Higher Achievement Research Articles

Learning and Emotional Outcomes after the Application of Invention Activities in a Sample of University Students

Invention activities can promote reflective learning processes. However, their inclusion in educational practice can generate doubts because they take up time that can otherwise be invested in explaining content, and because some students might experience frustration and anxiety while trying to solve them. This study experimentally evaluated the efficacy of invention activities in a university statistics class, considering both emotions (self-reported) and learning achieved. In total, 43 students were randomly assigned to either (a) inventing variability measures before receiving instruction about the topic of statistical variability, or (b) completing a similar problem-solving activity, but only after they had received guidance with a worked example concerning the target concepts. Students in the first condition acquired greater conceptual knowledge, which is an indicator of deep learning. The emotions experienced during the learning activities were similar in both learning conditions. However, it was notable that enjoyment during the invention phase of the invention condition was strongly associated with higher achievement. Invention activities are a promising educational strategy that require students to play an active role, and can promote deep learning. This study also provides implementation guidelines for teachers while discussing the possibilities offered by new technologies.

Psychological predictors of physics learners’ achievement: The moderating influence of gender

Psychological factors like motivation and self-efficacy have been found to have significant predictive powers on learners’ achievement in physics but literature is silent on how gender influences their predictive powers. Based on this premise, the researchers sought the predictive powers of motivation and self-efficacy on physics learners’ achievement based on gender. A correlational survey research design was adopted for the study with a sample of 375 senior secondary 3 physics learners. Learners' Psychological Factors scale was used for data collection. The internal consistency reliability indices of the items of the two clusters of the instrument were obtained as 0.78 and 0.81 using the Cronbach alpha method. Data were analyzed using regression analysis and t-test of independent samples. Results showed that gender had a significant moderating influence on the predictive powers of motivation and self-efficacy on learners' academic achievement in physics in favor of male physics learners. This implies that male physics learners had higher motivation and self-efficacy than their female counterparts, thereby having higher achievement in physics than later. It was recommended that a favorable academic environment should be provided for female learners to promote their motivation and self-efficacy. Keywords: Gender, Learners’ Achievement, Moderating Influence Physics, Psychological predictors

Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School.

This research investigated whether delayed school entry was associated with higher achievement in national tests of reading and numeracy in Grades 3, 5, 7, and 9 (n=2,823). Delayed entry was related to advantages in reading (0.14SD) and numeracy (0.08SD) at Grade 3, although little variance was explained (1%-2%). This slight advantage persisted for both domains in Grades 5 and 7, albeit with smaller effects. In Grade 9 there was no association between delayed entry and either reading or numeracy. Exploratory analyses with subsamples in each grade (n=424-667) revealed no associations between delayed entry and achievement after controlling for inattention and hyperactivity, and negative associations between inattention and achievement in all grades in both domains (-0.33, -0.49SD).

Observations of student accuracy in criteria-based self-assessment

This quantitative study examines student self-assessment accuracy in supported, criteria-based self-assessment in two business discipline courses. Initial and subsequent student-instructor marking agreement were analysed in two consecutive assessable tasks. Initial over-assessment was widespread and student’s under-assessing was associated with higher achievement. Local Australian students and second-year participants were observed to be initially more accurate and to maintain accuracy more consistently than international and first-year participants. Inaccurate participants, both over and under-assessors, consistently responded to feedback of initial inaccuracy and improved accuracy in the second task through attention and response to criteria level feedback. A clear debiasing response triggered by the strength and direction of inaccuracy signal was noted among the very inaccurate. Persistence in individual’s general orientation in self-assessment was also evident. Self-assessment appeared especially beneficial for low achievers, who recorded strong learning (marks) gains. Overall the observations support the utility of criteria-level self-assessment as a mechanism for developing evaluative judgement and individual’s capacity to attend and respond to feedback. The study points to the ready trainability of self-assessment in suitably qualified populations. Future similar studies could confirm these findings and investigate the question of accuracy maintenance and individual’s persistence of orientation in self-assessment.

Obscuring Equity in Dual Language Bilingual Education: A Longitudinal Study of Emergent Bilingual Achievement, Course Placements, and Grades

Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals’ educational conditions and learning outcomes. Yet, DLBE schools and programs are nested within a broader sociopolitical context which may attenuate the benefits of DLBE. To address the construction of DLBE as a panacea for equity, this study examines a cohort of emergent bilinguals’ academic achievement, middle school course placements, and course grades across 6 school years. The conceptual lens of equity traps is employed to demonstrate how equity is metaphorically trapped within the institutional constraints of schools, specifically master schedules that have courses that range from remedial to advanced. Findings demonstrate that emergent bilinguals in DLBE programs have higher achievement in English language arts (ELA) and math over emergent bilinguals in English as a second language programs. However, emergent bilinguals in DLBE programs also are shielded from advanced‐level electives, reducing future opportunities to learn math and science in high school, demonstrating a unique form of exclusionary tracking. The authors propose a structural matrix that stakeholders can use to examine the equity constraints of DLBE.

Structure and content of the athletes training program in classical powerlifting at the stage of preparation for higher achievements

The basis for building the training of highly qualified athletes in powerlifting for many years is a jump-like or systematic planning of load components in the structural formations of the training process, characterized by increasing volume and intensity as athletes become skilled. As a result of application of such approach to construction of preparation of sportsmen already at a stage of preparation for higher achievements parameters of volume and intensity of loading reach the maximum possible indicators that causes forcing of sports results and exhausts reserve possibilities of an organism of powerlifters. The purpose of this research is to substantiate the structure and content of the training program for athletes in classical powerlifting at the stage of preparation for higher achievements. To achieve this goal, analogy, analysis, synthesis, abstraction, induction, extrapolation, analysis of best practices were used. Based on the analysis of available scientific knowledge and best practices, the structure and content of the training program for athletes in classical powerlifting at the stage of preparation for higher achievements are substantiated. The author's program is based on the use of a differentiated approach to planning the volume and intensity of the load in different groups of exercises in microcycles, which allows to maintain high levels of load intensity against the background of reducing the amount of load. The use of a differentiated approach to the planning of load components in groups of exercises in microcycles provides a sufficient degree of adaptive shifts in the body of athletes to ensure increased performance of competitive activities and reduce the likelihood of forcing sports results.

Algebra by the Eighth Grade: The Association Between Early Study of Algebra I and Students’ Academic Success

Using the High School Longitudinal Study of 2009, we examine the association between taking Algebra I by the eighth grade and students’ later achievements and advanced mathematics course-taking. To explore our research questions, we employ three distinct methods—regression analysis, fixed effects models, and propensity score matching. In all our analytic models, we consistently found that students who have taken Algebra I by the eighth grade are more likely to have higher achievements in the ninth and eleventh grades and to take classes beyond Calculus during high school. Although the study is correlational, considering the increasing number of students taking Algebra I by the eighth grade, its findings have meaningful implications for education policy, research, and practice.

Features of competitive activity of qualified football players at the stage of preparation for higher achievements taking into account the game role

At present, a significant amount of research has been performed to study the motor activity of football players in the conditions of competitions, as a result of which data on the nature and scope of players' actions both with and without the ball have been obtained. The article considers the structure of technical and tactical actions of qualified football players in competitive activities at the stage of preparation for higher achievements, taking into account the role of the game. The technical and tactical actions of football players in competitive activities are analyzed, taking into account the game role. The results of the study of the structure of technical and tactical actions of qualified football players at the stage of preparation for higher achievements in competitive activities, taking into account the role of the game allowed to establish a high level of performance of almost all techniques, largely due to team functions. It is determined that the maximum possible indicators at the stage of preparation for higher achievements are largely due to the course of natural age development. In the process of attacking actions, players use from 2 to 14 passes. Tactical combinations in 2-4 passes more often lead to taking the goal. As the number of passes increases, the effectiveness of the attacks decreases.
 Work on improving the relevant physical qualities can be effective only if the time coincides with purposeful intense training with the peak of age development of a certain quality. It is proved that at this stage it is necessary to gradually increase the level of general and special physical training of football players aged 19-20, taking into account individual characteristics and game role.

САМОИДЕНТИФИКАЦИЯ В КОНФЛИКТЕ ИЛИ ДИАЛОГ КУЛЬТУР? АНТРОПОЛОГИЧЕСКИЙ АНАЛИЗ СТРАТЕГИИ «ОСОБОГО ПУТИ»

n the circumstances of victorious liberalism, represented by the system of welfare state, we constantly see the attempts of self-identification of various groups, communities and even peoples through the situation of conflict. An illustrious example to that is the strategy of “special path” (Sonderweg), which was very typical for different states in different time, and now is still an important instrument of the inner self-identification. However, such a strategy should be realized within both historical and anthropological perspectives: it is its only way to acquire its concrete sense and quit being a mythologem. To achieve this the paper analyzes the self-identification of the parts in the conflict as in the case of such a phenomenon as “the spirit of 1914” — the history of realization such an identification by the German intellectuals in the beginning of 20 century provides us with an important comprehensive material. It is telling that the intellectuals were gravitating from the ideas of Deutscher Sonderweg to understanding of the inner potentials of German culture and society to Pan-European openness and prolific and fruitful dialogue of equal cultures thought the whole course of the previous century. Thus, today the dialogue of cultures appears to be much more efficient and productive way of mutual recognition of the peoples and states, than self-identification through the conflict. Herewith the idea of the inner, organic union of a nation does not disappear; on the contrary, it should be acknowledged as the main power in the process of substantiality of the parts of such a dialogue as the crucial term for its meaningfulness. In this regard, Russian state and Russian society have a considerable potential, as the Russian culture was initially oriented to universal openness and outgoingness, digestion of the highest achievements of various countries and nations while preserving its original self.

Are resource-usage patterns related to achievement? A study of an active, blended, and collaborative learning environment for undergraduate engineering courses

ABSTRACT Pedagogical innovations continue to be developed and adopted in engineering education, but how these pedagogical innovations affect the students’ experiences and learning outcomes is not fully understood. This study investigates the extent to which a student's resource-usage pattern relates to their course grade, scores on problem-solving exam questions, and scores on conceptual exam questions in a resource-rich undergraduate dynamics course. The regression analysis indicates that on average a student's resource-usage pattern is not predictive of their achievement, but it also identifies one individual resource-usage pattern that is associated with higher achievement and one pattern that is associated with lower achievement. Based on the resource-usage behaviours of the students exhibiting these two patterns, general resource-usage suggestions for all of the students in the course are developed. This research illustrates the power of investigating the experiences and achievements of specific subgroups of students, not just those of the stereotypical or average student.

Virtualios mokymo(si) aplinkos įtaka pradinių klasių mokinių matematikos mokymosi pasiekimams

Atsižvelgiant į pasaulyje vykstančius globalius pokyčius visose gyvenimo srityse atkreipiamas dėmesys, kad nūdienos mokinys turi išmokti mąstyti, kelti klausimus ir ieškoti atsakymų, susirasti reikiamą informaciją, ją atsirinkti ir pritaikyti. Atsirandant galimybei mokytis lanksčiau, naudojantis mobiliosiomis ir kompiuterinėmis technologijomis, virtualiomis mokymo(si) aplinkomis, būtina taikyti mokiniams patrauklias, pažangias mokymosi priemones, kurios padėtų plėtoti jų žinias, motyvuotų juos nuolat augti ir tobulėti, leistų ugdyti savivaldžio mokymosi visą gyvenimą principus.Siekiant ištirti virtualios mokymosi aplinkos „EDUKA klasė“ poveikį pradinių klasių mokinių matematikos pasiekimams, buvo vykdomas kvazieksperimentas. Tyrime dalyvavo 100 pirmos klasės mokinių. Mokiniai matematikos pamokose dirbo su „Taip!“ vadovėliu ir „EDUKA klasė“. Tyrimas vykdytas trimis etapais, kurių metu vyko pirmų klasių mokinių matematikos diagnostinis pažangos testavimas. Respondentai buvo testuojami tris kartus per visus einamuosius mokslo metus. Kvazieksperimentas, vertinant mokinių matematikos pažangą, vykdytas natūraliomis vaikams sąlygomis: tiriamieji tyrimo metu dirbo su savo klasės mokytoja, savo klasėje, kaip ir per kitas pamokas. Nustatyta, kad intensyviai integruojama virtuali mokymosi aplinka „EDUKA klasė“ į formalųjį ugdymą, matematikos dalyką, padarė reikšmingą poveikį mokinių matematiniams pasiekimams. Po kvazieksperimento statistiškai patikimai sumažėjo (p<0,05) skirtumas tarp pradinių ir galutinių rezultatų mokinių, turinčių patenkinamą pasiekimų lygmenį. Po tyrimo statistiškai reikšmingas skirtumas nustatytas (p<0,05) ir mokinių, turinčių aukštesnįjį pasiekimų lygmenį.

THE EFFECT OF TEACHING STRATEGIES AND LEARNING STYLE ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using advance organizer strategy was higher than taught by using reciprocal strategy. 2) students’ achievement in reading comprehension with visual style was higher than that students with verbal style, and 3) there was interaction between teaching strategies and learning styles on students’ achievement in reading comprehension. The population of this research was the students in grade X of private senior high school named SMA Kartika I-1 Medan in 2012/2013 school year. The total number of population was five classes containing 200 students. There were two classes containing 83 students chosen as sample of this research by applying cluster random sampling technique. In further, there was cluster random assignment done in both two classes in order to know the position of the class whether as experimental group 1 or experimental group 2.The experimental group 1 was treated by using advance organizer strategy and the experimental group 2 was treated by using reciprocal strategy. Then,the research design was experimentby using factorial design 2x2 because there is two independent variables (teaching strategies) and two attributives (learning styles). The questionnaire was conducted for classifying the students’ learning style upon the visual and verbal. Next, students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two- way analysis of variance (ANOVA) at the level of significance ?= 0,05. The result reveals that (1) students’ achievement in reading comprehension taught by using advance organizer was higher than that taught by using reciprocal strategy, with Fobs= 9,1>Ftab= 3,96, (2) students’ achievement in reading comprehension with visual learning style was higher that that with verbal learning style, with Fobs=11,7 >Ftab= 3,96,(3) there is interaction between teaching strategies and learning styles on students’ achievement in reading comprehension with Fobs= 47,4>Ftab= 3,96. Moreover, Tuckey-Test result also showed that visual style students got higher achievement if they were taught by using advance organizer strategy while verbal style students got higher achievement if they were taught by using reciprocal strategy.

Biology student’s Understanding of Nature of Science (NOS) and metacognitive awareness at higher education

The nature of science (NOS) is a crucial aspect of scientific literacy and also a major goal in science education. To achieve science education goal, students’ knowledge and metacognition are highly required. This study described Biology student’s understanding of NOS and their metacognition at higher education. This study was a survey of semester-four students. Data on NOS was from the Views of Nature of Science (VNOS) questionnaire form B, and students’ metacognition data was from the Metacognitive Awareness Inventory (MAI) questionnaire. Data were analyzed descriptively. The results showed that the average of biology students’ NOS understanding is 60.35%. Based on seven aspects of NOS understanding studied, the highest achievement is in the empirical-based science aspect (68.69%), the lowest performance is in the subjective science aspect which is full of theoretical content (49.49%). Students’ Metacognitive regulation has a lower average (77.4%) than metacognitive knowledge (81.33%). It is found that Biology student’s NOS understanding is still weak, and their metacognition still needs to be fixed. This research suggests that biology student’s NOS understanding and metacognitive awareness still needs to be upgraded through the learning process so that students would be scientifically-literate and successful in their higher education.

EVALUATION OF E-LEARNING IMPLEMENTATION IN THE UNIVERSITY USING DELONE AND MCLEAN SUCCESS MODEL

The objectives of this study are to analyze lecturers’ perceptions of the implementation of e-learning, evaluate the success of the implementation of e-learning, and analyze the factors that influence and lead to the successful implementation of e-learning in Faculty of ABC in XYZ University. This research used quantitative research. The population involved in this study was lecturers of the Faculty of ABC at XYZ University who implement e-learning. This study used Delone and McLean success model. Data analysis techniques used were descriptive and Structural Equation Modeling (SEM) SMART PLS 2.0. The sampling technique used was accidental sampling. This study involved 46 lecturers as the sample using Slovin’s formula, with a significance level of 10%. Data were collected using questionnaires rated with a Likert scale. The results showed that lecturers’ perceptions towards the implementation of e-learning were very good. The highest achievement in its application was found at the level of effectiveness and then followed by a semantic level and technical level. Factors that influence successful implementation of elearning include information quality, use, and user satisfaction with e-learning systems implemented.

Student Sports As A Factor of Training of Athletes of Higher Achievements

Student Sports As A Factor of Training of Athletes of Higher Achievements

Stakeholder perspectives on general competences: The case of graduates of Vietnam National University, Hanoi

This research draws from theories of graduate employability and transferable skills and the TASE project’s 13 graduate competences model, to explore the evaluation of the various stakeholders concerning the degree to which VNU graduates have acquired general competences. The survey measured three variables: (i) importance, (ii) achievement and (iii) priority, using the four categories of ‘none’, ‘weak’, ‘considerable’, and ‘strong’. Between February and December 2018, a total of 818 informants agreed to participate, including 168 employers, 152 alumni, 189 students who had just graduated in 2018 or were about to graduate, 51 lecturers and university managers, and 258 students. The importance of the 13 general competences was rated more highly than graduate achievement. The ability to uphold professional, moral and ethical values was rated by VNU employers as of greatest importance and the highest achievement. Similarly, VNU students and alumni rated this ability as their highest achievement. The ability to conduct research and the ability to understand, value, and respect diversity and multiculturalism were rated as of lowest importance by VNU employers. The former (ability to conduct research) was rated as of lowest importance by VNU alumni and their lowest achievement by both VNU alumni and VNU students. VNU students rated the latter ability (to understand, value, and respect diversity and multiculturalism) as of least importance. The ability to initiate, plan, organise, implement and evaluate courses of action was rated the lowest achievement by VNU employers. The ability to apply knowledge in practice was considered of greatest importance by both VNU students and alumni, but for the latter group this ability ranked equally with the ability to communicate clearly and effectively. Students gave most of their own general competences a significantly lower rating than that given by employers to alumni achievement.Received: 26 June 2019Accepted: 13 March 2020Published online: 19 May 2020

Exploring gender-based biological concepts: an analysis of bilingual secondary school students

The purpose f this study was to analyze gender-based biological concepts understanding at secondary school students of bilingual programs. 6 (sixth) problems, according to Bloom’s taxonomy categorization, were designed consisted of: understanding, applying, analyzing, evaluating, and creating. The topics included cell, classification of the organism, ecology, plant anatomy and physiology, and human anatomy and physiology. Samples were 47 students from grade nine (secondary school) from one of the bilingual secondary schools in Jakarta. Data obtained were analyzed quantitatively and qualitatively. The analysis showed that the average value of the concept comprehension test was 55.07, which was below the Minimum Criteria of Completeness score of 73. The average value of male students was 57.29, and average value of female students was 52.85. There was no significant difference between the learning outcomes of male and female students. Some male students have higher achievements because they have more engagement in science than others. Students’ low ability to understand the biology concept makes them unable to perform their competency at the stages of applying, analyzing, evaluating, and creating. Overall, data showed that the average level of understanding of biological concepts for secondary school of bilingual programs still tends to be low and needs to be continuously improved in the learning process. Further studies, hopefully, can be conducted to develop the most appropriate learning method to improve biological concepts.

Increasing Students’ Participation Through Cooperative Learning Method: A Case of Bonga University first Year Biology Students

Education is a process of facilitating learning or acquisition of knowledge, skills, values, belief and habits. It is bases for development and empowerment for every nation. Cooperative learning is a set of methods in which students work together in small groups and help one another to achieve learning objectives‛ (Johnson & Johnson, 2009). It is well recognized as a pedagogical practice that promotes learning, higher level thinking, pro social behavior, and a greater understanding of children with diverse learning, social and adjustment needs (Cohen 1994). The general objective of the study is increasing first year Biology Department Students’ participation in cooperative learning methods (in collaborative group work). To conduct this study, both qualitative and quantitative research methods were employed. The quantitative data was collected from 44 Biology first year students. Qualitative data was collected through observation and focus group discussion from all students. The primary data were collected through observation and questionnaire from first year biology students. The secondary type of data also collected from related research works, documents at different line, students’ achievement in the previous semester from department and social interaction changes. In the selection of the sample population, available sampling was employed. The data was analyzed by using percentage, and frequencies. The finding of the study revealed that students participation was low in cooperative learning and the practice of Cooperative learning was challenged by different problem like lack of awareness and motivation both in the side of teachers and students, dependence of lower achievers on higher achievers, unequal sharing of work among group members, inappropriate group organization, uncomfortable seating arrangement of students, and insufficient support and follow up from teachers. Nevertheless, by utilizing the proposed actions like creating awareness about the importance of cooperative learning, reorganizing group arrangement, providing different responsibilities for each member of the group and providing the required support for all the groups the researchers observed improvement on achievement of students. Thus, it is possible to conclude that, cooperative learning can improve the participation of students if it is conducted in well-organized way by using different strategies that help learners to take responsibility by themselves. Keywords : Cooperative learning, Participation, Collaborative Learning, action plan/intervention DOI: 10.7176/JEP/11-13-05 Publication date: May 31 st 2020

PENGARUH METODE DISCOVERY-INQUIRY TERHADAP PROFIL KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN TOPIK KELARUTAN

The era of industrial revolution 4.0 contributes major challenges in 21st century of education in obtaining qualified students. Education process lead to the development of student skills and attitudes in addition to the knowledge learning process. Critical thinking skills (KBKr) is one of the 21st century learning skills that students should have and needs to be practiced during learning process in school. One of the learning method to practice KBKr is discovery-inquiry learning method. The purpose of this study is obtain the affect of discovery-inquiry learning method on student’s critical thinking skill achievement in topic of solubility. Method of research is pre-experimental and one-shot case study as the design of method research. Subjects were 41 students at one of the senior high school in Bandung. Instruments of this research are six questions of written test and interview guidelines. Highest achievement at the whole sub indicators is the high ability student’s group. Overall, the student’s critical thinking skill achievement on factors affecting solubility’s learning with discovery-inquiry is good.

ВІКОВА ДИНАМІКА ДОСЯГНЕННЯ СПОРТИВНИХ РЕЗУЛЬТАТІВ НАЙСИЛЬНІШИХ ВАЖКОАТЛЕТІВ СВІТУ НА ЕТАПАХ БАГАТОРІЧНОГО ВДОСКОНАЛЕННЯ

The practice of training the world best weightlifters shows that the pace of development of their sportsmanship and age limits have some differences depending on the stages of long-term improvement. Objective. Determine the age limits and timing of achieving sports results by the world best weightlifters at the stages of longterm improvement, taking into account weight categories and gender differences. Methods. Analysis of scientific literature, documentary materials, generalization of experience of practical work of coaches and athletes, pedagogical observations, analysis and synthesis of age indices and sports results; mathematical modeling, methods of mathematical statistics. Results. The age limits and timing of achieving athletic results by world-class weightlifters depend on what stage they are at. The first stage covers the period from the beginning of sports engagement to entering the level of higher achievements. The second stage is from entering the level of higher achievements until the end of sports career. The duration of the first stage in female weightlifters is significantly shorter (1,0–3,5 years) than in men. They spend less time joining the group of world leaders (1–2 years) than men. But men retain high performance for a long time in the second stage – 11–14 years, while women only 8–11 years. The age limits for Chinese weightlifters to enter the second stage after participating in national championships are: for men on average 22 years (after 1–2 years), for women – 18–20 years, respectively (after 0,5–1 years). The age limits in which they maintain their high sports results also differ: for men – 28–31 years, for women 2–3 years less, i.e. 26–28 years, respectively. The majority (65,0 %) of male athletes achieve high results within 6–10 years, 24,0 % – 11 years and more, and 72,0 % of women – from 5 to 10 years, respectively