Low-achieving Students Research Articles

Out of sight, out of mind? The gap between students’ test performance and teachers’ estimations in India and Bangladesh

This is one of the first studies of the mismatch between students’ test scores and teachers’ estimations of those scores in low- and middle-income countries. Prior studies in high-income countries have found strong correlations between these metrics. We leverage data on actual and estimated scores in math and language from India and Bangladesh and find that teachers misestimate their students’ scores and that their estimations reveal their misconceptions about students in most need of support and variability within their class. This pattern is partly explained by teachers’ propensity to overestimate the scores of low-achieving students and to overweight the importance of intelligence. Teachers seem unaware of their errors, expressing confidence in estimations and surprise about their students’ performance once revealed.

The Impact of a Digital Game-Based AI Chatbot on Students’ Academic Performance, Higher-Order Thinking, and Behavioral Patterns in an Information Technology Curriculum

In the age of intelligence, information technology (IT) education has become the focus of attention in the education sector. However, traditional teaching methods fall short in motivating students and fostering higher-order thinking and have difficulty providing a personalized learning experience. Although AI chatbots can provide instant feedback as an innovative teaching tool, it is still challenging to fully enhance learner engagement. Based on this, this study developed a digital game-based AI chatbot system to enhance students’ learning experience through digital game-based learning strategies. This study utilized a quasi-experimental design with the experimental group using a digital game-based AI chatbot and the control group using a traditional AI chatbot. A comparison was made between the two groups concerning student learning performance in IT courses, higher-order thinking (including problem-solving, computational thinking, and creativity), learning motivation, and flow experience. In addition, the behavioral patterns of high-achieving and low-achieving students in the experimental group were analyzed. The results showed that the experimental group was significantly better than the control group in academic performance, problem-solving, computational thinking, learning motivation, and flow experience, but there was no significant difference in creativity tendency. Behavioral pattern analysis showed that high-achieving students in the experimental group showed more systematic learning strategies, while low-achieving students relied more on immediate feedback and external help, but both high- and low-achieving groups were able to actively talk to the AI chatbot and actively explore problem-solving strategies in the digital game. Therefore, AI chatbots based on digital games can be effectively used in IT courses to help students construct knowledge and develop higher-order thinking.

Building mathematical micro-identities through supporting productive struggle

ABSTRACT We designed a series of lessons that adopted supporting productive struggle practices, and explored how mathematical micro-identities emerged in the moments of productive struggle and what connections exist across micro-identities and productive struggle. We found that the low-achieving students had moments of both mathematically capable and incapable micro-identities, when offered, which reciprocally created moments of productive struggle and no struggle; and that the positions a teacher takes, between supporting productive struggle or not, directly impact the formation of micro-identities. The results suggest that supporting productive struggle strategies could be an avenue to develop mathematically capable micro-identities.

Association between grit and depressive symptoms among medical students, moderated by academic performance

ABSTRACT Depression amongst medical students is a crucial matter. Grit, which is a potentially modifiable psychological factor, has been inversely linked to depressive symptoms. However, it remains unclear how grit is associated with depression. This study aims to examine the relationship between grit and depressive symptoms and to further investigate the potential effect modification by academic performance on the association between grit and depression among medical students. We focus on the total grit score and its subscales, namely perseverance of effort and consistency of interest. A cross-sectional study was conducted using data from second-year medical students at Tokyo Medical and Dental University in Japan from 2020 to 2023. The participants responded to questionnaire surveys comprising the Center for Epidemiologic Studies Depression Scale and the Short Grit Scale. Linear regression analysis was performed to assess the association between grit and depressive symptoms. We also tested for effect modification by first-year Grade Point Average (GPA) on the association between grit and depression. The total grit score and its subscales, perseverance of effort and consistency of interest, were all inversely associated with depressive symptoms (b = −4.7 [95%CI − 6.7 to − 2.6], b = −3.7 [95%CI − 5.3 to − 2.1], b = −1.8 [95%CI − 3.5 to − 0.2], respectively). While the interaction term for the total grit score and GPA was not significant, the interaction term for perseverance of effort and GPA was significant, indicating that the association between perseverance of effort and depression was stronger among the higher-achieving students. The interaction term for consistency of interest and GPA was also significant, indicating that the association was stronger among the lower-achieving students. We reveal a novel aspect of the association between grit and depressive symptoms in light of academic performance. The findings will contribute to future research on depression amongst medical students.

Designing an ESP Syllabus for International Relations: Insights from a Needs Analysis Study

The distinct research of ESP (English for Specific Purposes) for International Relations (IR) students is rarely explored despite the growing need of ESP for this particular group of students. These students must demonstrate proficiency in specific language competences for a variety of purposes, including arguing, negotiating, and participating in IR-related debates. Facilitating students' ownership of the necessary capabilities is critical to ensuring that they acquire them successfully.This study aims to depict the important use of needs analysis in syllabus making for EFIR (English for International Relations). A decent preparation of the syllabus contributes to the success of the ESP implementation. In this study, the researcher involved students and expert practitioners’ intuitions as the sources of the needs analysis. The participants of this research were 108 IR students and two expert practitioners. These students were asked to filled out a questionnaire while some more-detailed interviews were conducted by involving nine stand out students that represent high, middle and low-achiever students. In addition, the four expert practitioners that consist of two lecturers and two IR graduates were interviewed to enrich the needs analysis data. All of the data were analyzed using quantitative and qualitative analysis. The finding of this study is the syllabus that can be applied for universities that provide the same ESP program for its students. The syllabus that was constructed by considering the stakeholders' needs analysis hopefully could be a useful guidance for EFIR implementation.

Reasons Behind the Low Achievement of Students in the First Four Grades in the English Language in the Emirate of Abu Dhabi Schools

Reasons Behind the Low Achievement of Students in the First Four Grades in the English Language in the Emirate of Abu Dhabi Schools

STAD Cooperative Model with Audio Visual Media Assistance as an Effort to Improve Elementary Madrasah Students' Learning Achievement: A Classroom Action Research

This study aims to improve student learning achievement by using the STAD type cooperative learning model assisted by audio-visual media. This study is a classroom action research with four stages, namely planning, action, observation and reflection. The subjects of this study were elementary school students. Data were collected using observation and test techniques. The data obtained were analyzed using descriptive statistical techniques. The results of the study indicate that the STAD type cooperative learning model assisted by audio-visual can improve student learning achievement. Therefore, this audio-visual media-assisted cooperative model can be used as an alternative in overcoming the low learning achievement of elementary school students.

Behavioral Intentions of Low-Achieving Students to Use Mobile English Learning: Integrating Self-Determination Theory, Theory of Planned Behavior, and Technology Acceptance Model Approaches

This study aims to examine the factors influencing students’ behavioral intentions toward using Mobile English Learning (MEL) by integrating three key theoretical frameworks: the Technology Acceptance Model (TAM), Self-Determination Theory (SDT), and Theory of Planned Behavior (TPB). SmartPLS and SPSS were used to analyze data from a survey involving 499 students with low-achieving academic records from six Taiwanese universities. The results show that perceived autonomy, perceived relatedness, and perceived ease of use predict perceived usefulness. Furthermore, attitude, subjective norm, and perceived behavioral control predict perceived ease of use. Both perceived usefulness and perceived ease of use significantly and positively influence behavioral intention. These results provide a theoretical basis for promoting the intention of low-achieving students to use MEL.

Classroom heterogeneity and assessment for learning: Evidence from 47 countries using TALIS 2018

Despite extensive research on Assessment for Learning (AfL) in the classroom, the importance of contextual factors as perceived by teachers remains underexplored. This study examines the extent to which elements of the classroom context, in particular heterogeneity, influence the frequency of AfL. Using 2018 TALIS data from 47 countries, this study found that teachers who perceived higher levels of heterogeneity in their classrooms conducted more frequent classroom assessments. The degree of AfL was most significantly influenced by the perception of heterogeneity among academically gifted students, followed by socioeconomically disadvantaged students, immigrant students, students whose first language is different from the language of instruction, and students with behavioral problems. Interestingly, when teachers perceive a higher proportion of low-achieving students, the frequency of AfL tends to decrease. These findings suggest that AfL can be used not only as a tool in circumstances where learning processes are challenging, but also as an approach to understanding and addressing the diverse learning potentials and backgrounds in the classroom.

English Vocabulary Learning Strategies between High-achievers and Low-achievers

This study intends to compare the vocabulary learning strategies between high-achievers and low-achievers in junior high schools, and thus to explore effective vocabulary learning strategies to provide suggestions for English vocabulary teaching and learning practice. It is found out that high-achievers apply English vocabulary learning strategies more frequently than low-achieving students do. More specifically, in terms of meta-cognitive strategies, low-achievers use more pre-planning strategies, while high-achievers apply more selective attention strategies. For cognitive strategies, both high-achievers and low-achievers tend to use repetition strategies. Achievers are better at categorizing what they have learnt than low-achievers. For affective strategies, low-achievers apply reference books strategies most frequently and neither type of students uses authentic material strategies very often. Students’ beliefs, habits and attitudes towards vocabulary learning affect the application of strategies to some extent. High-achievers are better at utilizing the environment and even creating opportunities for English communication than underachievers. In addition, high-achievers have stronger learning motivation and they are also better at setting and achieving goals than low-achievers.

Low PISA Performance Students: Factors, Perceptions, and Improvement Strategies

The PISA assessment serves as a critical tool for evaluating and improving educational systems worldwide. The ethical implications of low performance in PISA are significant, requiring a comprehensive approach to address both immediate educational needs and broader systemic issues. By leveraging insights from PISA and implementing evidence-based interventions, policymakers and educators can work towards creating a more equitable and effective educational environment for all students. This study investigates the underlying factors contributing to the low achievement of Jordanian students in the Program for International Student Assessment (PISA) tests and proposes effective strategies to enhance their performance. PISA, developed by the Organization for Economic Co-operation and Development (OECD), evaluates 15-year-old students' skills in reading, mathematics, and science, focusing on their ability to apply knowledge in real-world contexts. Despite its global significance, Jordanian students have consistently underperformed in these assessments. The study employs a mixed-methods approach, including a comprehensive literature review, analysis of the Jordanian educational context, and surveys with educators and students. The findings reveal several key factors impacting performance: curriculum misalignment with PISA competencies, socio-economic disparities, high teacher turnover, and varying levels of teaching quality. Additionally, perceptions of PISA among educators and students highlight challenges related to unfamiliar test formats and applied knowledge requirements. Based on these insights, the study recommends a series of interventions to improve performance. These include aligning the national curriculum with PISA competencies, enhancing teacher training programs, integrating technology into learning processes, promoting extracurricular activities, and fostering active parental involvement. By addressing these areas, the study aims to provide a roadmap for policymakers, educators, and stakeholders to enhance Jordanian students' performance in future PISA assessments and overall educational outcomes.

How is teaching quality related to achievement emotions in secondary low- and high-achieving students: A cross-sectional study in Chinese mathematics classrooms.

Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities. This study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements. There are 1045 secondary school students (49.1% girls; Mage = 13.90, SD = .84) from Chinese mathematics classrooms in the present study. A multi-group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low- and high-achieving students. Control-value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control-value appraisals failed to mediate cognitive activation and achievement emotions in low-achieving students, while the mediating effect of control-value appraisals was identified in high-achieving students. Besides, classroom management was related to achievement emotions via academic value only in low-achieving students. In contrast, it was related to achievement emotions via control-value appraisals in high-achieving students. The results clarified the mediation roles of control-value appraisals in teaching quality and achievement emotions in students with low- and high-achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students' positive emotions while classroom management helped to lessen students' negative emotions. High-achieving students benefited more from activating teaching compared with low-achieving students.

Does the Jigsaw method improve motivation and self-regulation in vocational high schools?

Although much has been written about the beneficial effects of the Jigsaw method, little is known about how it affects students' motivation and self-regulation processes. In this study, we tested its effects on students' trajectories of autonomous mathematics motivation and academic self-regulation. We also examined whether these effects could be moderated by the students’ cooperative attitudes and initial mathematics achievement level. 4,698 students from French vocational high schools participated in the study over two years. They were divided into three groups: 1,641 were assigned to a cooperative learning condition with the Jigsaw method, 1,602 to a weakly structured cooperative learning condition, and 1,455 to a business-as-usual learning condition. Self-reported mathematics motivation, academic self-regulation, and cooperative attitudes were collected three times during the study. Overall, the multilevel growth model results indicate a general decline in students’ motivation and self-regulation, and student-reported cooperative attitudes did not moderate these effects. However, the trajectories of motivation and self-regulation differed by condition for low-achieving students. While these trajectories decreased over time amongst low-achieving students in the Jigsaw method condition and in the weakly structured cooperation condition, they were stable in the business-as-usual learning condition. These results provide a new perspective since they seem to question the implementation conditions of the Jigsaw method for low-achieving students.

Memes Adoption in Basic Medical Science Education as a Successful Learning Model: A Mixed Method Quasi-Experimental Study.

Basic medical sciences are of a solid abstract nature.Pharmacologyis a challenging discipline delivered in all healthcare-related curricula with different aims and goals. Memes are one of aiding instructional designs proved to surge students' performance and satisfaction with the educational process. Apart from assessing medical students' and faculty's perception of meme use in pharmacology learning, the current study aimed to explore the criteria of preferences and factors associated with successful memes' adoption in this discipline as one of the most challenging basic medical sciences. A biphasic study was conducted among second-year undergraduate medical students and faculty members. The study involved assessing the perceptions of staff and students, and thematic content analysis was performed on the narrative responses of the participants to explore factors contributing to the success of learning memes. Additionally, students' performance was also analyzed. The use of memes in pharmacology was well perceived by medical students, with a mean satisfaction rating of 4.5/5 for high-achieving students and 4.33 for low-achieving students. Memes were associated with a performance surge (p = 0.022). Six themes emerged as criteria for a successful learning experience of meme use: previous scientific background on the meme topic, scenario context of the meme, learning concepts tackled by memes, the simplicity of meme's message, the relevance of meme's message to practice, and the modality of meme's use in the topic of education. Regarding the perception of meme use in pharmacology learning, four themes emerged:the mode and engagement oflearning experience mode,thefeasibility of meme use in pharmacology learning, students'attitudestowards further meme inclusion in their study, andtheperceived impact ofmemeson students' cognitive skills. The use of memes in pharmacology yields positive learning outcomes. A careful selection of memes is required to ensure a successful learning experience.

Problem-Based Learning and Flipped Classroom: Can it Improve Student Achievement?

The low learning achievement of students is still a problem in the world of education. The application of learning models by less innovative teachers is the main problem. This study aims to examine: (1) the difference in the effect of the combined learning model of Problem-Based Learning with Flipped Classroom and the Problem-Based Learning learning model on student achievement; (2) differences in the effect of academic ability on student achievement; and (3) the effect of the interaction between learning models and academic abilities on student achievement. The sampling technique used a cluster random sampling system. The instrument used was a test which includes a pretest and posttest which functions to determine the level of students' critical thinking skills and academic abilities. This study used an experimental method with a 2x2 factorial design so that four learning groups were formed. The data analysis technique used the Two-Way ANOVA test with unequal cell frequencies. The results of the study show that: (1) there were differences in the effect of the combined learning model of Problem-Based Learning with Flipped Classroom and Problem-Based Learning learning models on student achievement; (2) there were differences in the effect of academic ability on student achievement; and (3) there was no interaction effect between learning models and academic abilities on student achievement. This research is expected to be able to overcome the problem of low student achievement through the application of innovative learning models that can develop students' academic abilities.

Investigating EFL Teacher's Strategies and Challenges in Promoting Students' High Order Thinking Skills

Critical thinking is essential to be acquired by today's generation specifically since it is one of the skills in the 21st-century skills. Considering its importance, developing students' high-order thinking skills has become a requirement for teachers, specifically in their language learning. This study investigates an EFL teacher's strategies in promoting students' high-order thinking skills and the challenges they face in implementing it. A case study was conducted involving one junior high school teacher in Jember. The interview and classroom observation were conducted to collect the data. The data was analyzed by classifying the strategy used by the teacher using Hennessy et al.'s Scheme for Educational Dialogue Analysis and specifying the challenges faced by them through an interview. The findings of this study indicated that most strategies used by the teacher were to invite elaboration or reasoning. The challenge encountered by the teacher was the difficulties in teaching HOTS for low achiever students, difficulties in managing passive students in the classroom, and difficulties in constructing HOTS strategy in some skills in English. Therefore, more strategies to actively engage student participation in the classroom and good classroom management are needed to extend students’ high-order thinking skills.

The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis

This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58 independent standardized mean difference effect sizes from 55 eligible studies involving 5,364 students from Grade 3 to Grade 12 who used concept maps for learning in physics/earth science, chemistry, and biology that met the specified design criteria. A random-effects model meta-analysis revealed that the mean effect size was moderate for overall science (g = 0.776). The mean effect sizes varied from moderate to large based on the subject area (g = 0.671 for biology; g = 0.590 for chemistry; g = 1.040 for physics and earth science); these differences between groups were not statistically significant (p = 0.220). Concept maps were generally associated with increased science learning across several learning and teaching conditions, and methodological features (low-achieving students, higher teaching guidance, intermediate grades, low- or middle-income countries, journal publications, and late year of publication). However, we found significant heterogeneity in most subsets. Implications for future research and practice recommendations are discussed.

Challenges Facing Secondary School Teachers in Achieving Effective Job Performance: A Case Study of Meru District Council, Arusha Region

This study examines the challenges facing secondary school teachers in executing their duties for effective job performance through a qualitative case study design. The study participants were secondary school teachers, heads of schools, and the District Education Officer. A total of 111 respondents were involved, including 100 teachers, 10 heads of schools, and 1 District Education Officer. In collecting data, interview and focus group discussion (FGD) methods of data collection were used for the purpose of this study. The data were analyzed through content and thematic analysis. The study found teachers are burdened with several challenges, including but not limited to an unfriendly working environment, a shortage of teaching and learning materials, low achievement of students in science subjects, poor cooperation between parents and teachers, poor cooperation accorded by employers, a lack of overtime and/or housing allowances, and political influences on teaching and learning processes. The study concluded that teaching, apart from being a noble profession that prepares not only leaders but also champions of various fields, has grown to be forgotten. Thus, it is recommended that there are significant needs to shift priorities and attention towards the teaching profession. One key aspect highlighted is the need for better compensation and entitlements for teachers, including salaries, subsistence allowances, extra-time allowances, and access to teaching and learning materials. Moreover, addressing these challenges requires comprehensive support and tailored interventions from educational institutions, policymakers, and other stakeholders in the education sector.

Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study

The case study explores students’ perceptions of feedback literacy in second language learning in Finnish upper secondary education. Eleven Finnish students studying Swedish as a second language were interviewed. Deductive content analysis showed that students appreciated teacher feedback and that they were able to maintain emotional equilibrium during feedback processes. However, peer and self-assessments were seldom used, and students were not made aware of feedback strategies. The perceptions of high-achieving students were more positive than those of lower-achieving students regarding certain aspects of feedback literacy. More attention to feedback literacy in second language learning is required.

Teacher salaries, a policy brief

AbstractMany schools are experiencing troubling numbers of vacant teaching positions, with student achievement substantially below pre‐pandemic levels. At the same time many states and districts are discussing substantial across‐the‐board increases in teacher salaries, often aspiring to some arbitrary benchmark. General increases in teacher salaries may well be warranted in some, or even many, districts. However, existing research suggests that by themselves, across‐the‐board increases are not the most effective policy.This policy brief examines these issues in Virginia. It shows that schools with concentrations of poor students have substantially more teaching vacancies and much lower student achievement. It also shows that starting teacher salaries in Virginia have declined over the last 16 years and that lower salaries are associated with teacher vacancies. It is likely that the patterns documented in Virginia are found in many, perhaps most, other states. Policies to address these issues would increase teacher salaries generally with much larger increases for effective teachers who teach in high poverty schools and subjects with greater shortages, such as special education, math, and science.