assessment (PISA) in 2015 (248,620 students and 9370 principals) from 35 developed countries. Three-level structural equation modeling indicates that family and school contexts influenced the enactment of principal leadership. Specifically, principals were able to exercise leadership (envisioning, conducting instructional management, promoting professional development, and advocating empowerment) in schools with more science resources. In contrast, principals seemingly addressed teacher capacity issues by envisioning and promoting the professional development and empowerment of teachers in schools with low socioeconomic status. The instructional management of principals was positively related to the enjoyment and interest of students in science, and those with high levels of such learning attitudes obtained high levels of science achievement. In contrast, the promotion of the professional development of teachers was negatively related to science enjoyment and interest of students.

Review of “Academic Apartheid: Race and the Criminalization of Failure in an American Suburb”

In Academic Apartheid: Race and the Criminalization of Failure in an American Suburb, Sean Drake brings readers into two high schools in a diverse California school district. One is a comprehensive neighborhood school, where high levels of achievement are the norm. The other is an academically segregated “continuation” school, where students from all other high schools in the district are sent when their achievement does not meet the schools’ high standards. Drake shows how the district’s “success frame” of continuously high levels of achievement means that students who slip, even temporarily, are transferred to the continuation school. While based on academic achievement rather than race, Drake describes the separation as a form of apartheid. Clear patterns by race and class distinguish the student bodies of the two schools. Perhaps unsurprisingly, economically disadvantaged, Black, and Latinx students are all more likely than white, Asian American, and nonpoor students to be deemed unworthy of mainstream education and hence placed at the continuation school, which Drake calls Crossroads High School.

The Shifting Public Health Landscape and Virtual Learning Environment: The Effectiveness of Practice-Based Teaching Delivered In-Person, Virtual, and Hybrid.

The pandemic necessitated teaching competencies that allow public health (PH) students to be immediately workforce ready. The shift to virtual learning provided an ideal time to consider pedagogies focused on applied learning opportunities, such as practice-based teaching (PBT). This multi-year, post-test evaluation of one PBT course explored differences in students' competency achievement immediately post-course with different modalities of delivery: fall 2019 in-person (n = 16), summer 2020 virtual (n = 8), and fall 2020 hybrid (n = 15). Using a variety of methods to assess across semesters, the study found virtual and hybrid learning environments resulted in equally high levels of competency achievement as in-person delivery. Regardless of course delivery, students reported, with no difference across semesters, PBT directly contributed to their workforce readiness, helped with acquisition of essential workforce skills such as problem-solving, leadership, and teamwork, and led to skill and knowledge acquisition they would not have achieved in a non-PBT course. The increased emphasis on virtual learning changed the higher education landscape and the need for students to be workforce-ready with the technical and professional skills demanded by the field and offered opportunity to redesign courses with an emphasis on applied opportunities. Virtually delivered PBT is an effective, adaptable, and sustainable pedagogy worth the investment.

Educational (mis)match in the context of new manufacturing: A qualitative comparative analysis study in five European countries

AbstractThe article examines the interplay between shop‐floor employees' educational levels, and firms' training strategies (expressed by the breadth of the training, the extent of the advanced IT training, and skills development in collaboration with local or national technical schools), leading to multinational companies' educational (mis)match in the context of the new model of manufacturing, known as ‘Industry 4.0.’ Following a survey of 26 senior managers from different companies operating in four advanced manufacturing industries (biotech, engineering, fashion and new materials) in five European countries (Germany, Italy, Spain, Sweden and the UK), a fuzzy‐set qualitative comparative analysis (fs/QCA) is applied. The results suggest several equifinal paths to corporate educational (mis)match. The findings reveal the need for a more hybridised coexistence between tertiary education and training activities, which can emerge from the cooperation of local actors (education/training institutions and businesses together). Tertiary education, training programmes focused on advanced IT skills, and collaborating with local knowledge providers can reinforce the effect; indeed, their presence (singly or in combination) intensifying the achievement of high levels of educational match. In the absence of these conditions (singly or in combination), a broad training programme can act as a counterbalance and vice versa. Policymakers should put in place tools to enable more inclusive access to collaborations between local businesses and knowledge providers, promoting an upgrade of educational programmes to develop shop‐floor workers who are more digitally aware, and better prepared to successfully undertake non‐routine cognitive tasks. This would foster the self‐sustainability and flourishing of advanced manufacturing in high‐income countries.

Civic Engagement

Based on the past sixteen years of experience with an online collaborative endeavor offered across differing university types, as well as modes of instruction, the best practice found that by fostering student peer exchanges on a collaborative web site students reached a high level of achievement in these courses. Findings indicate that despite differences in institutions or modes of instruction, students were academically reflective in their peer discussions on the site across geographic boundaries. This best practice concludes that a collaboration with a peer interactive design has an important place in any discipline's goals. It provides the development, implementation, and evaluation of a collaborative interactive online teaching process for incorporation across any disciple, which is an ongoing concern for educators, program designers, university administrators, technical and administrative staff, institutional decision makers, training managers, and publishers on the development and delivery of pedagogical content.

The Potential for Common Core and Response to Intervention as Intersecting Initiatives: Supporting Readers Who Struggle with High-Level Standards

Educators have, to this point, largely viewed the Common Core State Standards (CCSS) and Response to Intervention (RtI) as important but unrelated initiatives. This view is problematic because it fails to acknowledge the potential for RtI to support readers who struggle to meet sophisticated standards and because it fails to attend to ways in which a focus on CCSS enriches RtI programs that are typically characterized by isolated skills instruction. The purpose of this article is to explore opportunities for integrating these initiatives by incorporating the CCSS at each level of RtI. Curriculum based on grade-level CCSS serves as the foundation for Tier 1. Screening to determine which students need additional support also occurs at this level. These students attend targeted Tier 2 classes which focus on off-level CCSS within specific areas of reading such as multi-syllable decoding or retelling, and remain in the regular classroom when a class addresses an area of reading that is a strength for them. Finally, results of Tier 1 unit assessments, the screening measure, and Tier 2 progress monitoring assessments are employed to determine which children need the intense level of support offered by Tier 3 tutoring. I argue here that careful integration of CCSS and RtI levels allows for high levels of achievement for all students.

ВДОСКОНАЛЕННЯ РОЗВИТКУ СФЕРИ СПОРТУ В УМОВАХ УКРАЇНИ: CОЦІОЛОГІЧНЕ ДОСЛІДЖЕННЯ

The purpose of the article was to record and track, based on a set of indicators, the opinion of experts regarding the practice of using the "sports region" effect to improve the development of the field of sports in the conditions of a separate region and Ukraine. Methods. The main method of collecting empirical material is an expert survey using a questionnaire. The methods of extrapolation, exploratory and normative forecasting were used to analyze the obtained statistical material. The results. Taking into account the existence of "sports regions" should be an important part of the strategy for the development of Olympic and non-Olympic sports in Ukraine, as this is confirmed by the support of experts. To achieve this, sports organizations and authorities should develop plans aimed at supporting the development of sports in individual regions. Scientific novelty. The study revealed the peculiarities of the development of the sphere of sports in the conditions of Ukraine. The practical significance. In view of supporting the development of sports that already have long-term and steady success, it is important to provide financial support, infrastructural base and promote the popularization of these sports in the areas where they are most developed. To achieve faster results in sportsmanship, the allocation of resources and support to athletes and teams from regions that already have a high level of achievement should be promoted. Institutions of higher education in the regions of Ukraine should include in the planning of scientific research the analysis of "sports regions" to improve the scientific base and development of sports. Keywords: sport, improvement, development, psychotherapy, sociological research, regions of Ukraine

Motivacija za učenje prirodnih nauka i matematike - istraživanje TIMSS u Srbiji

Student motivation is one of the affective components that plays a key role in learning science. Research shows that in developed countries there is a trend of declining students' interest in science and technology. In this paper, the relationships between intrinsic motivation, Self-Concept, and the achievement of the fourth-grade elementary school students in mathematics and sciences were investigated. The authors also present the results of the secondary data analyses obtained in Serbia by means of student questionnaires and knowledge tests in the last two cycles of the TIMSS research in 2015 and 2019. The questionnaire contains two scales in which motivational variables are operationalized: students' attitudes towards mathematics/sciences and mathematical/ scientific self-confidence. Students' attitude is an indicator of an intrinsic motivation, and self-confidence is an indicator of Self-Concept. The results show that students express a high motivation for learning mathematics and sciences and a high level of Self-Concept. A higher level of Self-Concept is accompanied by a higher level of motivation for learning mathematics and sciences. Individual characteristics of students have a greater influence on achievement than the influence of schools and teachers. Students who express a more positive attitude towards mathematics and science and a higher level of selfconcept in these areas also have a higher level of achievement. The influence of mathematical selfconcept on achievement is particularly significant. The obtained results are in accordance with the findings of the earlier research that indicate complex and controversial relationships between intrinsic motivation, Self-Concept, and mathematical achievement, as well as that other constructs, including Self-Concept, can mediate the links between motivation and achievement. The authors point out the possibilities of encouraging students' motivation for learning. If students are trained in the teaching process to organize their own activities, this will contribute to their experience of autonomy and the development of confidence in their own competence, which positively impacts their motivation for learning.

Effect of Metacognitive Awareness on Students’ Achievement in Mathematics in Public Secondary Schools in Kitui County, Kenya

Deep conceptual understanding enables learners to transfer new knowledge into new situations and apply it in new contexts. Individuals’ understandings of their thought processes as well as monitoring their progress is fundamental for deepening learners’ understanding and that may lead to improved performance. The overall students’ performance in mathematics at the Kenya Certificate of Secondary Education (KCSE) has been low compared to other subjects. Students’ knowledge of facts and skills need to occur in the context of a meaningful and conceptual framework of subject matter that deepens learners’ understanding. The purpose of the study was to investigate effect of Metacognitive awareness on secondary school students’ achievement in mathematics. The Research employed a Quasi-experimental design and in particular Solomon, Four Design. A stratified random sampling technique was used to draw four boys’ and four girls’ extra county participating secondary schools. Assignment of the four schools in each category to either experimental or control group was done through simple random sampling. A sample size of 360 Form three students was used. Students in the experimental groups were taught Formulae and Variations using Metacognitive IMPROVE programme while control groups were taught the same topic using Conventional Teaching Approach (CTA). The instrument for data collection used was metacognitive Awareness Inventory Questionnaire (MAIQ). The overall reliability coefficient of MAIQ using Cronbach alpha obtained was 0.754. Data were analyzed using descriptive statistics (mean, percentages and Standard Deviation) and inferential statistics (test, one-way ANOVA and Post hoc Analysis). The hypotheses was tested at 0.05 level of significance. Data analysis was undertaken with the help of Statistical Package for Social Sciences (SPSS) version 25.0 software. The results showed that students’ Metacognitive awareness resulted to students’ development of the skills of planning, monitoring and evaluating about their own cognitive activities and monitoring the approach they expected to be important for problem solving. The study recommends that teachers should organize the course contents to increase cognitive awareness of the students. Higher cognitive awareness demonstrates high levels of mathematics achievement therefore teacher proficiency need to be adjusted for better teaching and learning.

Relationship of Grit and Resilience to Academic Success among Dental Interns in Western Tamil Nadu – A cross-sectional study

Introduction: Achieving a high level of academic achievement during dental training is of paramount importance. The practice of dentistry has been widely acknowledged as being associated with high levels of stress. In addition to the intellectual skills usually important to identify and develop in medical professionals, there are noncognitive traits such as grit and resilience that are equally important. Aim: The aim of this study was to understand and assess the relationship of grit and resilience to academic success among dental interns in the region of Western Tamil Nadu. Materials and Methods: The study employed a cross-sectional design based on an interview schedule through online delivery methods using the Short Grit and Brief Resilience Scales, in all the dental colleges in Western Tamil Nadu. Scores for both scales ranged from 1 to 5. Pretested questionnaire with 24 questions was used. Ethical clearance and consent were obtained before the study. Statistical analysis was done using SPSS version 17, and the P value was kept <0.05 for significance. A Chi-square test was applied for categorical variables. Results: Out of the 214 respondents, 78% were female. About 60.7% of the respondents reported low grit and 62.1% reported moderate resilience. Self-reported above-average academic success was 74.8%. Self-reported academic success was significantly associated with grit (P < 0.05) and resilience (P < 0.05). Conclusions: This study provides evidence that grit and resilience are important factors that are indicative of dental students’ academic success. Improving grit and resilience may be an important approach to enhance dental training and academic success.

The Impact of Costa & McCrae’s Big Five Personality Traits on Academic Motivation of Part-time Employed Undergraduates

Undergraduates differ in their level of motivation, learning styles, and individual educational preferences. Identifying the relationship between the Big Five personality traits and academic motivation may be central to uplifting the academic motivation of undergraduates towards a higher level of achievement. The objective of the study is to identify the impact of Big Five personality traits namely Neuroticism, Agreeableness, Extraversion, Conscientiousness, and Openness to Experience on academic motivation of Part-time employed undergraduates in University of Sri Jayewardenepura. Since education is the key for most individuals to succeed in their lives, this study contains important information for academic staff to produce high-quality and powerful leaders. Productive graduates will empower the country by bringing new businesses, new technology, new wealth, and ultimately economic growth. Therefore, this study is important not only to undergraduates but also to the growth of the country.