Level Of Academic Achievement Research Articles

Empowering students'engineering thinking: An empirical study of integrating engineering into science class at junior secondary schools

Background, the context, and purpose of the studyWith the prosperity of STEM education, engineering thinking has emerged as a crucial component of engineering education. However, current STEM educational practices do not totally promote engineering thinking among students at junior secondary schools. This paper presents a study that investigates the effects of teaching innovation, specifically the Engineering Integrated Science (EIS) curriculum, which integrates engineering design into science classes. The study aims to explore the impact of this curriculum on the development of junior secondary school students' engineering thinking skills, including systems thinking, critical thinking, and creative thinking. Results, the main findingsThis study employed a quasi-experimental design with 286 junior secondary school students, split equally between experimental and control groups, to investigate the impact of integrating engineering design into science classes on students' engineering thinking. Mixed methods, including pre-posttests and interviews, were used to collect data and evaluate the effectiveness of the EIS curriculum, while also exploring influential factors such as academic achievement levels and gender. The results revealed that the EIS curriculum brought about significant differences in engineering thinking between the experimental group and the control group; the experimental group performed better in the development of systems thinking, critical thinking and creative thinking. Further findings suggested students’ achievement levels and gender difference affected their performance in engineering thinking, for example, students with low achievement levels were comparatively weak at creative thinking; male and female students demonstrated similar levels of engineering thinking, with males showing better performance in creative thinking. Conclusions, brief summary, and potential implicationsThis study employed mixed research methods to analyze and compare the development of students' engineering thinking before and after the implementation of a self-developed EIS curriculum. Overall, the results showed that the implementation of the EIS curriculum could improve students’ engineering thinking significantly, and expose the impact of this curriculum on students’ systems thinking, critical thinking, and creative thinking. The findings will contribute to the research of thinking skills in engineering-oriented STEM education and inform the design and implementation of engineering-oriented STEM education.

A Cross-National Analysis of School Boards’ Roles and Consequences for School Resources and Student Achievement

The role and impact of school boards vary considerably across contexts. Whereas school boards in some communities provide schools with extra resources, others mandate instructional approaches. Despite the potential importance of school boards for school resources and student achievement, related single-country research is limited, and cross-national evidence is even more scarce. Using data from the 2012 PISA and 2013 TALIS, we examine cross-national differences in school board presence, composition, and responsibilities, and their relationship with school resources and student achievement. We find that schools in countries with a higher proportion of school boards have less shortage of school-based human resources and higher levels of academic achievement. We also find that students in countries where a higher proportion of local community members participate in school boards have lower levels of achievement; in contrast, school board participation by parents is positively related to student achievement.

Health-Related Physical Fitness and its Relationship to the Level of Academic Achievement among A Sample of Secondary School Students in the City of Amman

This research set out to determine whether or not there was a correlation between students' levels of health-related physical fitness and their academic performance in Amman, the capital city of the Hashemite Kingdom of Jordan. An independent sample of (841) male pupils from Amman's public schools was used for the research. Their anthropometric data were used to quantify health-related physical fitness, and the school average was culled from students' final grades. The results showed that the study sample was split into six categories based on their level of health-related physical fitness, that there was a direct correlation between health-related physical fitness and academic achievement at the 0.001 level, and that the average percentage of body fat was 25.29%. In light of the findings, the researcher concluded that there is a direct and close relationship between the level of health-related physical fitness and the academic achievement among secondary school students. This is because the negative effects of a high percentage of fat and low physical fitness are not confined to the public health; rather, they extend to a low level of academic achievement and the associated psychological problems among students. As participating in sports has been shown to improve kids' health, mental well-being, social skills, and academic performance, the study's author suggests ramping up the number of sports offered to Amman's school students.

The relationship between quality of the present level of academic achievement and functional performance statement and student learning

AbstractThe present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r2 = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r2 = 0.05) and math (r2 = 0.07). Implications for research and practice are included.

Explaining the academic achievement gap of immigrant youth in Austria

Informed by a risk and resilience developmental perspective, this study tests individual, family and school level processes as potential explanations of the immigrant academic achievement gap. In total, 1155 adolescents (48% girls; 20% immigrants, 11–14 years) attending grades 5, 6, 7 and 8 in secondary schools participated. Controlling for gender, age, citizenship, country of birth, SES, and school type, immigrant adolescents had lower levels of academic achievement compared to non-immigrants. High levels of scholastic anxiety, low levels of scholastic self-concept, high levels of parental performance expectations, and high school performance expectations helped to explain these associations. In the full model, only scholastic anxiety and self-concept remained significant mediators. Recommendations are to implement positive and growth-oriented student-centred teaching styles to reduce the immigrant academic achievement gap.

The methodological basis for increasing the internal intellectual potential of physical education and sports students

The intellectual potential of a person is closely related to the concept of intellectual capital as a component of human capital. This study aims to consider intellectual potential based on available psychometric methods and establish correlations between this potential and demographic and other easily observable factors. The study involved 128 students from universities and colleges of physical culture and sports located in Pavlodar (Republic of Kazakhstan). The study revealed a strong correlation between the level of academic achievement of the participants and the results of tests of general and implicit intellectual abilities (CCAT and IO4). Also, no significant correlations were found between the results of these tests and the factors of gender, age, and the year of study. A strong correlation was observed between the results of the two tests, which may indicate a close relationship between constantly used and hidden intellectual abilities. The research results can be used to improve the quality of training physical education teachers. The measurement and methodologically correct development of the intellectual potential of teachers multiplies the subsequent increase in human capital at the expense of their prospective students. Keywords: cognitive abilities; cross-disciplinary learning; intellectual capital; intellectual development; physical education.

Assessment of CLOs, PLOs, ILOs, SLOs: An academic programme for educational theatre as a model

Introduction. Educational theatre combines integrated opportunities and forms of education using theatrical arts. It develops in students the ability to use their proactive experiences into absorbing and challenge social reality. The educational value of theatre and performing arts is widely recognised, leading to the integration of theater programmes into the curriculum of universities globally. These programmes are overseen by specialised departments, and universities have established resources for instruction and training. Aim. The present research aims to evaluate the educational outcomes of the Academic Programme for Educational Theatre at the Faculty of Specific Education at Mansoura University in Egypt to ensure that the graduates are ready for the changing conditions of the economy and the needs of the labour market. Concerning the same, the adoption of educational theatre as a model had not been evaluated in the country. Methodology and research methods. The current study finds the role of SLOs, CLOs, PLOs, and ILOs as measures to examine the impact of the educational theatre model. Using a mixed method with the survey of 50 students and interviews of 20 faculty members of the Academic Programme for Educational Theatre, the identification of educational theatre’s impact on the learning outcomes of students is determined. Results. The results show that academic educational programmes depend on the performing arts and the participation of the learner in vocal performance, acting, and movement, activate the learning process and make the educational environment more effectively and greatly improve the learning and practice process. The results also emphasised the significance of educational institutions, particularly universities, in adopting academic programmes that incorporate practical experience, training, hands-on activities, and utilising appropriate evaluation methods. Scientific novelty. These academic educational models help engage students to create a positive emotional state, drive curiosity, strive to excel, build national character, focus on social issues, and believe in their capabilities. Practical significance. Accreditation of academic programmes based on practice and training develops students psychologically and mentally and raises the level of academic achievement and professional and personal development. Therefore, the study recommended the adoption of educational theatre courses in Egypt to ensure that the students are prepared to adapt to the changes in the labour market.

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

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

중학생의 학업적 자기효능감, 학업무기력, 학업성취의 종단적 관계

This study empirically analyzed the longitudinal interrelationships among academic self-efficacy, academic helplessness, and academic achievement of middle school students using data from the 1st-3rd wave of the Korean Children and Youth Panel Survey. By applying the autoregressive cross-lagged model, academic self-efficacy, academic helplessness, and academic achievement are seen to be stable over time, and the level of academic self-efficacy, academic helplessness, and academic achievement at the previous time point are verified to affect each variable at the later time point. As a result, first, academic self-efficacy, academic helplessness, and academic achievement at the time of the first year remained stable until the second and third year of middle school. Second, academic self-efficacy at the previous time negatively predicted academic helplessness at the later time and positively predicted academic achievement. Third, academic helplessness at the previous time predicted academic self-efficacy and academic achievement at the later time negatively. Fourth, while academic achievement at a previous time point positively predicted academic self-efficacy at a later time point, it was found that academic helplessness did not significantly predict academic self-efficacy. Based on the results, it was suggested that the academic self-efficacy intervention program is needed as a preventive measure to resolve academic helplessness in middle school students.

The Relationship Between Emotional Quotient (Eq) and Academic Achievement of Biology Education Students During The Pandemic Time of Covid-19

This research was motivated by the presence of online learning in the era of the Covid-19 pandemic, which left various kinds of problems, one of which was the academic achievements obtained by students during online learning. Academic achievement is a measure of success in learning for students. Many factors influence academic achievement, one of which is Emotional Quotient (EQ). The purpose of this study was to find out 1) The level of emotional intelligence of Biology Education students during the Covid-19 pandemic. 2) The level of academic achievement of Biology Education students during the Covid-19 pandemic. 3) The relationship between emotional intelligence and academic achievement of Biology Education students during the Covid-19 pandemic. This type of research is descriptive quantitative. The population in this study were Active Biology Education Students, totaling 273 students, with a sample of 68 students taken by purposive sampling technique

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

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

A comprehensive review of international students' perceptions of the learning environment in relation to academic achievement

Purpose: The primary purpose of the research is to pursue the international student's perception of the learning environment related to academic achievement in international universities to establish the elements of an educational culture that contribute to the academic achievement of international students. Research methodology: Numerous studies have been conducted over the last few decades to determine how students perceive their learning environment as reflected by their average level of academic achievement. The impact of international students from the Asian & African continent and their social, cultural, and educational experiences on their academic achievement was evaluated by reviewing global and local materials conducted at one Chinese university in Zhejiang province. This study commenced with a search of computerized educational, sociology, and psychology databases using the exploratory phase method. The materials for the review are divided into two sections: a synopsis of academic, social, and cultural consequences & a description and criticism of strategies for promoting international competitiveness and fostering intercultural understanding. Results: International students' perception of the learning environment has a significant impact on academic achievement at international foreign universities, and the findings of this study stimulate the researcher to emerge with new strategies that can heighten the performance of international students.

Effect of test anxiety on academic achievement of adolescents in educational practices

The present study aims at examining the relationship between test anxiety and academic achievement, and determining the effect of gender variables, and academic specialization (sciences/Letters) at the level of test anxiety and academic achievement, among adolescents in educational practices. The sample was based on the convenience sampling, 114 pupils from the upper secondary education in Morocco (between the ages of 16 and 17 years, 57.02% of them were sciences students and 42.98% were Letters students). They all passed the Sarason test anxiety scale, which was the research instrument, and analyze data, and the first continuous assessment scores was used as an indicator of the academic performance of the sample. The results of this study confirmed a statistically significant correlation between test anxiety and academic achievement, with statistically significant differences at the level of test anxiety due to the gender variable, with no differences recorded at the level of academic achievement, and the absence of differences at the level of test anxiety and the level of academic achievement due to the academic specialization (sciences/Letters). Given the negative effects of text anxiety on learner’s academic achievement, finding solutions to overcome test anxiety proves to be a pedagogical requirement.

창의⋅인성 활동이 학업성취도 및 수학적 학습태도에 미치는 영향

Objectives The research purpose of this study is, first, to devise and apply creative and personality activities containing creative and personality elements. Second, it improves learners' academic achievement through creative and personality activities. Third, creativity and personality activities are used to positively change learners' mathematical learning attitudes.
 Methods The study was conducted on 60 students in two classes in the second grade of 00 High School located in 00 Metropolitan City where the researcher works. Two classes were selected based on the results of the midterm exam in the first semester of the second grade, and the first class was divided into a research class and the other class was divided into a comparative class, and 13 classes were conducted for about two months from May 2 to July 5, 2021. The research class (30 students) was taught as creative and personality activities, and the comparative class (30 students) was taught based on traditional textbooks. The learning activities of the research class and the comparative class were different. The contents of the map were taught at the same level. In the research class, the ratio of classes with creative and personality activities and classes with traditional textbook-oriented classes was 4:6. This researcher was in charge of the second grade, so the study was conducted on the second grade. The actual instruction of the class was guided by the researcher in the research class and the comparison class.
 Results As a result of the study, first, in this study, the learning contents for each unit were first set and creative and personality activities were conducted. By applying this to the class, it was possible to improve academic achievement and mathematical learning attitude. Second, creativity and personality activities were more effective in academic achievement and mathematical learning attitudes compared to traditional textbook-centered classes for students in the upper, middle, and lower ranks. Third, in creative and personality activities, low-ranking students, who are usually ignored in math classes, also became interested in the class, showing an improvement in the level of academic achievement.
 Conclusions In conclusion, the research class taught as creative and personality activities had significant differences in academic achievement and mathematical attitudes compared to the comparative class.

대학생의 학업참여도와 학업성취도 관계 연구

Objectives The purpose of this study is to compare the differences in academic participation between the low-achievement group and the high-achievement group according to the level of academic achievement, and to identify the relationship between the factors of academic participation and academic achievement. This is to preemptively identify academic participation factors related to academic achievement at the university level and prepare strategies for customized learning support for each learner's characteristics.
 Methods For the purpose of this study, a total of 306 students from A University located in Gyeonggi-do were selected as subjects of study, one with a score of less than 2.5 and those with a score of 4.0 or higher based on the GPA, which is the average GPA of the semester. In addition, cumulative academic data related to academic participation and academic achievement were collected and analyzed. Independent variables The variables for academic participation are attendance score, course credits, number of LMS accesses, number of access to the non-department integrated system, number of times to participate in the non-department program, the number of consultations with advisors, and the number of book loans. Dependent variables are GPA, which is academic achievement, and whether or not academic achievement is low or high. For data analysis, SPSS 28.0 statistical program was used. An independent sample t-test was conducted to compare the difference in academic participation between low-achieving students and high-achieving students, and multiple regression analysis was performed to verify the relationship between academic participation and academic achievement.
 Results According to Research Question 1, the degree of academic participation was found to be statistically significantly higher in the high-achieving group than in the low-achieving group in attendance score, number of credits taken, the number of LMS accesses, the number of access to the non-departmental integrated system, the number of times of participation in the non-departmental program, and the number of consultations with the advisor. According to Research Question 2, It was confirmed that the higher the attendance score, the number of credits taken, and the number of consultations with the advisor, the higher the academic achievement level.
 Conclusions In this study, the fact that the difference in academic participation between the two groups according to the level of academic achievement was identified and the relationship between academic participation and academic achievement was reconfirmed has educational significance as the justification for differentiated educational support for each group and the establishment of evidence. In addition, by recalling the importance of academic data, it can be used as a reference material for educational use of academic data in universities in the future.

Offshore Teachers Multicultural Education in Influencing Student Academic Achievement

The United States has always been a diverse nation with different races and cultures that impact American classrooms. Offshore teachers who opted to teach in the United States are always challenged to improve the overall academic achievement of their diverse students and must hold the expectation that all students in their classes can be successful despite cultural differences. This study explores the understanding of offshore teachers’ multicultural education and its influence on student academic achievement, the dimensions of multicultural education that contribute to the level of cultural, instructional proficiency, and academic achievement, and the additional types of professional development to support teachers in becoming culturally proficient. The core questions of this study seek to identify the specific data needed to enhance offshore teachers’ multicultural education, the contributions of multicultural education dimensions to academic achievement, and what additional supports are necessary for offshore teachers to become culturally proficient. This phenomenological qualitative study utilizes the sample of offshore teachers in the counties of Maryland. Data are collected through Face-to-face and focus questions, and Dedoose utilization produces three themes. The study reveals that offshore teachers do not have in-depth knowledge of multicultural education, that the degree of importance of multicultural education dimensions varies from each offshore teacher, and additional trainings are necessary for these educators to become culturally and instructionally proficient in teaching people of color.

The impact of campus housing problems faced by female expatriate students on the level of their academic achievement

AbstractThis study aimed to identify the impact of campus housing problems faced by female expatriate students on their academic achievement. The study sample included 140 female students living in campus housing. The results showed that the value of the impact of campus housing problems on academic achievement reached a total weight of 7663 and a weighted relative weight of 60.82%, indicating a moderate level of impact. Psychological problems were ranked first at 35.01%, followed by social problems at 32.63%, and organizational problems at 32.3%. The study concludes several key problems faced by female expatriate students, including a lack of social support, difficult procedures for family visits and a lack of study resources within campus housing such as offices, stationery, ink, paper and printing. These problems have led to a poor level of academic achievement for female expatriate students.

An Experimental Study on the Implementation of a STEAM-Based Learning Module in Science Education

Over the last decade, there has been notable academic interest in the multidisciplinary studies of science education with the emergence of STEAM. Accordingly, this study aimed to conduct an experimental study to explore the effectiveness of a STEAM-based space-themed learning module in science education taught to primary school students. The sample of the study was 6th- and 7th-grade students from the Central Anatolia Region of Turkiye. The experimental group consisted of 180 students, whereas the control group consisted of 94 students. The STEAM-based learning module was applied to the students in the experimental group, and the traditional lecture-based approach was applied to students in the control group. The traditional education and intervention lasted eight weeks. The chi-square test and one-way ANOVA were used to analyze the differences and associations between the variables. The results indicated that gender and academic achievement level were the two key factors determining the effectiveness of the STEAM-based learning module. The comparison of the pre-test and post-test scores indicated that the scores of the female students who participated in the module increased the most. This suggested that girls benefited more from the STEAM-based learning module than boys. Further, the lecture-based approach led to a decrease in some high-achieving students. The findings have implications for educational policymakers, curriculum developers, and syllabus designers.

IMPACT OF TELESCHOOL TRANSMISSION PROGRAMS IN PAKISTAN ON STUDENTS’ ACADEMIC ACHIEVEMENT DURING COVID 19 PANDEMIC

This study aimed to investigate the impact of the tele-school transmission program in Pakistan on students' academic achievement during the 2019 pandemic. The objectives of the study were to analyze the level of tele-school program usage by primary school students in Pakistan during the COVID-19 pandemic and to assess the level of academic achievement of primary school students in different subjects during this challenging period. The study population comprised 360 government girls' primary schools in the Haripur district. The reliability of the measurement scale was assessed using Cronbach's Alpha, and all statements were found to be reliable. Data were collected, scored, tabulated, and analyzed using mean, mode, Spearman correlation, and regression analyses as tests of statistical significance. The findings revealed that the tele-school transmission program significantly improved students' academic achievement across different subjects, including English, Urdu, Math, and Science. Both urban and rural areas experienced the benefits of this program. This research highlights the positive impact of tele-schooling during the pandemic and provides valuable insights for educational policymakers, administrators, and stakeholders to enhance remote learning strategies in similar crisis situations.

How family structure influences middle-school students’ involvement in physical exercise and their academic achievement in China

Increasing research attention is being paid to the factors influencing the comprehensive and healthy development of adolescents. However, few studies have specifically considered cultural contexts, including that of China. Based on public database—The China Education Panel Survey (CEPS) data, this paper takes fixed-effect model to examine the relationship between family structure and physical exercise/academic achievement of middle-school students, plus their intermediary mechanisms. The results were as follows: (1) Middle-school students in intact families displayed higher levels of physical exercise and academic achievement than those in families with one or both parents absent; (2) Family structure influenced middle-school students’ development through the two mechanisms of family socioeconomic status and parental input; and (3) Fathers and mothers fulfill different roles in middle-school students’ development: fathers contribute more to their involvement in physical exercise; mothers contribute more to their academic achievement. The results carry theoretical and practical implications for the development of adolescents, both in China and elsewhere.