Achievement Of Middle School Students Research Articles

The impact of meaningful watershed environmental experiences on the academic achievement of middle school students

The impact of meaningful watershed environmental experiences on the academic achievement of middle school students

The Effect of Quantum Learning Model on Attitude, Anxiety, and Achievement of Middle School Students Towards Mathematics

We conducted this research to investigate the impact of the Quantum Learning Model (QLM) on the academic achievement, attitudes toward mathematics, and anxiety levels of seventh-grade middle school students. A total of fifty-six 7th-grade students participated in the research. The research used a quasi-experimental model with a pretest-posttest control group. The experimental group used QLM during the research process, while the control group used the current learning approach. We conducted the research for 28 lesson hours. We collected data using attitude, anxiety scale, and academic achievement tests. We applied tests to both groups before and after the experimental procedure. We used independent-samples-T-tests and paired-samples-T tests in the analyses. We also evaluated the journals of students and the researcher. Accordingly, QLM had a positive effect on middle school students' academic achievement in mathematics. The posttest mean scores of attitudes decreased significantly in the control group. The experimental group experienced a decrease in post-test mean scores of anxiety, which was not statistically significant, whereas the control group experienced a statistically significant increase in post-test scores. Students and teachers have expressed positive opinions about the use of note-taking and mind maps, which enhance the durability of learning, the establishment of a classroom environment and atmosphere conducive to QLM, and the implementation of celebration activities.

A quantitative correlation study of demographic predictors of academic achievement among middle school victims of bullying

ABSTRACT Bullying victimization is a prevalent and intricate issue affecting children and teenagers, characterized by unwanted aggressive behavior and power imbalances. Alarmingly, one in 10 public schools reports serious violent crimes annually, including various forms of bullying. This study aims to explore predictors influencing academic achievement in middle school students who have experienced bullying. Using a correlation design, age, race, gender, socioeconomic status (SES), and bullying victimization were examined as predictors, with academic achievement as the dependent variable. Results highlighted age, SES, race, and gender as significant predictors. The findings offer insights for policymakers to implement strategies combating bullying in educational settings, thereby fostering a safer and more conducive learning environment for all students.

Study on the Mechanism of the Impact of Non cognitive Abilities on Academic Achievement: The Chain Mediating Role of Teacher Support and Parent Participation

Based on the China Education Tracking Survey (CEPS) data, a structural equation model was used to study the mechanism of non cognitive abilities on academic achievement of middle school students. The results showed that: (1) there was a significant correlation between non cognitive ability, parental involvement, teacher support, and academic achievement variables; (2) Non cognitive abilities have a significant positive impact on student academic achievement, with pleasant traits in non cognitive abilities having a greater direct impact on academic achievement compared to learning perseverance traits; (3) Parental involvement plays an independent mediating role in the impact of non cognitive abilities on the academic achievement of junior high school students; (4) Teacher support and parental involvement play a chain mediating role in the impact of non cognitive abilities on the academic achievement of middle school students. The results of this study indicate that non cognitive abilities not only have a significant positive impact on the academic achievement of middle school students, but can also have an indirect impact on their academic achievement through two pathways: the mediating effect of parental involvement and the chain mediating effect of teacher support and parental involvement.

Executive function predictors of science achievement in middle-school students

Cognitive flexibility as measured by the Wisconsin Card Sort Task (WCST) has long been associated with frontal lobe function. More recently, this construct has been associated with executive function (EF), which shares overlapping neural correlates. Here, we investigate the relationship between EF, cognitive flexibility, and science achievement in adolescents. This is important because there are fewer educational neuroscience studies of scientific reasoning than of other academically relevant forms of cognition (i.e., mathematical thinking and language understanding). Eighth grade students at a diverse middle school in the Midwestern US completed classroom-adapted measures of three EFs (shifting, inhibition, and updating) and the WCST. Science achievement was indexed by students’ standardized test scores and their end-of-the-year science class grades. Among the EF measures, updating was strongly predictive of science achievement. The association between cognitive flexibility and science achievement was comparatively weaker. These findings illuminate the relationship between EF, cognitive flexibility, and science achievement. A methodological contribution was the development of paper-and-pencil based versions of standard EF and cognitive flexibility measures suitable for classroom administration. We expect these materials to help support future classroom-based studies of EF and cognitive flexibility, and whether training these abilities in adolescent learners improves their science achievement.

Exploring the Impact of Parenting Styles on Academic Motivation and Achievement in Adolescents: A Cross-Cultural Literature Review in Middle School Students

This paper examined empirical studies on the relationship between parental attitude, parenting style, and childrens academic achievement. The work began with a review of the literature on parenting styles and their relationship to child development from a typological perspective, as well as current research on the relationship between parenting styles, academic motivation, and adolescent academic performance. Also, it reports a significant correlation between childrens academic achievement and parental style. The reviews findings indicate authoritative parental styles are associated with higher academic achievement among adolescents worldwide. For the other three parenting styles, cross-cultural and cross-societal findings remained inconsistent. In addition, the paper examined factors such as differences in parental styles between nations. Finally, the paper highlighted the significance of researching parenting styles and how they can be refined in the future. Based on the studys findings, it is recommended that parents and instructors collaborate to improve the academic achievement of middle school students.

중학생의 학업적 자기효능감, 학업무기력, 학업성취의 종단적 관계

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

The influences of mindfulness on high-stakes mathematics test achievement of middle school students.

Research has shown that mindfulness can reduce students' negative emotions associated with high-stakes tests and thereby improve test performance. This study explored the association between mindfulness-based intervention (MBI) and high-risk math test scores of middle school students, which is noticeably slim in the domain of mathematics education, through a mediating process involving math-specific test anxiety and math self-efficacy. Using data from a sample of 45 students, age 12-13, we found empirical support for a significant positive correlation between mindfulness and middle school students' math achievement. Participants listened to a mindfulness audio every other week before a mathematics test. Weekly mathematics test scores, student group discussion data, and in-depth interview data were analyzed to explore how mindfulness affected students' mathematics test performance, which showed a statistically significant improvement after mindfulness compared to mathematics achievement without the intervention. Our results indicate that mindfulness can relieve mathematics anxiety symptoms, including physiological manifestations, test-unrelated thinking and worries, and problem-solving obstacles caused by mathematics anxiety. Also, mindfulness, especially its non-judgmental attitude, positively affects students' mathematical self-efficacy. The current research provides evidence of the mindfulness intervention's efficacy for improving middle school mathematics test performance but also identifies the complexities of implementing it with large numbers of students.

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

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

중학생의 수학 학업 저성취 영향요인 분석

Objectives The purpose of this study is to identify the factors affecting the low mathematical achievement of middle school students and to derive effective implications for the basic academic achievement guarantee policy.
 Methods This study used the 4th to 6th data of the 4th-grade panel of the Gyeonggi Education Longitudinal Study (GEPS). For 5,376 middle school students, we specified a hybrid model that combines both fixed and random effect. The low achievement level represents the lowest 20% in the group. Since this is a binary variable, the panel logit model was applied. Based on previous research, personal characteristics, family background, and school context factors were put as independent variables.
 Results Among the intra-individual effects, the changes in academic amotivation and math class attitude showed significant influence on the possibility of low achievement in math. Among the inter-individual effects, variables such as expected level of education, the degree of smart devices usage for learning and non-learning, family income level and parents' educational background, private tutoring in mathematics, attitude in mathematics class had a significant effect on the possibility of low performance in mathematics. In addition, discriminatory atmosphere based on school achievement, participation in after-school classes, and location of school are identified as significant influencing factors.
 Conclusions Focusing on the variables that had a significant influence on the possibility of low achievement in mathematics, suggestions were made on the effective educational intervention, and on the policy such as the 『Comprehensive Plan for Guaranteeing Basic Academic Achievement』.

The effect of an educational program using the guided discovery method in developing fluidity and motor transmission according to biomechanical variables, technical performance, and javelin throw achievement for middle school students.

تعمل الدول على تطوير النظم التعليمية إيمانا منها بأن العملية التعليمية هي العنصر الرئيس لإحداث التنمية بجميع ابعادها ولقد شهدت السنوات الأخيرة تزايد اهتمام المربين والباحثين بتطوير الدراسات التربوية في مختلف مراحل التعليم , ولإيمانهم بأهمية التعلم والتعليم على وجه الخصوص , والدور الذي يؤديه في تربية الأجيال لإعداد المواطن القادر على القيام بواجباته نحو المجتمع الذي يعيش فيه بكفاءة عالية , متمكناً من المهارات التي تعينه على مواجهة مشكلات حياته فقد انعكس ذلك على مجموعة من التغيرات شملت مناهجها وأدواتها ونظرياته, وذلك نتيجة التقدم العلمي في كافة المجالات وبخاصة في العلوم الإنسانية وكان من الطبيعي ان تنعكس هذه التغيرات على عناصر العملية التعليمية لا سيما في المجال الرياضي

중학생이 인식한 수업 및 평가의 실제와 학습자 특성이 수학교과흥미 및 수학성취도에 미치는 영향

Objectives The purpose of this study was to analyze the effects of teacher's teaching and assessment practices, students' self-esteem, and academic efficacy on subject interest and academic achievement in order to explore the causes of students' affective and cognitive achievement. Methods Using data from the 3rd year of the Daegu Education Panel Study (2019), Pearson correlation coefficients were calculated to examine the correlation degree of each variable, and multiple regression analysis was conducted to explore the differential influence of teachers on cognitive and affective achievement of middle school students. Results First, it was found that the form of teaching and assessment recognized by middle school students had a significant effect on mathematics and interest except for the entire feedback experience. However, it was found that individual feedback experiences had a significant negative effect. Second, it was found that only the total feedback experience, individual feedback experience, and task feedback had a significant effect on mathematical achievement in the form of instructional and evaluation practice recognized by middle school students. Like the mathematics and interest regression model, individual feedback experiences were found to have a significant negative effect. In the case of the effect of learner characteristics on mathematical achievement, only academic efficacy was found to have a significant positive effect, and when comparing the size of the standardization coefficient, it was found that academic efficacy, which is the learner characteristic, had the greatest effect Conclusions The actuality of classes and evaluations perceived by middle school students and the differential effect of learner characteristics on students' math interest, and mathematical achievement were confirmed, and implications for teaching methods that can be used in teachers' classes were proposed.

The Impact of the Circular House Strategy on the Achievement and Systemic Thinking of Middle School Students in Geography

The current research aims to identify the effect of the circular house strategy on the achievement of middle school students in the subject of geography.To achieve the goal of the research, the researcher formulated a hypothesis and intentionally chose a sample of the fifth year middle school / literary students from Homs High School for Girls for the academic year (2020-2021). In a simple random way, she chose Division (A) to represent the experimental group that is taught by the circular house strategy, while Division (B) became the control group and is taught in the usual way, and the research sample amounted to (33) students, with (17) students for the experimental group and (16) students for the control group.The researcher made a balance between the two research groups in the following variables: the general average for the past year, the achievement in geography for the past year, the chronological age calculated in months, the degree of intelligence and the achievement of the father and the achievement of the mother for both (Round House Strategy and the Ordinary Method).As for the research method, the researcher prepared an achievement test consisting in its final form of (37) paragraphs of a multiple-choice type with three alternatives and its validity, reliability, discriminatory power, and the effectiveness of the wrong alternatives were confirmed.The experiment was started at the beginning of the first semester of the academic year (2020-2021) on 12/1/2020 and continued until 16/2/2021, with one lesson per week with some additional lessons for both groups.After data collection and statistical analysis using the Mann Whitney test for two independent samples, the results showed that the experimental group outperformed the control group in the achievement test.In the light of the results of the research, the researcher recommended a number of recommendations, including the preparation and training unit in the Nineveh Education Directorate to introduce teachers of geography to developmental training courses on how to use the circular house strategy.To complement the current research, the researcher suggested several proposals, including the impact of the circular house strategy on the achievement of fifth-grade literary students in geography and the development of their social interaction.

Role of artistic activities in developing the academic achievement of middle school students

Artistic activities are considered one of the most prominent types of visual arts through which artistic expression is practiced, whether it is intellectual expression or the expression of feelings and feelings. From an emotional and psychological point of view, psychological researchers have also been interested in the field of adolescent arts, for what it contains of psychological facts and indications that reflect their motives, struggles and hidden desires in an unconscious and transcendent manner. Which artistic activities carry for their direct impact on adolescent students and know the impact of these activities on academic achievement through a scale built by the researcher for this purpose. This study found the following: 1) There are differences in the motivation for academic achievement and in favor of the post-test. 2) Technical activities can develop the motivation for academic achievement and make positive change in this field, and this is confirmed by the current study through its findings.

Comparison of Models for Classification of Learning Achievement of Middle School Students in Indonesia in 2019 using the Support Vector Machine Algorithm, Conditional Inference Trees, and Random Forest

Indonesian JHS students' learning achievement is still low. During 2015-2019, the average national exam score for Indonesian JHS has always decreased. In the last national examination, the average national exam score was 52.82 and was included in the bad category. This certainly needs to be a concern for local governments and the education office. Therefore, it is necessary to form a classification model that can be used to identify cities/districts in Indonesia which are categorized as bad or enough. This study discusses the comparison of models for the classification of learning achievement categories as seen from the average 2019 JHS results in 514 districts/cities in Indonesia using the Support Vector Machine (SVM), Conditional Inference Trees (Ctree), and Random Forest (RF) algorithms. The three algorithms were chosen because of their respective advantages, namely the SVM algorithm is known to be very powerful, Ctree as an improvement from the usual decision tree, and RF to represent ensemble learning. The independent variables used are education budget, classroom conditions, school accreditation, and teacher qualifications. From the results of this study, it has been found that the SVM algorithm produces the highest accuracy (0,80), recall (0,97), kappa statistics (0,38), and F1-score (0,87) compared to the Ctree and RF algorithms, while only precision (0,80) has the same value as the Ctree algorithm. So, the SVM algorithm produces the best model for the classification of district/city learning achievement categories in Indonesia based on education budget, classroom conditions, school accreditation, and teacher qualifications.

Classification of types of academic stress and academic achievement in middle school students and exploration of influencing factors: Application of random forests

목적 본 연구에서는 중학생의 학업스트레스와 학업성취에 따른 잠재프로파일을 도출한 후, 랜덤포레스트 기법을 활용하여 이러한 잠재프로파일 분류에 영향을 미치는 설명요인을 탐색하고자 하였다. 설명요인으로는 학생의 개인 특성, 가정, 교사 및 학교 특성 등을 포함한 다차원적인 요인들을 고려하여 교육 맥락의 실제성을 높이고자 하였다. 방법 연구를 위하여 한국교육종단연구2013 3차년도 중학교 1학년 자료를 활용하였으며, 분석 대상은 총 6,731명이었다. 분석 방법으로는 먼저 잠재프로파일 분석을 실시하여 학업스트레스와 학업성취에 따른 잠재프로파일을 도출한 후, 랜덤포레스트 기법을 활용하여 잠재프로파일을 설명하는 주요 요인을 선별하였다. 이후 각 잠재프로파일을 설명하는 주요 요인들의 예측력을 파악하기 위해 다항로지스틱 회귀분석을 실시하였다. 결과 학업스트레스와 학업성취에 따른 잠재프로파일은 ‘저스트레스-저성취’, ‘고스트레스-저성취’, ‘저스트레스-고성취’, ‘고스트레스-고성취’의 총 4개로 구분되었다. 이러한 집단 분류를 설명하는 주요 요인으로는 수업집중도, 수업이해도 등과 같은 학생의 인지적 요인, 정신건강, 무동기, 자기효능감 등 정의적 요인, 휴대폰 중독, 미디어 활용시간 등 여가활동과 관련된 요인이 선별되었다. 결론 연구 결과를 토대로 학생의 학업스트레스 및 학업성취와 관련한 교육적 시사점을 제안하였다.

Exploring Latent Classes Determinants and Transition on Educational Achievement for Middle School Students

Exploring Latent Classes Determinants and Transition on Educational Achievement for Middle School Students

The influence of school leadership and teacher performance on the learning achievement of middle school students

This study aims to determine and describe the influence of principal leadership and teacher performance on student achievement in SMA NegeriLubuk Raja OganKomeringUlu (OKU) District. The method used is a quantitative method. The data collection technique used was a questionnaire. The results of the study can be concluded that the test results show that the higher the effective leadership of the principal, the higher the student achievement squared the correlation coefficient between the two variables is 0.588. The square of the correlation coefficient between the two variables (r2y2) of 0.5069 can be interpreted that if other variables are not controlled, then 50.69% of the proportion of student achievement variance can be explained by the level of teacher performance. and the multiple correlation coefficient between the two independent variables with the dependent variable Ry.12 of 0.684. From the correlation coefficient, the coefficient of determination (R2) of 0.684 means that 68.40% of the proportion of student achievement variants can be explained jointly by the principal's leadership and teacher performance.

The Achievement of Middle School Students’ Mathematical Problem Solving Abilities through Project-Based Learning Models

This research aims to determine the use of project-based learning (PjBL) in the achievement of students' mathematical problem-solving abilities. The variables in this research were PjBL and mathematical problem-solving abilities. The instrument in this research was a description test of mathematical problem-solving abilities, which was analyzed by testing the hypothesis using the Mann Whitney U test. The results showed that the average value of students learning using PjBL was higher than students learning using conventional models. The results of the Mann Whitney test show that learning using PjBL is effective in improving students' mathematical problem-solving abilities.

Middle School Students’ Scientific Epistemological Beliefs, Achievements in Science and Intellectual Risk-Taking

The paper reports about an empirical study investigating the relationship between scientific epistemological beliefs, intellectual risk-taking in science learning and science achievement of middle school students via path analysis. The sample was composed of 2119 middle school students enrolled in public schools. Nearly half of the students (50.9%) were female. ‘Personal Information Form’, ‘Scientific Epistemological Beliefs Scale’, ‘Intellectual Risk-Taking Scale’ and ‘Science Achievement Test’ were used in data collection. During the data analysis of the relationship between scientific epistemological beliefs, intellectual risk-taking and science achievement, Path diagrams and analysis were used. Results of the analyses showed that ‘certainty’, ‘improvement’ and ‘verification’ aspects of scientific epistemological beliefs positively predicted science achievement while the ‘source’ aspect predicted negatively science achievement. Furthermore, scientific epistemological beliefs predicted significantly intellectual risk-taking. Moreover, it was found that intellectual risk-taking levels of the students positively predicted achievements in science. In conclusion, it was seen that there was a causal relationship between scientific epistemological beliefs, intellectual risk-taking and science achievement of middle school students.