High-achieving Groups Research Articles

대학의 재직학습자를 위한 단기 영어프로그램 효과 분석

The purpose of this study was to examine the effects of a short-term English program designed for work-study college students on the learning outcomes and experiences. We analyzed changes in TOEIC scores, learner beliefs, and learning experiences of 24 students who participated in the six-week program. Changes in learning experiences were analyzed through sentiment analysis of learning diaries using Google Natural Language API. Our findings showed that the outcomes varied according to the attendance rate, with the high attendance group showing a statistically significant increase in TOEIC scores. As for the changes in learner beliefs, the high achievement group showed increased positive beliefs about learning outcomes and confidence while the low achievement group perceived learning English as difficult, and their confidence remained unchanged. Sentiment analysis of learning diaries to evaluate the changes in learning experiences showed a V-shaped curve for the sentiment scores of the high achievement group whereas the low achievement group’s scores decreased as the program progressed. Based on the word cloud and qualitative analysis of the diaries, the key learning obstacles were irregular attendance, lack of study time, and difficulties in understanding the lessons.

Student Self-perception on Digital Literacy in STEM Blended Learning Environments

As students transition into tertiary blended learning environments, their digital literacy in terms of technical capabilities have potential to impact on their access to digital resources. The first foundational year of STEM degrees includes compulsory courses across a broad range of scientific areas, each of which incorporates online technology in a discipline-specific manner. Given the diversity of online resources that STEM students need to access across their first-year coursework, this study applies learning analytical methods to determine whether students’ perceived level of digital literacy has an effect on their navigation of learning management systems (LMS) and overall academic performance. The frequency and nature of LMS interactivity were examined across four first-year STEM courses offered in the same semester at a single institution, using a K-means cluster analysis to group student responses. It was observed that high achieving students accessed LMS resources more frequently than mid or low-achieving students across all four STEM courses. Students’ perceived level of digital literacy was collected via survey (n = 282), and students were sorted high (n = 106) and low-level (n = 176) of perceived digital literacy—HDL and LDL, respectively. HDL students were not consistently found in the high-achieving academic group and did not perform better in their overall grade when compared to LDL students. LDL students were observed to perform better in specific online assessment tasks, which may be attributed to their increased frequency of LMS interactivity. These findings highlight the delicate balance between students’ perceived level of digital literacy, motivation for engaging with online learning environments, and academic performance.

Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea

PurposeThis study examined how students’ academic performance changed after undergoing a transition to online learning during the coronavirus disease 2019 (COVID-19) pandemic, based on the test results of 16 integrated courses conducted in 3 semesters at Hanyang University College of Medicine in Korea.MethodsFor the 16 required courses that formed an integrated system-based curriculum running for 3 semesters, the major examinations’ raw scores were collected for each student. Percent-correct scores were used in the subsequent analysis. We used the t-test to compare grades between 2019 and 2020, and the Cohen D was calculated as a measure of effect size. The correlation of scores between courses was calculated using Pearson correlation coefficients.ResultsThere was a significant decrease in scores in 2020 for 10 courses (62.5%). While most of the integrated system-based curriculum test scores showed strong correlations, with coefficients of 0.6 or higher in both 2019 and 2020, the correlation coefficients were generally higher in 2020. When students were divided into low, middle, and high achievement groups, low-achieving students consistently showed declining test scores in all 3 semesters.ConclusionOur findings suggest that the transition to online classes due to COVID-19 has led to an overall decline in academic performance. This overall decline, which may occur when the curriculum is centered on recorded lectures, needs to be addressed. Further, medical schools need to consider establishing a support system for the academic development of low-achieving students.

Exploring the Relationship Between Social Interaction, Cognitive Processing and Learning Achievements in a MOOC Discussion Forum

In the field of learning analytics, mining the regularities of social interaction and cognitive processing have drawn increasing attention. Nevertheless, in MOOCs, there is a lack of investigations on the combination of social and cognitive behavioral patterns. To fill in this gap, this study aimed to uncover the relationship between social interaction, cognitive processing, and learning achievements in a MOOC discussion forum. Specifically, we collected the 3925 participants’ forum data throughout 16 weeks. Social network analysis and epistemic network analysis were jointly adopted to investigate differences in social interaction, cognitive processing between two achievement groups, and the differences in cognitive processing networks between two types of communities. Finally, moderation analysis was employed to examine the moderating effect of community types between cognitive processing and learning achievements. Results indicated that: (1) the high- and low-achieving groups presented significant differences in terms of degree, betweenness, and eigenvector centrality; (2) the stronger cognitive connections were found within the high-achieving group and the instructor-led community; (3) the cognitive processing indicators including insight, discrepancy, and tentative were significantly negative predictors of learning achievements, whereas inhibition and exclusive were significantly positive predictors; (4) the community type moderated the relationship between cognitive processing and learning achievements.

Vietnamese Americans: History, Education, and Societal Context

While Asian Americans are often depicted as one high-achieving group, there are in fact a wide diversity of Asian American populations that each have their own history and acculturation experiences in the United States. Vietnamese Americans are a particularly unique group; having come with other Southeast Asian refugee groups after the Vietnam War, they are a relatively recent addition to U.S. society with very different circumstances of arrival in comparison with groups from other regions of Asia. This article takes a historical lens to understand the unique factors surrounding Vietnamese American entry to the United States—including policy, societal reception, co-ethnic community, and other barriers and opportunities—that shaped acculturation experiences for this group, influencing their subsequent educational and occupational outcomes.

An Innovative and Interactive Teaching Model for Cultivating Talent’s Digital Literacy in Decision Making, Sustainability, and Computational Thinking

In the modern era, talent cultivation plays an essential role in the transition process to sustainable development. The emerging direction of talent cultivation is intended to achieve global competence in computational thinking and digital literacy; however, there is still a gap in Taiwan. Scholars and educators have identified the contents of digital literacy, which include statistical concepts, data analysis skills, and critical thinking. To fill this gap, this study proposed an innovative educational teaching method that integrates data visualization techniques and critical thinking training to improve students’ decision-making literacy. An experiment on the curriculum with a one-group pre-test and post-test design was conducted for 79 participants. The data consisted of a geographical data map, visualized data diagrams, and a statistical test; the scores for critical thinking, academic self-confidence, and academic performance were separated into high, middle, and low achievement groups. For data analysis, the bootstrapping method (resampled 1000 times), paired sample t-test, and ANCOVA were applied for data analysis to compare the difference between each independent group. The results showed that the post-test scores (statistic test M = 9.59, infographic test M = 6.09, map test M = 5.02) were higher than the pre-test scores (statistic test M = 7.15, infographic test M = 3.46, map test M = 3.13). The most significant implication is the innovative teaching approach based on integrated data visualization and critical thinking. It plays a very significant role in enhancing decision-making abilities.

Analysis of Difficulty Index, Discrimination Index and Distractor Efficiency of Multiple Choice Questions of Speech Sounds of English

The prime purpose of this research article is to analyze 20 multiple choice questions (MCQs) regarding the consonant and vowel sounds of English having asked to the Bachelor of Education (B. Ed) first year major English students in their achievement examination conducted at Makawanpur Multiple Campus, Hetauda, Nepal in 2020. The researcher employed 33% students from the group of high achievers from the top and 33% students from the group of low achievers from the bottom by including 18 students from the population of 27 students. Each item was analyzed for difficulty index (DIF I), discrimination index (DI), and distractor effectiveness (DE). 3 (15%) questions fell in the range of the difficulty index of (0.20 – 0.39). 14 (70%) questions fell in the range of the difficulty index of (0.40 – 0.59). 2 (10%) questions fell in the range of the difficulty index of (0.60 – 0.79). 1 (5%) Question fell in the range of the difficulty index of (0.80 – 0.89). 2 (10%) questions lay in the discrimination index of (0.20-0.29) and 18 (90%) questions lay in the discrimination index of 5 (25%) questions had one non-functional distractor, whereas 15 (75%) questions had zero nun-functional distractor. Out of 60 distractors, 5 (8.34%) distractors were non-functional and 55 (91.66%) distractors were functional. It was found that most of the multiple choice questions were reliable and valid.

The effects of computer-based virtual learning environments on nursing students\u2019 mathematical learning in medication processes

Computer-based virtual learning environments (CBVLEs) are potentially useful teaching tools for training nursing students in professional duties such as the mathematical tasks associated with medication processes. In this study, a CBVLE was designed with well-structured instructional activities such as interleaved practice and feedback. Mathematical medication scenarios and basic arithmetic exercises were integrated into the CBVLE. Four training conditions were used in the CBVLE to facilitate extra support for mathematical medication learning: (1) learning without worked examples, (2) learning with worked examples involving domain-specific knowledge, (3) learning with worked examples involving regular thinking strategies, and (4) learning with combined worked examples. This study was conducted with 118 nursing students enrolled in post-secondary nursing education and Bachelor’s nursing programmes. Students were pre-tested and post-tested on their mathematical medication learning. Training in the CBVLE improved mathematical medication learning for all students from pre-test to the post-test stages, but no differences were found among the four different conditions. Nursing students’ prior knowledge, non-verbal intelligence, and number of correct tasks predicted mathematical medication learning outcomes. When controlling for non-verbal intelligence, students in the condition 1 benefited more than students in condition 3 in terms of their mathematical medication learning outcomes. The same accounted for the support of the low-achieving students in the CBVLE. The support conditions for the high-achieving group appeared to be unimportant for mathematical medication learning. It seems that technology is taken over some of the capacity of working memory, which accounts for the benefits to the low-achieving learners.

Validity Evidence for the Revised Classroom Practices Survey: An Instrument to Measure Teachers’ Differentiation Practices

We evaluated the psychometric properties of the Classroom Practices Survey–Revised (CPS-R) when used with students achieving at low, average, and high levels. A total of 739 teachers completed CPS-R for students in their classrooms. Results showed improvement in the reliability of CPS-R across all achievement levels when compared with its previous version. Internal consistency estimates for the four factors were higher for the high-achieving students (α = .84–.94) compared with estimates for students who achieve at average (α = .83–.92) and low (α = .81–.90) levels. Model fit of the data was in the acceptable range across all achievement levels. However, model fit indices for the high-achieving group were slightly better than for the average- and low-achieving groups. Results support the practical value of CPS-R as a tool to assess teachers’ use of differentiation strategies.

Exploring the Relationship Between Student Behavioral Patterns and Learning Outcomes in a SPOC

As a supplement to face-to-face teaching, small private online courses (SPOCs) have become increasingly popular in higher education. Nevertheless, there is a lack of research on behavioral patterns in the university SPOC. This empirical study investigates the behavioral patterns of 306 undergraduate students taking a degree course partially taught through a university learning platform. Results suggested that task-oriented behaviors accounted for most of the online learning processes. The login behavior was the most significantly correlated with learning outcomes, followed by student engagement with learning activities. The authors found that students' engagement levels had a statistically significant impact on their learning outcomes. Additionally, the high-achieving group demonstrated higher activity levels in performance- and objective-driven activities. The low-achieving group encountered some difficulties in self-regulated learning.

The attractiveness of group potential: The mediating role of anticipated future achievements in willingness to join

The current research examined the effect of group potential—characterized by upward trend—on individuals’ preference for groups. In three experiments, participants (Total N = 189) assessed group members’ impressions, anticipated future achievements, and willingness to join high-potential moderate-achievement and moderate-potential high-achievement groups. As predicted, anticipated future achievements led to willingness to join in the high-potential groups. Specifically, compared with high-achievement groups, participants formed better impressions of high-potential groups, anticipated higher future achievements of them, and were more willing to join them. Importantly, anticipated future achievements totally mediated the effect of group potential on willingness to join. Future directions of research on moderating roles of stereotypes and culture on preference for group potential are discussed.

Pembelajaran Active Learning Tipe Picture and Picture dan Motivasi Berprestasi Terhadap Hasil Belajar Mata Pelajaran Sejarah pada Siswa

The value of IPS-Historical material under the KKM (> 75) is experienced by students of MAN 2 Pasuruan, especially Class XI. Based on the documentation study conducted by researchers, cases of low value of subjects occurred during the last 2 years period. The purpose of this study was to determine: (1) Significant Influence between Active Learning Type Picture and Picture Learning Results with Historical Subjects in Students, (2) Significant Influence between Achievement Motivation with Student Achievement Results in Historical History, and (3 ) Significant influence between Active Learning Type Picture and Picture Learning, Achievement Motivation with learning outcomes of Student History subjects. The research design used in this study was an experimental design. Research location in MAN 2 Pasuruan Pasuruan Regency. The study population was all students of Class XI = 204 students. While the sample was taken 50% = 102 students. Data collection by instrument / questionnaire. The instrument validity and reliability were tested. Data analysis using Anova. The results showed: (1) There was a significant influence between Active Learning Learning Picture and Picture Types with Learning Results of Historical Subjects in Class XI Students in MAN 2 Pasuruan Pasuruan Regency. Therefore, based on the calculation of the hypothesis test it appears that the calculated F value obtained was 45.310 with a significance of 0,000. Because of the significance <0.05, it can be concluded that there is a significant difference in the learning outcomes History after treatment between groups of students who learn with Active Learning learning models and groups of students who learn with Conventional learning models, (2) There is a significant influence between Motivation Achievers with the Learning Outcomes of History Subjects in Class XI MAN 2 Pasuruan, Pasuruan Regency. Based on the analysis of the second hypothesis test, it was seen that the calculated F value obtained was 12,080 with a significance of 0.001. Therefore the significance <0.05, it can be concluded that there are significant differences in the learning outcomes History after treatment between groups of students who have high achievement motivation and groups of students who have low achievement motivation, and (3) Significant influence between Active Learning Type Learning Picture and Picture, Achievement Motivation with student history learning outcomes. The analysis shows that there is no influence between active learning and achievement motivation. But partially there is an influence between learning with learning outcomes and there is an influence between learning motivation with learning outcomes.

The Effectiveness of Teachers’ Corrective Feedback in Enhancing Students’ Ability to Recount Text Writing

Most junior high school students get some difficulties in recount text writing. The purpose of this research is to explain the kind of corrective feedback that is more effective for high achievers’, for low achievers, and for mixed groups of high and low achievers in enhancing their ability in recount text writing and explain the interaction between corrective feedback, students’ prior achievement, and ability in recount text writing. The samples are eighth-graders of SMP Agus Salim. The experiment group receives direct corrective feedback while the control group receives indirect corrective feedback. And from both groups, the researcher divides again into two groups of high and low achievers. Finally, direct feedback is more effective for mixed groups of high and low achievers. The sum of means score of the experimental group is 63.75. While the total means score of the control group is 63.50. The mean score of the high achievers that received direct corrective feedback is 62.00, while the low achievers were 65.5. And from the control group, the high achiever group mean is 66.00 while the low achiever group means is 61.00. So direct corrective feedback is better used for low achievers.

Students With Specific Difficulties in Geometry: Exploring the TIMSS 2011 Data With Plausible Values and Latent Profile Analysis

This study analyzed the Trends in International Mathematics and Science Study 2011 data on fourth-grade U.S. students’ mathematics performance to answer four research questions: (a) How did U.S. students’ geometry performance compare with their performance on the other mathematics subscales? (b) What were the patterns of student achievement among the mathematics subscales? (c) Was there a group of students who demonstrated specific difficulties in geometry only? and (d) Which demographic variables contributed to students’ classification in the group with geometry difficulties? We found that (a) U.S. students’ performance was poorer on the Geometry subscale than on other mathematics subscales; (b) using latent profile modeling, we identified a group of students with the lowest scores across all three mathematics subscales who showed a significant discrepancy between Geometry and the other subscales that did not exist within the high-achieving and average-achieving groups; and (c) gender, age, home language, race, and preference for mathematics and science significantly influenced the probability of being classified in the group with the lowest performance and the largest gap between Geometry and other mathematics subscales. Implications for educational theory and practice are discussed.

Examination of Differences in Academic Achievement Using Latent Mean Analysis

본 연구는 종합적 사고력과 지식탐구역량이 대학생의 학업성취에서 차이를 보이는지 확인하고자 하였다. 이를 위해 충청북도 소재 K대학교 재학생 349명을 대상으로 학업 고성취집단과 저성취집단을 구분하고, 집단 간 잠재평균의 차이를 검증하였다. 종합적 사고력과 지식탐구역량 요인들(목표설정, 학습몰입, 과제수행, 학업성찰, 학습전략)을 잠재변인으로 하여 구조방정식모형의 잠재평균분석을 실시하였다. 분석 절차에 따라 측정모형의 형태 동일성, 측정 동일성, 절편 동일성 등을 검증한 결과, 학업 고성취집단과 저성취집단의 측정모형은 모두 적합도가 수용 가능한 수준으로 나타났다. 동일성 검증에 따라 학업 저성취집단을 참조집단으로, 고성취집단을 측정집단으로 잠재평균을 비교하였다. 그 결과, 학업 고성취집단은 6가지 요인 모두 저성취집단과 유의한 차이를 보였다. Cohen의 효과크기를 보면 과제수행과 학습몰입은 .90 이상으로 차이가 컸으며, 학습전략, 학업성찰, 종합적 사고력 등은 .60 이상을, 목표설정은 .49로 중간수준의 효과크기를 나타냈다. 이러한 연구결과를 바탕으로 대학생의 학업성취에 필요한 학습 방안을 제언하고, 후속 연구에 대한 제언을 논의하였다.The purpose of this study was to determine whether the comprehensive thinking ability and knowledge exploration capability showed differences in the academic achievement of college students. For this purpose, 349 students at K University in Chungcheongbuk-do were divided into high and low achievement groups, and the difference in latent mean among the groups was examined. The latent mean analysis of the structural equation model was conducted with the factors of comprehensive thinking ability and knowledge exploration capability(target setting, learning commitment, task performance, academic reflection, learning strategy) as latent variables. According to the analysis procedure, the model identity, measurement identity, and section identity of the measurement model were verified. According to the test of equality, latent mean were compared with the low achievement group as the reference group and the high achievement group as the measurement group. As a result, all six factors showed significant difference from the low achievement group. According to Cohen s effect size, task performance and learning commitment differed more than .90, and learning strategy, academic reflection, and comprehensive thinking were above .60, and goal setting was .49. On the basis of these findings, the study suggested a study plan for college students’ achievement and discussed suggestions for subsequent research.

The stability and trajectories of teacher expectations: Student achievement level as a moderator

Using three time points of teacher expectation data, this study aimed to examine the stability and trajectories of teacher expectations within a school year in the Chinese junior high school context. The participants were 48 Chinese, mathematics, and English teachers and their 1199 students from 10 junior high schools. The issue of the stability of teacher expectations was explored at individual-student level and student-group level, respectively. Spearman's rank order correlation analysis showed that the stability of individual-student-level teacher expectations varied across different classrooms, ranging from very flexible to very stable. Piece-wise hierarchical linear models indicated that the trajectories of teacher expectations across a school year were different for different-achieving student groups. Students in the high-achieving group were systematically overestimated, and the extent of overestimation increased over a school year for the Chinese and mathematics subjects, whereas students in the low-achieving group were systematically underestimated across the school year. The results suggested that teachers might enhance, or even exacerbate the existing achievement differences between students by expecting more from the high achievers and expecting unjustifiably less from the low achievers.

Language Learning Strategies Used by Students with Different Listening Achievement

The objective of this study was to describe the language learning strategies used by students with different listening achievement. Seventy students from two classes were chosen to participate in this study by using a convenience sampling technique. They were divided into three achievement groups based on the achievement group’s technique by Arikunto (2006). Listening achievement test and modified Strategy Inventory of Language Learning (SILL) questionnaire were used to collect data. The design of this research was descriptive quantitative.
 The study found that high, intermediate, and low achievement group used all six kinds of strategy. High achievement group used strategies more often than intermediate, and low achievement group. Metacognitive strategies were the most used strategies for high, intermediate, and low achievement group. In contrast, affective strategies were the least used strategies for high, and intermediate achievement group. Meanwhile, compensation was the least used strategy for low achievement group.

Are healthy lifestyle behaviors positively associated with the academic achievement of the university students?

Introduction: Universally, the number of students attending the university education is high and increasing. The future of academic graduates is affected by their academic achievement. The purpose of the research was to assess the correlation among academic achievement and healthy lifestyle behaviors in university students. Methods:This cross-sectional research was conducted on 262 university students studying in the selected faculties of Babol University of Medical Sciences based on multi stage sampling technique. The students were categorized to low and high academic achievement groups according to grade point average (GPA) score at the end of the semesters. The health-promoting lifestyle profile with six domains was applied to determine healthy lifestyle behaviors. To investigate the adjusted correlation among the health promoting lifestyle's domains and academic achievement, the multi-variable logistic regression was used. Results:The average age of the university students was 21.36 ± 2.28 years. According to the results, some domains of healthy lifestyle behaviors between the low and the high academic achievement groups were different significantly. The results demonstrated that the spiritual growth (the only domain of healthy lifestyle behaviors) (PV = 0.002) and living situation (PV = 0.043) were significant factors affecting academic achievement. Conclusion:The findings suggest that the public health and educa­tion professionals should try to improve the students’ academic achievement through holding periodic training workshops to promote the their spiritual growth and also consider more quotas for native students to the universities.

Trends in gender gaps: using 20\xa0years of evidence from TIMSS

Potential differences in achievement between female and male students have always been an interesting topic in educational research, as well as having policy and economic implications. This study provides an overview of the so-called “gender gap” in mathematics and science knowledge, based on an in-depth analysis of both extremes of student ability distributions. Evidence underpinning debate on gender inequality in education can be explored by analyzing trends in these distributions over the last 20 years. This new approach to gender gap analysis shows that while the gender gaps that existed 20 years ago have persisted, gender equality in education has increased. The persistent trend of an overrepresentation of male students in the group of high-achievers in both mathematics and science is striking, but male and female students are often also unequally represented at the lower end of the ability distributions. Patterns differ between countries and cycles. In many countries, male students constitute the majority of the lower end of the ability distribution, while in others, more female students are failing to achieve, especially at grade eight. Some countries have shown a reversed inequality trend over the last two decades. With the proposed approach in analyzing gender gaps, differences at the tails of the achievement distributions can be investigated even if the gender distribution is skewed. Policymakers could make use of the approach to closely monitor the development of achievement gaps in their countries and initiate measures to tackle potential causes of inequity, leading to gender inequalities regarding educational achievement.

Happy fish in little ponds: Testing a reference group model of achievement and emotion.

A theoretical model linking achievement and emotions is proposed. The model posits that individual achievement promotes positive achievement emotions and reduces negative achievement emotions. In contrast, group-level achievement is thought to reduce individuals' positive emotions and increase their negative emotions. The model was tested using one cross-sectional and two longitudinal datasets on 5th to 10th grade students' achievement emotions in mathematics (Studies 1-3: Ns = 1,610, 1,759, and 4,353, respectively). Multilevel latent structural equation modeling confirmed that individual achievement had positive predictive effects on positive emotions (enjoyment, pride) and negative predictive effects on negative emotions (anger, anxiety, shame, and hopelessness), controlling for prior achievement, autoregressive effects, reciprocal effects, gender, and socioeconomic status (SES). Class-level achievement had negative compositional effects on the positive emotions and positive compositional effects on the negative emotions. Additional analyses suggested that self-concept of ability is a possible mediator of these effects. Furthermore, there were positive compositional effects of class-level achievement on individual achievement in Study 2 but not in Study 3, indicating that negative compositional effects on emotion are not reliably counteracted by positive effects on performance. The results were robust across studies, age groups, synchronous versus longitudinal analysis, and latent-manifest versus doubly latent modeling. These findings imply that individual success drives emotional well-being, whereas placing individuals in high-achieving groups can undermine well-being. Thus, the findings challenge policy and practice decisions on achievement-contingent allocation of individuals to groups. (PsycINFO Database Record (c) 2019 APA, all rights reserved).