Academic Achievement Levels Of Students Research Articles

Analysis of students' difficulties in writing skills in English mathematics courses

This research aims to analyze the difficulties faced by students in developing their writing skills in the Mathematics English course. Through a qualitative approach, this research explores the factors that influence student difficulties, including language aspects and mathematical concepts.. The research subjects taken were 5th semester mathematics education students. The data collection methods used were documentation methods, test methods, and observation methods. The documentation method was used to obtain data about the list of names of students who were used as research subjects. The test method is used to obtain data on student completion of English courses, the observation method is used to determine objective conditions during English teaching and learning activities and to determine factors that can influence the learning process. The location of students' difficulties in learning English lies in abilities including writing ability and listening ability. The difficulty of spelling errors is 30%, vocabulary errors are 40%, listening errors are 10%, and language errors are 20%. This shows that the level of student ability has a role in the student learning process and can be one of the factors that influence the level of student academic achievement.

Pengaruh Keaktifan Berorganisasi terhadap Prestasi Akademik Mahasiswa di Unit Kegiatan Kerohanian Universitas Negeri Padang Tahun 2023

This research is motivated by the many achievements achieved by students of the Unit Kegiatan Kerohanian, both in academic and non-academic fields. Even though they are active in organizations, this does not reduce the achievements they have achieved. This research aims to: 1) determine the level of student organizational activity in the Padang State University Spiritual Activity Unit in 2023; 2) determine the level of student academic achievement in the Padang State University Spiritual Activity Unit in 2023; and 3) determine the influence of student organizational activity on academic achievement in the Unit Padang State University Spiritual Activities in 2023. This research uses quantitative correlational methods. The population of this study was 60 people. The sampling technique for this research is non-probability sampling, or saturated sampling, namely all 60 UKK students. Data collection was carried out through questionnaires. Data analysis uses hypothesis testing, with organizational activity (X1) as the independent variable and academic achievement (Y) as the dependent variable, using IBM SPSS Statistics 26. Based on the research results obtained through questionnaires, 1) In the F test, there was a result of 8.788 with a significance of 0.004. So Fcount is 8.788>4.001 and sig.0.004<0.05, which means that there is an influence between organizational activity and academic achievement. 2) In the results of the coefficient of determination, there is an R square of 0.132 (13.2%), so there is still an influence of other variables of 86.8%.

Academic Skills in Students with Autism Spectrum Disorder and Intellectual Disability: A Systematic Review and Meta-Analysis

Background: A substantial proportion of children with autism spectrum disorder (ASD) also have an intellectual disability (ID). However, the academic achievement levels of students with ASD and ID (ASD-ID) are poorly documented and known. Method: We systematically reviewed studies on school skills (reading, spelling, and math) in children and adolescents with ASD-ID. The search was conducted in seven bibliographic databases: Embase, Pubmed/MEDLINE, PsycINFO, Cochrane Library, Ebscohost, Proquest, and Scopus until 28 May 2022. Results: We identified 33,750 reports, four of which met the inclusion criteria for the review. The studies, characterized by Level III evidence (non-randomized controlled trials), included 535 students, 266 in the ASD-ID group and 269 in the ASD-no ID group. A random-effects model meta-analysis revealed that students with ASD-ID had significantly lower reading, spelling, and math scores than students with ASD-no ID. The effect sizes associated with reading score differences were large, although with significant heterogeneity; similarly, the effect sizes associated with spelling and math score differences were also large, although to a lesser extent than for reading. Conclusions: The co-presence of ASD and ID is associated with significant deficits in reading, spelling, and math. However, the present meta-analytic results rest on a limited number of studies. This contrasts with the substantial proportion of children with ASD who have ID and highlights the need for further research to fill a significant gap regarding the profile of academic abilities of students with ASD-ID.

Gaya Belajar Visual, Auditori, Kinestetik terhadap Hasil Belajar Siswa

This quantitative research which is descriptive and correlation in nature aims to examine the relationship of learning styles to the results of student academic achievement. The population in this study were students of SMP X Airmadidi. The sampling technique used is the convenience sampling method. The number of respondents in this study were 93 students. The instruments used in this study were a questionnaire adapted from Maramis (2012) and the average student scores listed in the report cards for Semester 1. Academic Year 2020-2021. The data analysis technique used to determine the level of student learning styles and the level of student academic achievement is the Mean score and Correlation to determine the relationship between learning style and academic achievement. The results showed that the three learning styles possessed by students were in the high category and the level of student achievement in very good category. Furthermore, the results of this study indicate that there is no significant relationship between visual, auditory and kinesthetic learning styles. It is recommended that teachers should pay attention to learning styles using practice, especially using visual aids when teaching in class.

THE RELATIONSHIP BETWEEN PARENTAL INVOLVEMENT AND STUDENTS’ ACADEMIC ACHIEVEMENT

This study aimed to determine the relationship between parental involvement and students’ academic achievement. In addition, the purpose of this study was to determine the level of parental involvement and student academic achievement. To answer the research questions, descriptive mean analysis and Pearson Product Coefficient Correlation were used. The findings revealed that: (1) the level of parental involvement was 3.82, indicating frequent parental involvement; (2) the level of student academic achievement was 83.07, indicating good academic achievement; and (3) the p =.135 and r =.195, indicating that there is no significant correlation between parental involvement and student academic achievement; however, the correlation was found to be positive but only weakly. The researcher concluded that parental involvement is not a significant factor that has a relationship with student academic achievement. It is suggested that future researchers or teachers look for other factors that have a significant relationship on student academic achievement.

Senaryo Tabanlı Eğitimin Ortaokul Öğrencilerinin Afetlere İlişkin Bilgi ve Tutum Düzeylerine Etkisi

At every second in any part of the world people are faced with a disaster risk. When we look at statistical data, many people lose their lives and the countries are suffering serious damage in material terms. When we look at the content of losses, we see that lack of education has made serious contributions to disaster catastrophe. As schools are among major places where education services are provided, they are the first institutions to provide awareness of individuals in disaster training. In today's developing world, there is change and development in the field of education as it is the case for all fields of life. Educational institutions, that have a traditional education understanding structured with a passive approach based on rote-learning, have adopted the philosophy of constructivist approach with 2005 program change in Turkey. Scenario-based teaching (STÖ) method is one of the education methods that take the student at the center and see the teacher as a guide. As disaster training issues are related to a lot of social loss and risk, the program of disaster training at the secondary school level is included in social science courses. This study analyzes the effects of scenario-based disaster training on the disaster-related information and attitude level of secondary school students. The characteristics of the scenario-based teaching model are thought to be appropriate in teaching the disaster topics included in the updated social studies curriculum and in achieving the goals to be attained by the students. The research was conducted using quantitative research methods. In the quantitative dimension of the study, "pre and post test pattern with control group pattern" was used from experimental designs. The study group of the research is composed of 46 students who are attending to 6th grade in a randomly selected secondary school in Kocaeli, which is the most affected province from disaster in Turkey. The application phase of the study lasted 6 weeks. In this process, the experimental group were taught disaster training activities formed by scenario-based training while the control group were taught according to the currently applied traditional approach based on narrative and question-answer method. Disaster education achievement test (ABT), Disaster preparedness attitude scale (AHTÖ) were developed and used to collect the data of the study. The ABT achievement test and the AHTÖ attitude scale were administered twice to the experimental and control groups as pre - test and post - test. In the study, t-test for independent groups and t-test for dependent groups in the SPSS 22 statistical package program were performed to determine the effect of the course on the knowledge and attitudes of the students when the course is taught with the scenarios prepared according to the STÖ method. At the end of the study, it was determined that there was a significant difference between students' post-test attitude scores for disaster preparedness attitudes. Finding end result one, it shows that the STÖ method increases the attitudes towards the AHTÖ positively. It was determined that there was a significant difference between students' post-test academic achievement scores. These findings indicate that the STÖ method positively enhances the ABT-oriented academic achievement levels of students. In this context, it was concluded that Scenario-Based Training contributes to Disaster-Related Information and Attitude Levels of Secondary School Students.

Matematik Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Öğretimsel Müdahalelerin Öğrencilerin Akademik Başarılarına Etkisinin İncelenmesi

Giriş: Matematik öğrenme güçlüğü yaşayan öğrenciler bilişsel anlamda hiç öğrenememekten ziyade yavaş ve farklı öğrenen öğrencilerden oluşmaktadır. Öğrenme güçlüğü yaşayan öğrencilerin bireysel farklılıkları nedeniyle bu öğrencileri desteklemek amacıyla öğretimsel müdahaleler geliştirilmiştir. Bu çalışmanın amacı, matematik öğrenme güçlüğü yaşayan öğrenciler için oluşturulan öğretimsel müdahalelerin öğrencilerin akademik başarılarına etkisini inceleyen farklı türden birincil çalışmaları sentezleyerek, güncel ve ayrıntılı bir analiz çalışması yapmaktır.Yöntem: Matematik öğrenme güçlüğü yaşayan öğrenciler için oluşturulan öğretimsel müdahalelerin öğrencilerin akademik başarılarına etkisinin incelendiği farklı türden birincil çalışmalar meta analiz yöntemi kullanılarak analiz edilmiştir. Çalışmalara ait etki büyüklük değerleri, heterojenlik testi, yayın yanlılığı ve ara değişken analizlerine ilişkin bilgiler, CMA (Comprehensive Meta Analysis) istatistik programı kullanılarak hesaplanmıştır.Bulgular: Yapılan meta analiz çalışmasıyla matematik öğrenme güçlüğü yaşayan öğrenciler için hazırlanan müdahale programlarının öğrencilerin akademik başarı seviyelerinde geniş bir etkiye sahip olduğu tespit edilmiştir (Hedge g = 0.764, %95 CI = 0.494 - 1.033). Ayrıca yapılan ara değişken analizlerinde etki büyüklük değerlerinin çalışma değişkenlerinden müdahale türü ve tanılama ölçütlerine göre anlamlı düzeyde farklılaştığı; öğrenme alanına, uygulama süresi ve öğretim düzeyine göre ise bir anlamlılık ifade etmediği belirlenmiştir.Tartışma: Araştırmaya dâhil edilen çalışmalardan elde edilen genel etki büyüklüğü (0.764), öğretimsel müdahalelerin matematik öğrenme güçlüğü yaşayan öğrencilerin matematik performansı üzerinde genel anlamda olumlu bir etkiye sahip olduğunu göstermektedir. Matematik öğrenme güçlüğü yaşayan öğrencilerin desteklenmesi amacıyla farklı öğretimsel müdahalelerin geliştirildiği görülmektedir. Geliştirilen öğretimsel müdahaleler, öğrencilere matematik öğretim sürecinde destek olmakla beraber matematik öğrenme güçlüğü üzerine farkındalık oluşturmaya devam etmektedir. Sonuç olarak, daha fazla öğretimsel müdahale çalışmasına ihtiyaç olduğu ifade edilebilir.

Tingkat Korelasi Prestasi Akademik terhadap Siswa SMP Menggunakan Metode Backpropagation

Student academic achievement plays an important role in determining the quality of a school. Student scores sometimes change each semester, there are increases and decreases. There is an assumption that students who scored well in the previous semester will be good in the next semester and vice versa. This method is expected to make it easier for educators to see the extent of changes in student academic achievement. The data tested were data from 60 grade VII students in 2 semesters. Furthermore, it will be tested using the MatLab application, then the results of the changes that will occur will appear. The results of this study found that the correlation between semester 1 scores and semester 2 TP scores. 2019/2020 is very good with an architectural pattern of 10-10-1 with an accuracy value of 95.3%. So students who excel in semester 1 are likely to excel in the next semester, so that they can help the school see the Correlation Level of Student Academic Achievement at SMPN 3 Lengayang.

Tingkat Korelasi Prestasi Akademik Terhadap Siswa SMP Menggunakan Metode Backpropagation

Student academic achievement plays a very important role in determining the quality of a school. Student grades sometimes change every semester, there are increases and decreases. There is an assumption that students whose grades are in the previous semester will be in the next semester and vice versa. is expected to make it easier for us as educators to see the extent to which changes in student academic achievement. The data tested is the data of 60 class VII students in 2 semesters. Furthermore, it will be tested using the MatLab Application, then the results of the changes that occur will come out. The results of this study found that they did not know the value of semester 1 with the value of semester 2 TP. 2019/2020 is very good with an architectural pattern of 10-10-1 with a value of 95.3%. So students who excel in semester 1 are likely to excel in the following semester. So that it can help the school in seeing the Correlation Level of Student Academic Achievement at SMPN 3 Lengayang.

Analysis of antecedent factors in academic achievement and student retention

PurposeStudent achievement and retention are two important components that indicate the quality of a university. This is in line with one of the standards of university accreditations regarding the quality of students and graduates, which are set by BAN-PT, an institution that guarantees the quality of National Education Service delivery at every university in Indonesia. The purpose of this paper is analyzing the internal and external factors that contribute to academic achievement and student retention.Design/methodology/approachThis paper is a causal explanatory-based study, using multiple regression analysis among five independent variables and two dependent variables separately. Several sequential tests are conducted to maintain the proper research results, such as reliability, normality, multi-collinearity and heteroscedasticity.FindingsThis paper provides empirical facts that student motivation has a significant positive impact on the level of student academic achievement, and the quality of lecturers has a significant positive impact both on student academic achievement and retention rates.Research limitations/implicationsThis study is conducted within the context of a university. The generalization in the study is low. Researchers are encouraged to explore further.Practical implicationsThis paper is expected to provide constructive feedback to university management in setting policies that are oriented toward strategic actions to optimize academic achievement and maintain their students.Originality/valueThis paper provides insights of good university governance concerning in higher education management.

Hubungan Motivasi Belajar Dengan Prestasi Akademik Siswa Pada Mata Pelajaran Biologi di Kelas X SMA Negeri Insana Tengah Maubesi

Research with the title Relationship of Student Motivation and Academic Achievement in Biology Subjects in Class X Middle Insana Middle School, Maubesi aims to find out the magnitude of student motivation in biology, to determine the level of student academic achievement and see how much the role of motivation on academic achievement the student. The data analysis technique used in this research is Product Moment Correlation. The results showed that the average student motivation in Biology in Class X Middle Insan Maubesi SMAN was 144.82 with the highest value of 185 and the lowest value obtained was 97, included in the HIGH category, while the average academic achievement of students in Biology class X in Middle Maubesi Middle School of 80.72 with the highest score of 92 and the lowest value of 75, included in the very high category. The results of the Produck Moment analysis show that there is no significant relationship between motivation and academic achievement of students in Biology class X at SMAN Insana Tengah Maubesi with a correlation coefficient of 0.053 included in the very low category.

Redesigning Assessment for Holistic Learning

This paper discusses the importance of holistic assessment in the teaching and learning process at all levels of education, both in schools and in higher education institutions. Redesigning classroom assessment for holistic learning to improve student learning is not a new idea. Educators conduct assessment for a variety of purposes such as determining the level of student academic achievement or identifying weaknesses and strengths of students. Educators need to be equipped with ways to maintain these processes to determine the quality of student achievement. Assessment should reflect the understanding that learning is a complex process by engaging a varied selection of techniques, comprising those that require real and authentic performance, utilising them over a period so as to disclose evolution, progress, and emergent steps of integration. The assessment should be continuous and balanced. Implementing holistic assessment benefits the students, teachers and stakeholders. Educators should develop courses with diversified teaching and learning materials that enrich students’ learning experiences with appropriate and authentic activities. Holistic assessment ensures that curriculum is developed to relate to the real world requirement of the tasks and setting that demand thought-provoking conditions to challenge the students. This paper focuses on applying various assessment methods that need to be mastered by educators to ensure students benefit in terms of their personal growth, strength and their learning process. It also offers some recommendations that could help in augmenting assessment, teaching and learning.

Mentorship Needs of the Teachers Working in Rural Regions Throughout the Early Years of Their Profession

The purpose of this study is to identify the problems that teachers working in rural regions encounter concerning the Turkish educational system during the years they lack knowledge and experience and to determine their needs for mentorship services. The content analysis method, one of the qualitative research methods, was used in the study. An interview form was prepared by the researchers in accordance with the aims of the study and expert opinions were gathered to check content and face validity. The interview form took its final form according to the opinions of the experts. With respect to the study, 11 teachers working in rural regions were contacted through the purposeful sampling method and their opinions were collected. Interview forms were coded as “G1, G2, G3, …, G11” and transcribed to the computer. The data were analyzed through the content analysis processes. According to the findings of the study; teachers working in rural regions encounter serious problems in time management during the early years of their profession and that the effectiveness of presenting teaching contents decrease due to lack of family participation, low level of student academic achievement, poor physical conditions of the school and insufficient amount of teaching materials. It was also observed that they had problems in administrative operations and official correspondence. Arranging effective in-service training activities and offering mentorship services for inexperienced teachers in rural regions during their early years through a counselor or a mentor who will guide them is crucial in resolving these problems. For the effectiveness of the educational system, it is crucial for teachers, who are working in rural regions during their early years, to benefit from mentorship services in practicing the theoretical knowledge they acquired from their bachelor’s degree.

An innovative approach study “Health students example”

Globalization; A process of international integration arising from the exchange of products, ideas, cultures and worldviews. Globalization is an economic as well as political, technological and cultural process. As in other areas, technological developments have brought innovations into the training of health care workers, as well as access to information and the use of this information. These developments necessitated new orientations in the education systems of health students. In this study, the effects of computer assisted instructions involving the topics of medical and vocational terminology course on the attitudes and academic achievement levels of students’ use of medical and vocational terms were investigated. Marmara University Health Services Vocational School Medical Imaging students constitute the sample of the research. In the experimental group, medical and vocational terminology topics were processed and tested by computer aided instruction method for 12 weeks.

The Effect of Students’ and Instructors’ Learning Styles on Achievement of Foreign Language Preparatory School Students

This study aims to investigate the learning styles of students and instructors at foreign language preparatory school of a state university. It also aims to find out whether there is statistically significant difference between the academic achievement levels of students with different learning styles and achievement levels of students who have the same learning styles as their instructors and those who do not. In this study, quantitative data was obtained from a learning styles inventory, students’ placement exam scores and average exam scores within the term. The learning styles inventory was used to determine the learning styles of 139 students and 12 instructors at Compulsory Foreign Language Preparatory School of Bulent Ecevit University in 2012-2013 Spring term. The data was analysed with Chi Square test and Analysis of Covariance (ANCOVA). It was found out that the most common learning style among the participants was diverging. The distribution of the learning styles did not differ according to students’ gender and the high schools they had graduated. The students’ achievement levels did not differ significantly according to their learning styles. It was also discovered that there were no statistically significant differences between the achievement levels of students who have the same learning styles as their instructors and those who do not.

Implementation quality of whole‐school mental health promotion and students’ academic performance

BackgroundThis paper argues for giving explicit attention to the quality of implementation of school-wide mental health promotions and examines the impact of implementation quality on academic performance in a major Australian mental health initiative.MethodHierarchical linear modelling was used to investigate change in standardised academic performance across the 2-year implementation of a mental health initiative in 96 Australian primary (or elementary) schools that was focused on improving student social-emotional competencies.ResultsAfter controlling for differences in socioeconomic background, a significant positive relationship existed between quality of implementation and academic performance. The difference between students in high- and low-implementing schools was equivalent to a difference in academic performance of up to 6 months of schooling.Key Practitioner MessageGiven the known relationship between student academic achievement and mental health, many nations are mounting school-based mental health interventions: however, the quality of program implementation remains a concernThe Australian KidsMatter primary school mental health intervention enabled the development of an Implementation Index allowing schools to be grouped into low- to high- implementing schoolsThe quality of implementation of KidsMatter appears to be positively associated with the level of student academic achievement, equivalent to 6 months more schooling by Year 7, over and above any influence of socioeconomic background

Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms

The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation.