Mean Score Of Students Research Articles

Impact of Socio- Economic Status on the Educational Achievement of Secondary School Students in Vadodara

With the onset of COVID-19 pandemic, most of the students and their families were affected by economic burden and became unemployed. Those who had business also suffered, unemployment in India effected the future of the students and their parents. Paying fees in schools became a problem for parents. Many students lost their father or mother. Research has shown that the effect of socio-economic status on the academic achievement of students was observed due to corona. Many parents are not educated. If the size of the family is large, then out of 4 children, one or two children are not able to get admission in the school. The present study will help us to know the importance of the situation of our country along with the academic achievement of students. The objective of this present study is to know the socio-economic status of secondary school students of Vadodara district and the problems faced by them in their academic achievement. There are many factors affecting academic achievement. psychological, social, economic and environmental etc. The objectives of the study were to identify the level educational achievement of secondary school students of Vadodara City and to examine the influence of socio-economic status on the educational achievement of secondary school students The descriptive survey method was used for the present study. 50-students and parents of the two Hindi medium schools namely Shri Krishna Hindi Vidyalaya and Adarsh Hindi Vidyalaya were selected as the sample for the present study. It has been found in the present study that the academic achievement of low-level students, average level students, high level students were investigated the level of all the students, mean scores of high-level students were 212 and the marks of average level students were 142 and the lowest low level of students is 57. To see the impact of socio-economic status on educational achievement, t-test was conducted, it was found that statistically there exists no significant difference in socioeconomic status and educational academic achievement It becomes important to be conclude that even the status of social or economic level is low but efforts can be made to attain expected educational achievement and lead to a totally developed personality for which education is aimed for.

Penerapan Model Kooperatif Tipe Tps Untuk Meningkatkan Kepercayaan Diri Siswa dan Kemampuan Komunikasi Matematis di SMPN 5 Percut Sei Tuan

The objective of this research is to investigate the potential impact of implementing the TPS cooperative learning model on enhancing the self-confidence and mathematics communication abilities of seventh-grade students at SMP Negeri 5 Percut Sei Tuan. The specific focus will be on the Set content. This study used a class action research design, consisting of two distinct cycles. Each iteration comprises two meetings. The participants in this research consisted of 28 students from class VII-8 of SMP Negeri 5 Percut Sei Tuan. The primary focus of this study is to enhance students' self-confidence and mathematical communication abilities by using the TPS cooperative learning model on Set material at SMP Negeri 5 Percut Sei Tuan during the academic year 2022/2023. Based on the findings derived from the analysis of the data, it was observed that the mean score for students' initial self-confidence was 53.61. Additionally, the mean test score for students' initial communication skills was found to be 44.92. Among the participants, a total of 3 students (13.04%) demonstrated mastery in this area, while the remaining 20 students (86.95%) had not yet achieved mastery. The learning process in cycle I was conducted using the TPS model. As a result, the average score of student confidence increased to 62.14, while the average score of the mathematical communication ability test increased to 55.80. Out of the total number of students, 8 students (34.78%) reached the completion criteria, while 15 students (65.21%) did not reach the completion criteria. In the second cycle, there was an observed increase in student performance. The average score for student confidence was recorded as 76.29, while the average score for the mathematical communication ability test was 75.97. Out of the total number of students, 19 students (82.60%) achieved completeness in the test, while 4 students (17.40%) did not reach completeness. The self-confidence questionnaire and mathematical communication skills exam administered in cycle II yielded results indicating a satisfactory level of student proficiency.

The Effectiveness of Using Short Stories on Developing Some Creative Reading Skills for University Students

The present study aimed to investigate the effectiveness of using short stories for developing creative reading skills for Jazan University students. The current study used the quasi-experimental research design. The researchers divided the participants into two groups. The experimental group used short stories, while the control group did not receive any training except for the traditional approach. The main question raised in this research is ‘what is the effectiveness of using short stories on developing some creative reading skills among Jazan University students?’ To this end, the researcher collected data through a creative reading skills test. Furthermore, a model of the teaching program, based on using short stories, was improved and tested with a group of students in Jazan University in Kingdom of Saudi Arabia. The results of the present research showed that there are statistically significant differences between the mean scores of the experimental group students and those of the control group students in both creative reading skills and overall creative reading in favor of the experimental group. The results revealed that using short stories helped the experimental group students develop their creative reading skills and overall creative reading more effectively than those of the control group who were taught using the traditional way. The conclusion of the current research showed that the traditional way used in teaching reading skills in EFL classrooms should be developed to help students improve their reading skills.

The Diversification of College English Listening Course Teaching under the Background of Informationization

Abstract The traditional mode of listening teaching has been unable to fully adapt to the development trend of the times, and it is also difficult to meet the learning needs of students in the information age. In this paper, the multi-objective optimization algorithm is used to improve the teaching-training process to optimize the problems existing in the teaching of listening course, to provide a multi-objective teaching optimization algorithm to imitate the English listening teaching and learning process and to deal with the non-linear constraints in the multi-objective optimization problem utilizing a penalty function. The multi-objective teaching optimization algorithm is used as the basis to establish a diversified teaching model for college English listening courses, and the effectiveness of the teaching is verified by the listening learning performance, students’ multidimensional ability, and learning emotion. The results show that after 16 weeks of diversified teaching, the mean scores of students’ listening test scores in the experimental group increased by 9.52-24.50 points compared with those before the experiment, the mean value of short-term memory scores was the highest at 27.98, and the Cohen’s d value was above 0.861, and the mean scores of the students’ learning emotion test increased by 1.2938 points compared with those before the implementation. Applying the diversified teaching mode to the teaching of college English listening courses can improve students’ English listening performance, eliminate their anxiety and fear, and promote the diversification of college English listening teaching.

The positive significance of ideological and political teaching in colleges and universities based on HOG feature extraction to college students’ innovation and entrepreneurship

Abstract This paper designs an intelligent ideological teaching model integrating innovation and entrepreneurship education under the guidance of the “6C+6E” theory. In this model, the features are first extracted by the convolution operation of the student face image through the Gabor algorithm. The features extracted by HOG algorithm based on integral graph are concatenated to get the fusion of student face features. Then SVM algorithm is used to classify and recognize the student’s facial features. In the classroom, applying this ideological and political teaching mode, the overall concentration situation of the class reached 0.9988 points at the best time. In contrast, the concentration of the traditional innovation and entrepreneurship teaching classroom were all lower than 0.4 points, and the highest rate of students’ heads up in the overall classroom reached 98.19%. After the implementation of the teaching, there is a significant change in the mean score of students’ awareness of entrepreneurial value (P=0.011<0.05) and understanding of entrepreneurial business opportunities (P=0.016<0.05), which has increased by 50.45% and 36.41% relative to the pre-implementation of the teaching. The Civics teaching model constructed in this paper lays the foundation for the effective development of innovation and entrepreneurship education in colleges and universities and provides a reference basis for the improvement of students’ innovation and entrepreneurship awareness.

Analysis of English Classroom Interaction in Colleges and Universities Based on Student Behavioral Data

Abstract With the advancement of the information age, the traditional teacher-led English classroom interaction in colleges and universities has made it challenging to meet the individualized needs of different students. Therefore, this paper takes the current classroom behavior data of college students as the basis, uses the K-means clustering algorithm and I-divergence measure to categorize, analyze, and study the student behavior data, and digs out the correlation between students’ classroom behavior data and teaching interaction. This paper takes all the teachers and students of English majors in college M as the research samples. It conducts experimental research in terms of teachers’ and students’ classroom speech rates, teachers’ and students’ questioning rates, and teachers’ and students’ use of instructional technology, etc. The 10 classes of English majors in college M do not have more than 50% of the students’ speech rate, except for class 2. Class 2 has the highest speech rate (61.64%) among students, while class 5 has the lowest rate (7.5%). From the point of view of active questioning rate, 10 classes had very low SQ ≤ 0.02, and even in classes 1, 3, 4, 5, and 6, there was a situation where students’ active questioning rate was zero. After analyzing the student behavior data in some classes, it was found that the mean score of English test students in the experimental group before and after the test increased by 4.687, corresponding to a significance Sig value of 0.000<0.05, which reaches the level of significance. The analysis of classroom behavior data reveals that enhancing the ratio of teacher-student interaction activities can improve students’ English scores.

A Study on Coping with the Psychology of Employment and Entrepreneurship Stress among College Students under the Cognitive Interaction Model (CIM)

Abstract It is especially important to solve the psychological pressure of college students’ employment if they want to complete their employment and get better development. This paper proposes a cognitive interaction model based on the full information emotion theory and develops the psychological analysis of employment and entrepreneurial pressure on college students on this basis. In the construction of the cognitive interaction model, the basic assumptions of the all-information affective theory are first proposed, the concepts of the individual’s a priori information, a posteriori information, actual information, and expected information are introduced, the individual’s emotional model is established, and the assumption of information-emotional equivalence is proposed. Combining the PDA model with the information theory of emotional motivation completes the model construction based on this basic assumption. In the model performance test, the accuracy of emotion dimension recognition in this paper’s model is more than 95%, which is better than other models. Taking college students in 2 general colleges and universities in Hunan Province, China, as the research object, the study shows that the total psychological mean score of college students’ employment and entrepreneurship stress is 2.75, and the stress psychology is at a medium level. In the data of the randomly sampled student samples, 70% of the student’s emotional tendencies are anxiety, and anxiety is the mainstream emotion of college students. College students’ feelings of employment and entrepreneurship stress and negative coping styles are both at a high-intensity level.

Students’ Performance and ICT Capabilities in Quadratic Functions Using GeoGebra

The study explored the relationship between information and communication technology (ICT) self-efficacies and students’ mathematics performance using the GeoGebra software in teaching quadratic functions to senior high school (SHS) students in the West Gonja Municipality of the savannah region. ICT capabilities were defined as the functionalities offered by ICT in mathematics education that students identify and utilize to address their learning needs, including computational and graphing capabilities. The pre-test/post-test non-equivalent control group design with a quantitative research approach were employed for data collection. A sample of 120 participants were selected from three Senior High Schools in the West Gonja Municipality via the stratified random sampling technique. Data were collected through performance tests and students survey questionnaire and analyzed using descriptive statistics, independent samples t-test and correlation analysis. Notably, the study observed that there was comparable/significant difference between the posttest mean scores of students taught using GeoGebra and students taught without it. The results also indicated GeoGebra as an effective technological tool for improving students’ computational and graphing competencies, both of which revealed significant and positive association with mathematics performance. Analysis of the responses of students' opinions/perceptions of GeoGebra as an ICT tool in teaching quadratic functions revealed an overwhelming majority of students had positive perceptions of GeoGebra, considering it an effective tool for teaching and learning quadratic functions, enhancing their understanding, computational skills, and motivation. They also expressed willingness to recommend it to their peers, indicating strong support for its integration into mathematics education. As a result, the study proposed the full integration of ICT into the SHSs’ curriculum. Additionally, it recommended focusing on enhancing the ICT competencies of SHS students to effectively leverage ICT in their educational endeavors.

Effect of Intelligence Tutor Learning Software on Students’ Academic Achievement Brick/Block Laying and Concreting Programme in Technical Colleges in Delta State

The study focused on the effect of intelligence tutor learning software on students’ academic achievement in brick/block laying and concreting programmes in Technical Colleges in Delta State. Specifically, three objectives, research questions, and hypotheses guided the study. Quasi-experimental research design was used for this study. The population for the study comprised 160 NTC II brick block laying and concreting students in the six Technical Colleges in Delta State selected for the study. A purposive random sampling technique was used to select the two schools in Delta State. The instrument, lesson plans, and the Table of Specification/Test Blue Print were subjected to face and content validation by two experts. The instrument yielded a reliability index of .87. The instrument for data collection was brick block laying and concreting (BBLCT) which has five parts according to the topics outlined and was used for data collection. The finding of the study shows that the mean score for the experimental group is higher than the control group, indicating that those taught construction management with the intelligence tutor learning technique performed better than those who were taught using the lecture method in technical colleges in Delta State. The finding of the study shows that there is a significant difference between the mean scores of students taught building drawing and design using intelligent tutor technique and those who were taught with lecture method in Technical Colleges in Delta State. Based on the findings of the researcher, the following recommendations were made: The use of the intelligence tutor learning software should be encouraged as this would help students to study at their own pace in Technical Colleges in Delta State. Philanthropists and stakeholders in technical colleges should create good content of intelligence learning software for students in brick/block laying and concreting programmes in Technical Colleges in Delta State. This could train the students on the current skills required in the industry.

Online English Language Teaching of Grade Eleven Students

In the Philippines, English teachers face additional challenges with online learning, particularly regarding connectivity issues and the teaching of grammar. Students also struggle with modular distance learning due to the lack of stable social and physical interactions. Considering these challenges, evaluating the effectiveness of online learning in English language teaching can inform decision-making among education stakeholders. Therefore, it is crucial to assess the effectiveness of online learning for Grade 11 English language instruction. To investigate this, the study employed an experimental research design to assess the effectiveness of online English language instruction for Grade 11 students. An equal number of 30 students were allocated to both the control and experimental groups. Specifically, the control group comprised 30 GAS students receiving instruction through the modular approach, while the experimental group consisted of 30 HUMSS students undergoing online English language instruction. A comparative analysis was conducted to ascertain differences between the pretest mean scores of students taught using modular versus online methods, differences between their posttest mean scores under these approaches, and discrepancies between their pretest and posttest mean scores across both approaches. Results revealed that modular and online approaches to teaching English were both effective to the students considering that no significant difference was shown in their pretest mean scores. However, the students were more comfortable with online learning since there was a significant difference in the post-test mean scores when taught using modular and online learning.

Students’ mathematics and real life contexts in solving algebraic word problems

Background: Algebra involves rules of operations, signs of operations, equations, and algebraic structures. Previous studies have indicated that students often struggle with mathematics in both academic and real-life contexts.Aim: The main objective of this study was to explore how students handle word problems in both mathematics and real-life contexts.Method: The study utilized a cross-sectional design to examine these issues in the developing world, specifically targeting junior high school students in Ghana. A total of 200 students, comprising 91 males and 109 females from various public Junior High Schools, were randomly sampled. The research categorized problems into mathematics context and real-life context, with analysis further divided into 'attempt statuses' (either 'attempted' or 'not attempted') and 'performance statuses' (either 'correct' or 'wrong'). Follow-up interviews, each lasting 15 minutes, were conducted with three groups of both male and female students.Results: The results from the independent samples t-test revealed that the mean score for male students (M =15.37, SD =3.435) was not significantly different from that of female students (M = 15.35, SD = 3.619). It was observed that male students attempted all word problems, while some problems were not attempted by female students.Conclusion: The study concluded that there is no statistically significant difference in the ability of male and female students to solve algebraic word problems. The lack of attempts by female students on some items suggests a potential lack of understanding in context problems. It is recommended that teachers employ multiple representations, technology tools, and metacognitive strategies to help bridge these gaps.

Öğretmen Adaylarının STEM Motivasyonlarının ve Girişimcilik Seviyelerinin Araştırılması

The purpose of the current research was to highlight the STEM motivation and entrepreneurship skills of pre-service teachers educating on different programs. For this purpose, the quantitative research approach was conducted, and a survey model was employed. The sample of this research comprised 285 pre-service teachers enrolled in the various departments of faculty of education in a state university in Türkiye. "Entrepreneurship Scale for Teacher Candidates" and "STEM Motivation Scale" were utilized as data collection tools. It was found statistically significant differences between early childhood education and elementary mathematics education, between elementary education and elementary mathematics education, and also between science and elementary mathematics education in favour of elementary mathematics education regarding the mean scores of pre-service teachers' mathematical motivation (MM) in the significance level of .05. It was also found that there was a significant difference between elementary education and elementary mathematics education in favour of elementary education regarding the mean scores of pre-service teachers' self-confidence (SC) in the significance level of .05 in Entrepreneurship Scale for Pre-service Teachers. Also, it was found that there was a significant difference between elementary education and elementary mathematics education in favour of elementary education regarding the mean scores of students' emotional intelligence (EI) in the significance level of .05 on the Entrepreneurship Scale for Teacher Candidates. According to the results, further implementation suggestions were given.

Factors causing stress in conducting research among postgraduate students of public and private sector universities

Abstract
 The purpose of this study was to examine the factor causing stress in conducting research among research scholars of public and private sector universities. Quantitative research method was applied in this study which was descriptive in nature. The data was collected from research scholars by using survey technique. The location for the population was Karachi and Jamshoro. One hundred fifty one scholars were selected as a sample. The results showed that the overall mean score of students was (M=3.6) which indicated the high research stress level in research students of both public and privates universities. Students of public universities faced more thesis writing, supervisor relationship and academic stress than private universities. Stress level in the factors of coursework stress and socio-economic stress was same in public and private universities. The findings of this study are expected to provide new evidence for higher education institutions and result in certain reforms in public and private sector institutions.

The effects of mentorship and educational videos on nursing students’ physical examination skills: a clinical audit

BackgroundPoor competence in clinical examination skills among nurses has been reported in practice, and there is a strong consensus that physical examination (PE) education must be improved. However, deficiencies cannot be resolved by theoretical training alone, and new training approaches are required to enable nursing students to perform PE accurately. This study aimed to determine and compare the effect of two new educational methods (mentorship and educational video methods) on the physical examination skills of Iranian nursing students.MethodsThis study was a clinical audit with three group pretest posttest design. Eligible nursing students were recruited through the census method and assigned to three groups (mentorship, educational videos, and control group) using permuted block randomization. Students were taught PE skills in three vital systems through three approaches (mentors, educational videos, and routine educational methods). Data were collected using a two-part instrument consisting of a demographic information questionnaire and a 32-item checklist for assessing the students’ skills in examining the respiratory system (10 items), cardiovascular system (13 items), and 12 cranial nerves (9 items). Data were analyzed using SPSS software version 16 and descriptive and analytical statistical tests.ResultsAt baseline, students in all groups scored less than half of the possible scores in all three systems, and the mean scores of the three groups were not statistically different (P > 0.05). After the intervention, the mean scores of students in the mentorship group increased significantly in all three systems (P < 0.001), whereas the mean scores of students in the educational video group and the control group did not change significantly (P > 0.05). Furthermore, after the intervention, the mean scores of the educational video group and the control group did not significantly differ in any of the three systems (P > 0.05). The ANCOVA showed that with posttest score as the covariate, PE skills in all three systems improved one week after the intervention in the mentor group compared to the control group and the educational video group. However, PE skills in all three systems did not improve one week after the intervention in the educational video group compared to the control group.ConclusionsThe mentorship method is more effective than the educational video and routine methods for teaching PE skills to nursing students. Nursing schools can use the mentor method in training nursing students, and it is recommended to revise the PE lesson unit in the nursing curriculum and exchange it from a purely theoretical-based unit to a mixture of theoretical and clinical-based training. Educational videos alone cannot improve nursing students’ PE skills; thus, if educational videos are used to teach clinical skills, it is necessary to hold hands-on sessions to provide feedback to students and correct their mistakes.

Exploring the Addition of Simulation-Based Learning Experiences to Prepare Student Physical Therapist Assistants for Inpatient Clinical Experience

Background and Purpose: In today's fast-paced health care environment, simulation-based learning experiences (SBLEs) are viewed as an optimal approach to provide health professions students an opportunity for safe and deliberate practice in clinical scenarios with an element of risk. Evidence supporting the benefits of SBLEs in preparation for doctor of physical therapy (DPT) students' initial inpatient clinical experience (CE) has recently become available; however, no literature exists describing the use and effect of simulation in training preprofessional physical therapist assistants (PTAs) for higher acuity clinical environments. The authors aimed to describe the perceived value of SBLEs in preparing PTA students for the first inpatient CE, through multiple perspectives: student perception of readiness for the environment, clinical instructor (CI) perception of student preparation, and student performance ratings within the clinical practicum. Case Description: Effect of a newly implemented series of SBLEs was explored with a single cohort of PTA students (n = 14) and their associated CIs (n = 8) at one institution. Quantitative and qualitative data were captured through student and CI surveys, focus groups, and the Physical Therapist Assistant Manual for Assessment of Clinical Skills (PTAMACS). Outcomes: Student mean scores on a modified Acute Care Confidence Survey were 88.2%, indicating high levels of perceived preparation. This was further supported by themes in the focus group discussions. CIs reported student readiness for the setting, rating students somewhat prepared (occasional cues/&lt;50% assist) or better, on the CI Questionnaire in 85.6% of survey items. CI focus group themes also generally supported student preparation. All students met the PTAMACS required threshold to pass the CE. Discussion and Conclusion: Implementation of the SBLE was practicable and well received by a single cohort of PTA students and their CIs; and, students were successful in their inpatient CE following the experiences. PTA student and CI perceptions were consistent with literature on the benefits of SBLE for DPT students. Further research on SBLE and PTA education in larger cohort studies is warranted.

THE EFFECT OF POINT-COUNTERPOINT STRATEGY ON STUDENTS ‘ABILITY IN SPEAKING SKILL AT THE EIGHTH GRADE OF UPTD SMP NEGERI 1 GUNUNGSITOLI IN 2022/2023.

This research aimed to investigate whether is there a significant effect of Point-Counterpoint Strategy on Students’ ability in Speaking Skill or not. The research was conducted by using Quantitative Research especially in Quasi-Experimental Design. The Population of the research was eighth grade of UPTD SMP Negeri 1 Gunungsitoli that consisted of 287 students. The research took sample which consist of 64 students by using Cluster Sampling Technique. The instrument used in collecting data was Directed Response Task. The instrument of my research is sound record, handphone, and documentation. The test was validated by three validators and it was stated valid. Then the researcher gave the pre-test and post-test to experimental class and control class to find the normality and homogeneity of the sample. After conducting the research, the researcher analyzed the data and the result shows (1) the mean score of students’ ability in pre-test of experimental class was 66,41 and control class was 61.10. (2) The mean score of students’ ability in post-test of experimental class 87,22 and in control class was 70.00. (3) The result of testing hypothesis , the researcher found that tcount was 12.127 and ttable was 1.659. Since tcount(12.127) ttable(1.659), it can be concluded that Ha is accepted. (4) There is a significant effect of Point-Counterpoint Strategy on students’ ability in speaking skill especially in expressing asking and giving opinion at the eighth grade of UPTD SMP Negeri 1 Gunungsitoli in 2022/2023.Furthermore, the researcher has some suggestion related to the research: (1) The English Teacher should use Point-Counterp oint Strategy in teaching Speaking especially in expressing asking and giving opinion material. (2) The English Teacher should be able to guide the students in practicing speaking orally by using expression, dialog, and enhancing the students’ vocabulary. The researcher suggest for the next researcher to use Point-Counterpoint Strategy in the other skill of language.

Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics

In an effort to achieve educational goals and improve students' enthusiasm for Physics, it is important to take into account the prior experiences that students bring with them to the classroom. Teachers' exploration of these prior experiences is crucial when implementing the constructivist approach to classroom instruction, as it helps in achieving the desired objectives. Consequently, this research aimed to investigate how the application of cognitively guided instruction influences the attitudes of senior secondary school students towards Physics. The study employed a pretest-posttest control group quasi-experimental design and utilized multilevel linear models for data analysis, considering the hierarchical structure of the data with participants nested at both classroom and school levels. Students’ Attitude to Physics Questionnaire was used to collect data during the study. The study's findings revealed a significant positive impact of cognitively guided instructional strategy (CGIS) on students' attitudes towards Physics, and a significant difference in the post-attitude mean scores of students in the CGIS and the conventional teacher-centred instructional groups. Thus, cognitively guided instruction holds substantial promise as an effective pedagogical strategy for teaching Physics. In conclusion, this research underscores the importance of contextualizing instruction, as it actively engages students in the learning process and significantly enhances their attitudes towards the subject of Physics. The instructional structure which CGIS provides enables the validation of students’ knowledge-creation ability.

E-module in Real-Time Rendering and Virtual Reality: Impact to Student’s Cognitive and Skill Performance

An e-module in real-time rendering and virtual reality using sketchup and enscape is created using the software kotobee. It aims to assess the acceptability and its impact to student’s cognitive and skill performance. The use of e-module as a teaching tool aligns with Education 4.0's flexible learning approach. The study is participated by 38 students. They were divided into two groups. The control group who will undergo conventional way of teaching in learning rendering and the experimental group who will utilize the e-module in learning real-time rendering and virtual reality. Results of this study shows that there is a significant difference between pre-test and post-test scores in both groups. It also shows that the mean difference between test scores in the experimental group is higher than the control group by 0.79 points. This implies that the scores of the respondents in the experimental group have improved more than in the control group making the e-module to have a positive impact to student’s cognitive abilities. To assess the skill performance of the students in the control and experimental group, the rendered output submitted by the students are evaluated by experts in rendering using enscape. Results shows that the evaluation output mean score of students in the experimental group, which is 15.61, is higher than that in the conventional group with 13.40. This shows that those students in the E-module group have better output than those in the conventional group. This implies that the E-module has a positive impact on student skill performance.

The mediating role of healthy lifestyle behavior in the relationship between religious practice and academic achievement in university students

BackgroundThe issues of religious practice, healthy lifestyle behavior and academic achievement are global agendas. Most previous research has focused on either one or two of the variables, not three of them (e.g. just the relationship between religious practice and healthy lifestyle behavior). And addressing these three issues, by and large, demands a systemic approach to re-thinking the current level and improving it.ObjectiveTo examine the causal relationship between religious practice, healthy lifestyle behavior, and academic achievement in the case of Debre Markos University (DMU) and Injibara University (IU), Ethiopia.MethodsFour hundred forty students are participated voluntarily using random sampling techniques. To attain this objective, a cross-sectional research method design was used.ResultsThe mean scores of students’ healthy lifestyle behavior is more than average in all aspects. MANOVA results revealed that batch, ethnicity (region), and the university did not display a statistically significant difference among the composite (or combined) scores of both students’ healthy lifestyles and religious practice. However, religious affiliation and gender religious practice and have an effect on religious practice and healthy lifestyle behavior respectively. The correlation output informs that religious practice and healthy lifestyle behavior are positively and significantly correlated with each other. Religious practice also significantly predicted students’ healthy lifestyle behavior. Despite this, the academic achievement of students didn’t have any relationship with their religious practice and healthy lifestyle behavior.ConclusionUniversity students’ healthy lifestyle behavior doesn’t play an intervening variable in the effect of religious practice on academic achievement. Possible practical implications and recommendations have been forwarded.

STUDENTS’ ABILITY IN USING CONDITIONAL SENTENCES

This research was aimed at describing the students’ ability using conditional sentences and to investigate the dominant type of conditional sentences mastered by the eleventh-grade students using conditional sentences (type I, II, and III) at SMAS Istiqlal Delitua Academic Year 2022/2023. The design of this research was descriptive quantitative research and the instrument used in this research was an objective test or multiple choices. The population of this research was 210 students. Then, the researchers used a simple random sampling technique to take the sample and chose 30 students. The researchers found out: first, the mean score of students’ ability in using conditional sentences was 77.86; it was categorized as a “good” level; second, the dominant type of students’ ability in using conditional sentences was “type I” with a mean score of 0.88 or 38%. It means the process of teaching and learning English, more specifically, in Conditional Sentences, at SMAS Istiqlal Delitua Academic Year 2022/2023 has reached the standard.