Low-achieving Students Research Articles

IMPLEMENTASI ARABIC BOWLINGUNTUK MENINGKATKAN KETRAMPILAN BERBICARA BAHASA ARAB DI MADRASAH ALIYAH

Abstract The background of the research is the low learning achievement of students in learning Arabic, especially in speaking skills. Therefore, this study was directed to improve speaking skills through the use of the Arabic Bowling game in class XI MANPK Denanyar Jombang. This research is a descriptive qualitative research with classroom action research design which is taken through 2 cycles. Data was collected by 2 methods, namely observation and tests. Based on the research results, it is known that the implementation of Arabic Bowling at MANPK Denanyar Jombang is able to improve students' speaking skills. This is based on the evaluation carried out in the first cycle which reached an average of 72.9%, then increased in the second cycle which the evaluation value reached an average of 88.5%. In addition, the results of observations also state that the enthusiasm of students in participating in the learning process has increased, so that this has an effect on increasing student achievement, especially in speaking skills.

Self-referenced vs. reward-based feedback messages in online courses with formative mastery assessments: A randomized controlled trial in secondary classrooms

Mastery assessments are used in many digital learning environments to control learning progression and support low-achieving students relearning important content. But research on personalized feedback following a mastery assessment is scarce and yielded ambiguous effects. Therefore, this study seeks to contribute to this area of research by investigating the effect of two different feedback messages in short online courses for German and English language grammar and spelling in secondary classrooms (grades 6–10). The study compares a reward-based feedback message to a self-referenced feedback message. The reward-based message indicates if the learner reaches the mastery criterion and how many points the learning app awarded for completing the test. The self-referenced feedback message applies motivation theory to strengthen students' internal attribution of causes for the test performance. The web-app MasteryX (www.masteryx.de) randomly assigned students to either the reward-based or the self-referenced feedback message. The study sampled 620 students (309 female, 311 male) in 53 classrooms from 27 secondary schools. It analyzed the effect of the two types of feedback messages on the level of test-retest-sequences (n = 2450). Results indicate small though significant positive effects of the self-referenced feedback message on subsequent learning behavior (reading elaborated item feedback, training behavior). However, a multilevel regression model showed small to medium effects of the reward-based feedback message on the higher course levels' follow-up mastery assessment score. The findings emphasize the complexity of designing personalized feedback strategies in online learning environments with mastery assessments.

Administrative Groupings and Equality in Public Service Provision

Abstract Scarcity in public service agencies requires a prioritization of resources, and inherent to all prioritizations is a comparison of the cases. Despite the amount of research that has been conducted on the prioritization process, surprisingly little attention has been paid to the underlying comparison. Drawing on insight from the street-level bureaucracy literature, this study suggests that the administrative grouping of citizens in public service agencies influences the comparison so that the allocation of public services not only depends on a citizen’s need, but also on the needs of the other citizens assigned to the same agency. In a fixed effects analysis, based on registry data on more than 300,000 students, this study exploits the as-good-as-random assignment of students to classes within schools to analyze the influence of classroom composition on referrals to special education in Danish primary school. The result shows that students with better-performing peers are considerably more likely to be referred to special education than equally low-achieving students in lower-performing classes. This finding substantiates the argument of frame of reference effects in street-level bureaucracy and illustrates an unwarranted distributive consequence of the administrative grouping of citizens, thereby initiating a theoretical discussion of how such an influence can be mitigated.

Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic.

The shutdown of schools in response to the rapid spread of COVID-19 poses risks to the education of young children, including a widening education gap. In the present article, we investigate how school closures in 2020 influenced the performance of German students in a curriculum-based online learning software for mathematics. We analyzed data from more than 2,500 K-12 students who computed over 124,000 mathematical problem sets before and during the shutdown, and found that students’ performance increased during the shutdown of schools in 2020 relative to the year before. Our analyses also revealed that low-achieving students showed greater improvements in performance than high-achieving students, suggesting a narrowing gap in performance between low- and high-achieving students. We conclude that online learning environments may be effective in preventing educational losses associated with current and future shutdowns of schools.

Application of Mobile Augmented Visual Reality (MAVR) for Vocabulary Learning in the ESL Classroom

Abstract: This repeated measure experiment study aimed to explore LINUS students or Low Achiever (LA) students’ improvement in learning English language vocabularies using Mobile Augmented Visual Reality (MAVR). It specifically tried to analyse the effect of MAVR on the English vocabulary development of 45 primary school students from the LINUS programme in Selangor. In this study, they were provided access to an AVR-game based apps in learning English vocabularies with mobile computing devices. Vocabulary size was later measured using the British Picture Vocabulary Scale II and analysed with repeated measures ANOVA. Analysis showed that there was an increase in the scores and the differences between the levels of the within-subjects factor was significant. This implies that Mobile Augmented Visual Reality (MAVR) materials can be used as an interactive tool for LA learners in learning a language. Findings highlight the role of teachers in the implementation process and point out possible directions for more effective application of MAVR in this field.
 
 Keywords: Augmented Reality (AR), LINUS students, Mobile Augmented Reality (MAVR), Visual Reality (VR), Vocabulary.

Acceptability of Neuroscientific Interventions in Education

Researchers are increasingly applying neuroscience technologies that probe or manipulate the brain to improve educational outcomes. However, their use remains fraught with ethical controversies. Here, we investigate the acceptability of neuroscience applications to educational practice in two groups of young adults: those studying bioscience who will be driving future basic neuroscience research and technology transfer, and those studying education who will be choosing among neuroscience-derived applications for their students. Respondents rated the acceptability of six scenarios describing neuroscience applications to education spanning multiple methodologies, from neuroimaging to neuroactive drugs to brain stimulation. They did so from two perspectives (student, teacher) and for three recipient populations (low-achieving, high-achieving students, students with learning disabilities). Overall, the biosciences students were more favorable to all neuroscience applications than the education students. Scenarios that measured brain activity (i.e., EEG or fMRI) to assess or predict intellectual abilities were deemed more acceptable than manipulations of mental activity by drug use or stimulation techniques, which may violate body integrity. Enhancement up to the norm for low-achieving students and especially students with learning disabilities was more favorably viewed than enhancement beyond the norm for high-achieving students. Finally, respondents rated neuroscientific applications to be less acceptable when adopting the perspective of a teacher than that of a student. Future studies should go beyond the acceptability ratings collected here to delineate the role that concepts of access, equity, authenticity, agency and personal choice play in guiding respondents' reasoning.

Test Corrections Appear To Benefit Lower-Achieving Students in an Introduction to Biology Major Course: Results of a Single-Site, One-Semester Study.

ABSTRACTStudent-performed assessment correction is a well-established practice in the field of teaching and learning. This practice engages students in the feedback process and promotes active learning, which may be particularly important when serving underrepresented minority students. There is a dearth of research into the role of assessment correction in student learning outcomes (SLOs) in science courses, particularly at minority-serving institutions. Students at a Native American-serving, primarily undergraduate rural institution were allowed to perform test corrections for each of the three exams given during the term in an undergraduate introductory biology course. Students received the graded test back and were given 1 week to answer the following questions: what was your original answer, why did you choose that answer/what were you thinking at the time, why is the answer wrong, what is the correct answer, why is it the correct answer, and what is your source of reference if different from the textbook? The students were administered a comprehensive final exam at the end of the course that determined the number of SLOs passed. A Pearson correlation and a bivariate regression analysis were performed to determine if the number of test corrections performed (TC) during the term influenced the number of SLOs passed for all students, lower-achieving students, and higher-achieving students in the study. The TC correlated with, and could predict, SLOs passed for lower-achieving students only. This preliminary analysis suggests that performing test corrections may benefit lower-achieving students.

Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns

This study explored the effects of a Concept Mapping-based Two-tier Test Gaming (CM-TTG) approach on learning achievement. Specifically, the two-tier test was employed as a learning diagnosis tool, and concept maps were utilized as the learning strategies to improve the students' learning achievement. To investigate the effectiveness of the proposed approach, a quasi-experimental design was applied to compare the learning achievement, learning motivation, flow experience, and cognitive loads of ninth-grade students using the CM-TTG approach and those using the conventional two-tier test-based gaming approach; moreover, the behavioral patterns of the experimental group and the control group using the different approaches as well as low- and high-achievers in the CM-TTG were analyzed as well. The results of the study showed that the concept-mapping strategy used with the two-tier test digital game-based learning could significantly improve the students' learning achievement. There were no significant differences in the learning motivation, flow experience, or cognitive loads of the two groups. Besides, the average scores of the two groups' learning motivation and flow experience were above 3.0, and those of their cognitive load ratings were below 3.0. It is inferred that the CM-TTG approach did not have a significant impact on the students' cognitive load, learning motivation, or flow experience. However, an examination of the participants' learning behavior patterns in the experimental group revealed that there were distinct differences between high-achieving and low-achieving students, as the former would actively build connections between concept maps and learning tasks to help them achieve the learning goals, while the low-achieving students would feel lost in the game without enforced instructions. Finally, through interviews, we analyzed and synthesized key factors impacting the students’ learning achievements with the CM-TTG approach to serve as a reference for future research.

Upaya Meningkatkan Hasil Belajar Dengan Model Pembelajaran Kooperatif Pada Materi Pembelajaran Pecahan

<p><em>This research is motivated by the low student achievement in the fractional material. The students' learning outcomes in the material have not been able to reach the KKM. The purpose of this research is to determine the effect of the cooperative learning model. The subjects of this study were teachers and all grade II students of SDN Tengko 01, amounting to 24 students. This research was carried out in two cycles. The instruments used were lesson plans, question sheets, lesson plans analysis sheets and APKG sheets. Data collection techniques in this study used test techniques and observation techniques. The data analysis technique used was quantitative description. The results showed that the use of cooperative learning models can be used to improve student achievement. This is evidenced by changes in abilities and an increase in the average score obtained by students after improving learning. In cycle 1 the value is 69 and in cycle 2 it becomes 82. this number can be found say that there is an increase in student learning outcomes that are quite good, seen from the results of the cycle 1 test to the final results after learning.</em></p>

Factors Affecting Low Academic Achievement of Open University's Students in Indonesia

This research aims to analyze the factors that cause low student academic achievement. To achieve these objectives, this research used a survey design to collect data from respondents. Before the research, the researchers conducted a pre-survey interview technique to several respondents in order to obtain information to formulate a construct that will be analyzed as well as to determine the research instruments. This research was conducted in regional office Denpasar with students from Non-Pendas Program with low academic achievement as the respondents. There were 71 respondents with a response rate of 92.5%. Based on these results, there are some important things that can be concluded: Lack of motivation, lack of study time and no teaching materials are factors which lead to low academic achievement with low impact.Not following the online tutorial, not forming a study group, lack of test preparation and lack of enrichment of the materials are factors which lead to low academic achievement with quite high impact.Not supportive learning situation and the lack of study planning are the factors that lead to low academic achievement with low impact.

Interactive Instructional: Theoretical Perspective and Its Potential Support in Stimulating Students’ Higher Order Thinking Skills (HOTS)

Interactive Instructional: Theoretical Perspective and Its Potential Support in Stimulating Students’ Higher Order Thinking Skills (HOTS)

EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF SCRIPT UNTUK MENINGKATKAN PRESTASI BELAJAR PADA MATA PELAJARAN ILMU PENGETAHUAN SOSIAL

The low student achievement in social studies topics motivates this research. This is because the teacher's learning process still applies the conventional learning model. So academic performance in social studies topics is low. The Cooperative Script model is very appropriate to improve student achievement in learning process, as this model can encourage cooperation and student activity in mastering lessons to achieve maximum academic performance. The purpose of this study was to examine the efficacy of the script-cooperative learning model to improve social studies for SMP N students in Rokan Hulu Regency. This type of study is a two-group pretest posttest design research experiment. Population and sample were second-year students of SMP N 12 Tambusai Utara. Data collection method through written testing. Type of statistical analysis was using t-test. Results showed that the cooperative learning model of script is more effective than conventional learning model to improve student learning outcomes. This study focuses on the script cooperative learning model to improve student achievement in junior high school social studies subjects. The results of this study can be used as reference material for further research using different variables. Such as a cooperative script learning model to increase student learning activity.

Self-reported academic performance and academic cheating: Exploring the role of the perceived classroom (in)justice mediators.

As a point of departure, this study assumes that teaching to impart knowledge is inseparable from its moral role to create an ethical citizenry, such as developing standards of academic integrity. The study aims at delving into how different facets of the sense of (in)justice in the classroom may play a significant role in explaining cheating behaviour, in general, and among low-achieving students, in particular. The study was conducted among 5,084 eighth and ninth graders Israeli students. CFA and a structural modelling equations method were used to examine the study's factorial constructs and model, respectively. Findings pointed to a good fit of the measurement model using SEM. In accordance with the mediating hypothesis, self-reported academic achievement was negatively related to self-reported academic cheating. Moreover, perceived 'school injustice' (procedural and distributive justice as estimates) played a mediating role in explaining the relation between academic performance and cheating behaviour. It is noteworthy, however, that the facet of the personality-like construct of justice sensitivity displayed inconsistent findings and no mediating effect when examined as a separate model. Self-reported academic performance and academic cheating among middle school' students were explained more strongly by contextual justice-related factors, namely perceived teachers' distributional and procedural practices in the classroom, than by justice sensitivity, which is a personality factor. Thus, teachers' justice practices seem to be crucial for developing a predisposition to academic honesty.

Exploring the source of well-being for high achiever students

Characteristics of high achiever students are different from middle and low achiever students. Teachers and schools need to understand the unique characteristics of high achiever students in terms of their wellbeing. Aim of this research is to describe source of wellbeing for high achiever students. The research was conducted through survey using questionnaire adapted from Huebner’s Multidimensional Student’s Life Satisfaction Scale (MSLSS). The questionnaire filled by 428 students in grade IV-VI in Mataram, West Nusa Tenggara, which are at top ten rank of their class. Data then analyzed by performing exploratory factor analysis. This research found that there are two factors as source of wellbeing for high achiever students, that are physical and psychological safety and the availability of support for student personal growth. Physical and psychological safety refers to school environment that protects students from psychological and physical threats. Whereas the availability of support for personal growth refers to how schools provide environment in order to facilitate students’ cognitive and social development. This research suggest that high achiever students call for teachers and school personnel to create school environment by considering students opportunities to develop their potentials without feeling threatened.

A Tale of Two Institutions: Analyzing the Impact of Gamified Student Response Systems on Student Anxiety in Two Different Introductory Biology Courses.

Anxiety can impact overall performance and persistence in college. Student response systems (SRSs), real-time active-learning technologies used to engage students and gauge their understanding, have been shown to elicit anxiety for some students. Kahoot! is an SRS technology that differs from others in that it involves gamification, the use of gamelike elements. Recent studies have explored the impact of active-learning strategies on student anxiety across different institutions, but there is little known about how Kahoot! impacts student perceived anxiety, especially in comparison with other active-learning strategies. In two complementary yet parallel studies of introductory biology courses at a western research-intensive institution (n = 694) and a southeastern research-intensive institution (n = 60), we measured students’ perceived anxiety. We then explored how students were influenced by nongraded Kahoot! play and other elements of instruction. Using previously developed and course-specific pre- and post-course surveys, we found students at both universities agreed that nongraded Kahoot! play caused less anxiety compared with other pedagogical practices, such as working in small groups or reading the textbook. After playing Kahoot!, lower-performing students demonstrated greater engagement and lower levels of anxiety compared with their peers, suggesting that Kahoot! may be a particularly engaging active-learning strategy for these students.

The Relationship between Formative Assessment and Summative Assessment in Primary Grade Mathematics Classrooms

This study used hierarchical linear modeling to examine the relationship between data from an internet-based mathematics formative assessment and data from a mathematics summative assessment for primary grade learners (ages 5-7). Results showed a positive relationship between formative assessment data related to the concepts of counting and decomposing numbers and summative data. This relationship was stronger in classrooms where students demonstrated lower average performance on the formative assessment data. The results suggest that formative assessment can be more beneficial to encourage low-achieving students in primary-grade mathematics classrooms. Therefore, we recommend teachers use formative assessment practices more frequently in low-achieved primary grade classrooms. The formative assessment process includes the cycle of data collection, data analysis, planning future instruction, and examining the impact of that instruction through cycling back to data collection. This study contributes to the field by providing more empirical data about the relationship between formative and summative assessment with primary grades’ learners.

EVALUATION OF ONLINE LEARNING ON THE LEVEL OF UNDERSTANDING OF TADRIS IPA STUDENTS OF IAIN BENGKULU SEMESTER 5A IN BIOMOLECULE AND METABOLISM COURSES

This study aims to determine the level of understanding of science tadris students in semester 5A at IAIN Bengkulu in the biomolecule and metabolism course which is carried out in an online system. This research was conducted by giving online questionnaires/questionnaires to respondents. The type of questionnaire given is an open questionnaire, in which the respondent is free to fill in the answers according to their wishes. Based on the questionnaire, it was found that students had difficulty understanding biomolecule and Metaboism courses. The difficulty in understanding the material that has been provided online, which is deemed ineffective, this can have an effect on the low learning achievement of Tadris IPA 5A students at IAIN Bengkulu. For this reason, there is need for awareness from students to improve the learning process outside class hours, this aims to maximize student understanding of the materials and assignments given by the lecturer in order to maintain the stability of the value of each student.

Online counselling: Application of cognitive behaviour therapy and music counselling to reduce math anxiety

Math anxiety is one of the causes of the low achievement of students in mathematics lessons. Guidance and counselling teachers need strategies for students who experience math anxiety. This study aims to determine an effective counselling approach to reduce students' math anxiety. This type of research is a single subject experiment with multiple baseline designs. The sampling technique used was purposive sampling. The research subjects were 2 individuals. The data analysis technique consisted of data analysis using Mann Whitney and qualitative time triangulation techniques. Based on the research results, cognitive behaviour therapy and music counselling can reduce students' math anxiety. Several techniques in cognitive behaviour therapy affect many aspects such as feelings, thoughts, physical sensations, and actions. In music counselling, the lyrics and lyrics of the songs shift the focus of the individual who was originally fixated on the fear of facing math problems to become calmer during math lessons

Do Refugee Students Affect the Academic Achievement of Peers? Evidence from a Large Urban School District

Much of the recent debate on refugee resettlement focuses on its perceived adverse effects on local communities. However, there is sparse credible evidence to either support or refute this perception. This paper contributes to an emerging literature on the externalities of refugee integration by providing evidence on how this population affects the academic performance of incumbent students. Leveraging variation in the share of refugees within schools and across grades, I find that increasing the share of grade-level refugees by 1 percentage point leads to a 0.01 standard deviation increase in average math test scores. While I find no effect on average English Language Arts (ELA) test scores, using nonlinear-in-means specifications I find evidence of negative spillovers in ELA performance among low-achieving students and positive spillovers among high-achieving students.

Peer Disruption and Learning: Links between Suspensions and the Educational Achievement of Non-Suspended Students

Abstract To evaluate the net effects of classroom disciplinary practices, policy makers and educators must understand not only their effects on disciplined students but also their effects on non-disciplined peers. In this study, we estimate the link between peer suspensions and non-suspended students’ learning trajectories in a California school district where middle and high school students took up to twelve basic skills tests in mathematics and English Language Arts (ELA) over the course of the 2009–10, 2010–11, and 2011–12 school years. We find that Hispanic students, students eligible for free or reduced-price lunch, English language learners, students enrolled in special education, and low-achieving students are disproportionately exposed to classmate suspensions. Analyses with student and classroom fixed effects show that student achievement in mathematics increases when their classmates receive suspensions, particularly suspensions attributed to disruptive behavior. We find no association between classmate suspension and ELA achievement. Because these results come from schools in which suspensions are relatively rare events, they may not generalize to settings with draconian disciplinary cultures. Nonetheless, our findings imply that suspensions, when used appropriately, can improve the academic achievement of non-suspended students, particularly for students from vulnerable populations.