Achievement Of High School Students Research Articles

The relationship between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement in Chinese high school students

This study investigated the relationships between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement among Chinese high school students. A total of 237 10th-grade students in China participated, responding to a 5-point Likert scale questionnaire. Using descriptive and referential statistical analyses, the study found that self-efficacy had a strong correlation with SRL strategies, particularly goal setting and planning. Intrinsic motivation also showed positive, though slightly weaker, correlations with these SRL strategies. Both intrinsic motivation and self-efficacy were closely linked to English language achievement, with self-efficacy demonstrating a stronger relationship. Additionally, SRL strategies such as goal setting, monitoring, and effort regulation were significantly associated with better English learning outcomes, emphasizing their crucial role in academic success. The findings suggest that enhancing intrinsic motivation, self-efficacy, and SRL strategies can substantially improve English language learning. The study recommends educational strategies that focus on these key factors to boost students’ performance and offers suggestions for future research and educational practices.

Анализ взаимосвязей предикторов академической успеваемости школьников методом сетевого моделирования

<p>The problem of studying the factors influencing students’ academic achievement does not lose its relevance in modern psychological and pedagogical science. Such interest arises due to current development of ideas about education as a way of developing human capital, increasing well-being and quality of life of people in modern society. The academic achievement of schoolchildren is largely determined by non-cognitive factors, including personality characteristics, motivational indicators and the development of self-regulation. The present work aims to analyze the relationships between non-cognitive predictors of academic achievement of middle and high school students using the network modeling method. Primary data was obtained using the following methods: V.I. Morosanova’s “The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)”, “Academic Motivation Scale - School (AMS-S)”, “Attitude towards learning in middle and high school”, “Big Five Questionnaire — Children version, BFQ-C”. The average score in Russian language and mathematics was used as an indicator of academic achievement. The sample consisted of 307 secondary school students (37.1% boys, age: 10-18 years). The statistical analysis included calculation of descriptive statistics for 28 indicators, and analyses of partial correlation networks, describing the relationships between regulatory and personality variables, as well as the academic achievement of students in grades 5-6, 7-9 and 10-11. The results revealed significant relationships between variables regardless of the period of education, and differences in the structure of partial correlation networks in grades 5-6, 7-8 and 9-11. It was found that the nature of the relationships between non-cognitive predictors and academic achievement varies depending on the period of study. The result showed that the achievement of students in grades 5-6 is significantly and directly correlated to the indicator of openness to new experience, while in grades 7-9 a direct correlation is also found with the general level of attitude towards learning, and in grades 10-11 - with cognitive motivation, neuroticism and conscious self-regulation. The results confirm the known relationships, and also reveal new ones that were not previously discovered in existing research: for example, a negative relationship between academic performance and cognitive motivation. The article concludes with directions for further research of moderator-mediator interactions between non-cognitive variables in their impact on students’ academic achievement.</p>

PARENTING STYLES AND ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS

This research aimed to analyze the relationship between parenting styles and academic achievement in high school students, at the same time determining the predictive value of parenting styles and sociodemographic variables in academic achievement. In this research 159 participants took part; 88(55.3%) of them were women, and 71(44.7%) of them were men, between the ages of 15 and 18. The Mensa questionnaire was used as a measuring instrument for parenting styles, while academic achievement was measured with the average grade. Through the SPSS statistical package, the data were analyzed, and through Pearson's correlation, it was proven that the democratic style has a significant negative correlation with academic achievements (r = -.182*; p = 0.021), and the authoritarian style has a significant negative correlation (r = -.265**; p = 0.001), while the neglectful and cooperative styles did not show a significant correlation in terms of academic achievement. Predictors: parenting styles and socio-demographic characteristics, turn out to explain the important criterion variable of academic achievements. The results obtained show that 22% of the variation in academic achievement is explained by the group of predictors together (R2 = 0.220; p <.000). A special focus on parenting styles and their promotion would be necessary for interventions aimed at improving academic performance.

The Role of Personal Resources and the Results of External Exams in Explaining School Achievements of High School Students

Badanie miało na celu określenie znaczenia zasobów osobistych takich, jak samoocena, poczucie własnej skuteczności, motywacja do uczenia się i poczucie bezradności oraz wyników egzaminu zewnętrznego poprzedzającego naukę w szkole średniej w wyjaśnianiu osiągnięć szkolnych uczniów szkół średnich. Próba składała się z 489 uczniów trzecich klas szkoły średniej, w tym 220 licealistów, 161 uczniów techników i 108 zasadniczych szkół zawodowych. Hierarchiczna analiza regresji wskazała, że zasoby osobiste i typ szkoły były istotnymi predyktorami osiągnięć szkolnych (R2 = .279). Najważniejszym z nich była motywacja (β =.325). Potwierdzono też pośredniczącą rolę motywacji, poczucia skuteczności i poczucia bezradności w związku między samooceną a osiągnięciami szkolnymi (PROCESS macro). Dodanie do modelu wyników egzaminów zewnętrznych poprawiło znacząco jego jakość. Modelowanie równań strukturalnych potwierdziło dobre dopasowanie modelu (χ2 = 62.20, df = 18, p < .001; CFI = .974; TLI = .946; SRMR = .033; RMSEA = .071). Model wyjaśnił ponad połowę (R2 = .617) zmienności osiągnięć szkolnych uczniów szkół średnich.

Determinants of nutritional status, students’ learning achievement and physical activity: a cross sectional study in Jayapura City, Papua, Indonesia

Optimal learning achievement is often obtained through the consumption of nutritious and balanced food, which prevents poor nutritional statuses. This is particularly relevant to Junior High School students aged 12-15 years, who are more prone to experience malnutrition. Therefore, this study aimed to investigate determinants of students’ learning achievement according to nutritional status, nutritional knowledge, students’ diet, physical activity, and learning interest. This was a descriptive correlation cross-sectional study. Three hundred and fifty Junior High School students in Jayapura Municipality, Papua Province, Indonesia was involved as sample in this study. The study sample were taken by accidental sampling method. The primary data (knowledge of nutrition, diet, physical activity, interest in learning, nutritional status, and learning achievement) and secondary data were obtained from relevant sources and analyzed using frequency distribution analysis and statistical path analysis tests. The results showed the indirect effect of exogenous variables on the endogenous, where nutritional knowledge and students diet influenced nutritional status (p-value = 0.001), but physical activity had no impact (p-value = 0.167). Meanwhile, the direct effect of exogenous variables on the endogenous showed that nutritional knowledge, interest in learning, and nutritional status influenced students’ achievement (p-value = 0.001). Thus, nutritional status plays a significant role in determining students’ learning achievement. Nutrition knowledge and students diet indirectly affect learning achievement through nutritional status. Nutritional status, nutritional knowledge, and interest in learning directly affect the learning achievement of junior high school students. It is important to improve nutritional status through nutritional knowledge as well as students’ diet, therefore this would eventually improve learning achievement. Keywords: nutrition status, students, achievement, physical activity, interest in learning

LIFESTYLE AND BEHAVIOR, NUTRITIONAL STATUS, AND DEPRESSION SYMPTOMS IN RELATION TO THE ACADEMIC ACHIEVEMENT OF JUNIOR AND SENIOR HIGH SCHOOL STUDENTS

This study investigated the relationship between lifestyle and behavior, nutritional status, depression symptoms, and academic achievement of junior and senior high school students in selected secondary schools in the Division of Malaybalay City. The descriptive-correlational research design was employed. Data were gathered from 580 students chosen using total random sampling and were analyzed using descriptive statistics such as mean, frequency counts and percentage, Pearson-product moment correlation, and multiple linear regression. The findings revealed that in lifestyle and behavior, students’ physical activity involved 3 to 4 times of physical exercise per week. Their sleep patterns showed that they felt sleepy only 1 to 2 times weekly during their activities. Their screen time usage averaged 2 to 3 hours for different electronics, with mobile phones or smartphones more often used at over 3 hours. Moreover, the students’ nutritional status through their dietary behavior in terms of food choice revealed that they often put importance on choosing their foods. The diversity of their daily diet included vegetables, starches (e.g., rice and rice products) and meat/fish often, and fruits, milk, fats, sugar and beverage occasionally. The students’ anthropometric measurements had an average weight of 95.90 lbs. and an average height of 178.65 cm. The depression symptoms experienced by the students were borderline to moderate depression levels. The study also found that the students’ academic achievement was very satisfactory. Furthermore, correlation and regression analyses showed that the variables, sleep patterns and depression symptoms, negatively and significantly impact students’ academic achievement. Therefore, less frequency of daytime sleepiness and fewer depression symptoms could increase academic performance. Hence, these findings have implications for students’ academic success and well-being, especially in improving their sleep quality and supporting effective interventions for depression. KEYWORDS: Lifestyle and behavior, nutritional status, depression symptoms, academic achievement

The impact of the COVID-19 pandemic on the academic achievement of elementary and junior high school students: analysis using administrative data from Amagasaki City

AbstractThe coronavirus disease 2019 (COVID-19) pandemic has had a global impact on children’s education. In Amagasaki City, Japan, elementary and junior high schools were temporarily closed for approximately three months during the pandemic. This study examines the effects of the COVID-19 pandemic on academic performance in mathematics and the Japanese language among public elementary and junior high school students in Grades 1 to 8. Using data from the Amagasaki City Survey of Academic Achievement and Life Conditions from 2018 to 2021, this study compares changes in the academic performance of cohorts with and without COVID-19 experience (the COVID-19 and non-COVID-19 cohorts, respectively) 7 and 19 months after school closures using the difference-in-differences method. The findings indicate that the negative impact of the pandemic on academic performance was more pronounced for math than for the Japanese language, both at 7 months and 19 months after the closures. Math scores showed considerable decreases of 0.133 standard deviations (SDs) and 0.249 SDs at 7 and 19 months after the closures, respectively, while Japanese language scores were not significantly affected 7 months after closures but decreased by 0.113 SDs at 19 months after the closures. Furthermore, the negative effects on Japanese language scores were more significant for individuals in younger grades, whereas math scores were consistently affected across all grades. These results have important implications for policymakers and educators struggling to overcome the learning losses among children caused by the pandemic.

Formation and assessment of psycho-emotional resistance of school students at boxing classes in the process of physical education

The article substantiates the need to increase attention to the assessment and formation of the psycho-emotional stability of the body in order to preserve the mental and somatic health of students in the conditions of schooling. It is shown that martial arts, and in particular boxing, have a high potential for the development of motor qualities, the education of strong-willed personality characteristics due to the situational nature of motor loads, which involves overcoming fatigue, pain, restraining emotions and maintaining an optimal level of work capacity in conditions of psycho-emotional stress. The criteria for evaluating the educational achievements of high school students in the process of boxing classes are proposed, taking into account psycho-emotional stability, which includes the assessment of the level of theoretical preparation, general and special motor preparedness, willpower indicators, educational standards are developed for assessing the general motor, special preparedness of assessment and psycho-emotional stability of students 10-11 grades in the process of boxing. The content of boxing classes for the formation of psycho-emotional stability of high school students is determined based on the use of means and methods aimed at the formation of motivation, theoretical knowledge, techniques and tactics of boxing, the development and education of motor and volitional prognostic signs of psycho-emotional stability of students. Means of formation of psycho-emotional stability of high school students in the process of boxing include general development, preparatory, underwater and basic boxing exercises, breathing and relaxation exercises. Used practical methods of teaching the exercise, methods of developing motor qualities (continuous, interval, repeated) and methods of combined influence (circular, game, competitive), educational methods.

Differences in Achievement in Physical Education Learning Outcomes for High School Students Based on Parental Occupation: Analysis of Differences in Parental Social Status in Providing Learning Motivation

This research aims to determine the achievement of Physical Education (PE) learning outcomes based on parents' work and its relationship to differences in parents' social status in providing learning motivation to students. The sample in this research was high school students in DI Province. Yogyakarta Indonesia. Data analysis used descriptive statistics and inferential factorial one-way ANOVA. One-way anova test results Sig. 0.000 < 0.05 so there is a significant difference in the average of the three PE learning outcomes between students whose parents are civil servants, farmers and entrepreneurs. First Post Hoc follow-up test Sig. 0.000 < 0.05, so that there is a difference in the PE learning achievement of students with their parents' jobs as civil servants and farmers. Post Hoc follow-up test for both Sig. 0.375 > 0.05 so that there is no difference in the PE learning achievement of students with their parents' jobs as civil servants and entrepreneurs. Post Hoc follow-up test for the three Sig. 0.001 < 0.05 so that there is a difference in the PE learning achievement of students whose parents are farmers and entrepreneurs. The conclusion of this research is that there is a significant difference in the average achievement of PE learning outcomes for high school students based on the social status of parents' jobs as civil servants, farmers and entrepreneurs. The social status of parents' work has an influence on the PE learning achievements of high school students in relation to providing learning motivation for students. Working as a civil servant requires a person to have a formal education of at least a bachelor's degree, while for farmer and self-employed jobs it is not required to have a formal bachelor's degree. Parents who work as civil servants and have formal educational experience of at least a bachelor's degree, at least have a tendency to motivate their children to achieve good learning outcomes in compulsory subjects such as PE or other compulsory subjects. However, the farming profession could be stronger and higher in providing learning motivation to their children, with the hope that their children who are still studying at high school level will not become farmers like their parents and can continue at a higher level of formal education. Keywords: Learning Outcomes, Physical Education, Social Status, Parental Employment, Learning Motivation.

Development of a learning model for islamic religious education based on a flipbook e-module for junior high school student achievement

Development of a learning model for islamic religious education based on a flipbook e-module for junior high school student achievement

The effectiveness of using the two strategies of blended learning and flipped learning in the achievement of the tenth-grade high school students in the subject of Kurdish grammar.

The aim of the research is to identify the effectiveness of using the blended learning and flipped learning strategies in the achievement of the tenth-grade high school students in the subject of Kurdish grammar. The research community included tenth grade students from literary classes in day high schools for girls. There were (3319) students from the Semel Education Directorate in Semel district for the academic year (2021 – 2022). The sample included (81) students from (Shanaz for girls) and (Kumata for girls) high schools which were selected methodically. The participants for both the experimental and control groups were chosen randomly. The first experimental group consisted of (30) students, while the second experimental group consisted of (30) students from (Kumata high school for girls). On the other hand, the control group consisted of (21) students from (Shanaz high school for girls). The first experimental group used the blended learning strategy and the second experimental used the flipped leaning strategy, and the control group were using the usual method. The researchers prepared (8) daily plans for each method. The achievement test also included (35) ideas of multiple choiceand true and false questions. The validity of the test was extracted, analysis of variance for the test items and the level of difficulty for the test items, the discriminatory power of the test items, the effectiveness of the wrong alternatives, the duration of the test, and the stability of the test were calculated according to the equation (Kiodor- Richardson-20) of (0.90). After a full course, the experiment was completed. The researchers applied the tool, extracted data, and conducted statistical analysis using one-way analysis of variance (one-way ANOVA) and the Scheffe test. The results indicated that the blended learning strategy was more effective in academic achievement compared to both the flipped learning strategy and the usual method. Additionally, the flipped learning strategy showed greater effectiveness in academic achievement compared to the usual method.

The Influence of Parental Motivation on The Achievement of Senior High School Students

This study aimed to determine the significant relationship between parental motivation and achievement of senior high school students. A simple random sampling technique was used to include 56 respondents. Through non-experimental quantitative descriptive-correlational research technique, validated questionnaire, Mean, Pearson-Product Moment Correlation Coefficient (Pearson-r) and Simple Linear Regression; results showed that the level of parental motivation was high or oftentimes manifested. It was also found that the level of achievement was high or very satisfactory. There was a significant relationship between parental motivation and achievement. This implies that when parents show motivation towards their children’s education, the students tend to perform better academically. Accordingly, parental motivation significantly influences student’s achievement. It was recommended that future researchers broaden their scope beyond parental motivation and consider other influential factors on student achievement, such as peer influence, teaching quality, and personal motivation. Longitudinal and intervention studies were also recommended to be conducted.

Prospective secondary teachers’ noticing of students’ thinking about the limit concept: pathways of development

Research has shown that there is a need to examine prospective teachers’ development trajectories related to noticing expertise. An important content in the Spanish high school curriculum (16–18 years old) is the limit concept. Given the importance of this concept in the curriculum and the difficulties some prospective teachers have, developing their noticing of students’ mathematical thinking of this concept in teacher education programs is crucial to achieve high school student mathematics achievement. This study examines how prospective secondary school mathematics teachers (PTs) notice students’ mathematical thinking about the limit concept as they participated in a teaching module. PTs had to anticipate and interpret students’ mathematical understanding and make instructional decisions to support students’ conceptual progression using information about high school students’ understanding of the limit concept. We examined PTs changes related to how they anticipated, interpreted and made instructional decisions during the teaching module. We identified a change in how PTs conceived the understanding of the dynamic limit concept: from all-or-nothing dichotomy to progression; and a change in the instructional decisions they made: from decisions focused on changing the type of discontinuity to conceptual decisions. These changes allow us to characterise development noticing pathways. Our findings also help to identify the teaching module characteristics that support the development of PTs noticing.

Study on the Mechanism of the Impact of Non cognitive Abilities on Academic Achievement: The Chain Mediating Role of Teacher Support and Parent Participation

Based on the China Education Tracking Survey (CEPS) data, a structural equation model was used to study the mechanism of non cognitive abilities on academic achievement of middle school students. The results showed that: (1) there was a significant correlation between non cognitive ability, parental involvement, teacher support, and academic achievement variables; (2) Non cognitive abilities have a significant positive impact on student academic achievement, with pleasant traits in non cognitive abilities having a greater direct impact on academic achievement compared to learning perseverance traits; (3) Parental involvement plays an independent mediating role in the impact of non cognitive abilities on the academic achievement of junior high school students; (4) Teacher support and parental involvement play a chain mediating role in the impact of non cognitive abilities on the academic achievement of middle school students. The results of this study indicate that non cognitive abilities not only have a significant positive impact on the academic achievement of middle school students, but can also have an indirect impact on their academic achievement through two pathways: the mediating effect of parental involvement and the chain mediating effect of teacher support and parental involvement.

Benefits of Sports Activities on Increasing Student Confidence

Background: Sports activities are not just physical exercise, but are also the key to opening the door to increasing self-confidence for high school students. This research explores the positive impact of sports activities on students' psychological aspects, especially self-confidence. Methods: This research is a correlational descriptive study which aims to determine whether there are benefits of sports physical activity in increasing the self-confidence of high school students. The research involved a sample of 60 high school students using random sampling techniques. The research instruments are questionnaires and documentation. Data were analyzed using SPSS version 21 statistical software. Results: The results of the analysis show that there is a positive relationship between learning achievement and emotional intelligence of high school students, with a significance value (p < 0.05). Conclusion: In conclusion, our research has illuminated the profound positive impact of sports activities on enhancing student confidence across various domains. Through a comprehensive exploration of literature and empirical analysis, we have uncovered compelling evidence supporting the multifaceted benefits of sports participation in bolstering students' self-assurance and self-belief.

Common Teaching Strategies of Mathematics Teachers and Learning Achievement of High School Students at Tacurong National High School

Students' academic experiences are greatly influenced by effective teaching methods, especially in topics like mathematics. This study explores the opinions of math teachers about using different teaching pedagogies with high school pupils. Without an organized plan, information could be shared that isn't relevant to the interests of the students, which highlights the need of using a variety of techniques to create positive discipline and encourage student motivation. Twenty-two high school math instructors from a public school in New Isabela, Tacurong City, Sultan Kudarat, were chosen as respondents using a Purposive Sampling Technique. The study uses a validated questionnaire to measure teacher impressions and uses a quantitative comparative design. To evaluate the collected data, statistical methods such as mean, One-way-analysis of Variance, and Tukey-Kramer were used. The computed F-value of 3.238 indicates that the results show a significant difference in the learning achievement of High School pupils in Mathematics when exposed to diverse teaching styles. This emphasizes how crucial it is to modify teaching strategies to meet the various needs of students. The study provides insightful information about how different teaching methods can improve students' academic performance in mathematics, laying the groundwork for further research and possible advancements in teaching methods. Comprehending the viewpoints of educators about these tactics can facilitate the creation of focused interventions aimed at enhancing the educational experience for High School Mathematics pupils.

Analysis of the Effect of School Counseling Services, Social Support, and Learning Motivation on Academic Achievement of Junior High School Students in West Java

This quantitative study investigated the effect of school counseling services, social support, and learning motivation on the academic achievement of junior high school students in West Java, Indonesia. Data were collected from 120 students using standardized surveys, and structural equation modeling (SEM) with Partial Least Squares regression (PLS) was used for data analysis. The results showed a significant positive relationship between school counseling services, social support, learning motivation, and academic achievement. Specifically, school counseling services, social support, and learning motivation were found to positively predict academic achievement among junior high school students. In addition, mediation analysis revealed the indirect effects of these factors on academic achievement through intermediate variables. These findings highlight the importance of a comprehensive support system in driving student success and have implications for education stakeholders looking to improve academic outcomes in West Java and beyond.

The Role of Google Classroom Application in Improving High School Student Achievement

Achievement is the highest achievement of a series of educational processes taken by students by relying on their intellectual and spiritual abilities. To improve student achievement, teachers can utilize existing technology, including the use of Google Classroom applications. The purpose of this study is to determine the role of the Google Classroom application in improving the achievement of high school students. The research method used is descriptive quantitative by conducting field research and data collection techniques by conducting in-depth interviews where researchers ask several questions to class teachers related to existing subjects, learning methods used, then the function of Google Classroom in the learning process, and things that can improve student achievement. The results of this case study explain that the use of Google Classroom applications can improve student achievement, this matter can be seen from the percentage count taken after conducting research. From the research conducted, it can be concluded that this application can be used as a medium for sending the results of assignments given by educators so that it can help improve student achievement. The limitation in this study is that researchers only know the role of Google Classroom applications in improving student achievement in only one school. Researchers hope that further research can conduct more in-depth research related to the role of Google Classroom applications in improving student achievement.

The Development of Quizziz Assisted Think-Talk-Write Approach Teaching Materials to Improve Students Problem Solving Skills on Social Arithmetic

The development of this research was driven by the low academic achievement of high school students in the field of social arithmetic. This study aims to develop teaching materials through a test-assisted think-speak-write approach to improve problem-solving skills. The type of research used is development research with the 4D development model (Define, Design, Develop, Dissemination). Research using this model is limited to stage 3 (define, design, develop) due to limited research time. The object of this study was students of class VII at Al-Fatih KBB integrated college with data analysis techniques using descriptive qualitative techniques. Data was collected and then analyzed using Microsoft Excel. Results shows that the feasibility of teaching materials can be seen from the results of the evaluator's assessment, small-scale tests and large-scale tests. At 91% and 95% in the "Very Decent" category. Thus the student response to teaching materials has developed with a percentage of 82% and 84% are in the "Very Realistic" category. The limitations encountered in the development of educational materials are supported by the quizizz application. Study time is limited and school facilities are very inadequate to carry out learning in the classroom. Learning by using teaching materials media assisted by the quizizz application can be used and can be developed by the teacher on ongoing basis with different materials and themes.

Самостоятельность и инициативность старших школьников в учебном моделировании

<p>The task of the work is to present initiative and independent educational modeling as the highest possible achievement of high school students (15 -17 years old). The application of the "case study" within the framework of a multi-year genetic-modeling experiment made it possible to describe the precedents of educational modeling in high school, demonstrating the initiative and independence of students in modeling. An analysis was carried out of video recordings of 14 lessons on setting and solving one educational problem, the results of a focus group with 5 teachers and written work of 20 eleventh grade students. Due to prior learning based on the principles of learning activities, students of this age are able to invent and analyze modeling tools necessary to capture implicit subject relations, as well as to transform the model by holding the problem for the time necessary to solve it. In this case, the training model acquires the features of an exploratory model. It is shown that the model is not only a means of fixing subject relations for the classroom community, but also a way of expressing their understanding, i.e. a means of communication.</p>