Achievement Of Middle School Students Research Articles

English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis

This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student- and school-level characteristics, former ELLs significantly outperformed current ELL and NES students in reading (effect sizes: 1.07 and 0.52) and mathematics (effect sizes: 0.86 and 0.42). The results support Cummins's (1979, 2000) lower level threshold hypothesis predicting that upon reaching adequate proficiency in the language of schooling and testing, ELLs would no longer experience academic disadvantages. Refinements for the theory and directions for future research are discussed.

Impacts of Ability Grouping on Academic Achievement of Middle School Students

Impacts of Ability Grouping on Academic Achievement of Middle School Students

Evaluating Mathematics Achievement of Middle School Students in a Looping Environment

Looping, a school structure where students remain with one group of teachers for two or more school years, is used by middle schools to meet the diverse needs of young adolescents. However, little research exists on how looping effects the academic performance of students. This study was designed to determine if looping influenced middle school students' mathematical academic achievement. Student scores on the Mississippi Curriculum Test (MCT) were compared between sixth and eighth grade years for 69 students who looped during the seventh and eighth grades with a group of 137 students who did not loop. Looping students achieved statistically significantly greater growth on the MCT than their nonlooping counterparts between sixth and eighth grades. Further, the data were disaggregated by gender, ethnicity, and socioeconomic status. Findings indicate that looping may academically reengage students during the middle school years. Advantages and disadvantages of looping at the middle grades are discussed.

Relationships Between Physical Fitness And Academic Achievement In Middle School Students

Relationships Between Physical Fitness And Academic Achievement In Middle School Students

“Building Hope for the Future”: A Program to Foster Strengths in Middle-School Students

The authors investigated the effectiveness of a 5-week hope-based intervention designed to enhance hope, life satisfaction, self-worth, mental health and academic achievement in middle school students. The study includes a sample of 31 students from a community school, a matched comparison group of 31 students, and 2 secondary groups—guardians and teachers of the students’ intervention group. Students completed a questionnaire packet that included demographic information, the Portuguese versions of the Children’s Hope Scale, Students’ Life Satisfaction Scale, Mental Health and Self-Worth Scales. Academic achievement was obtained from school records. At baseline, groups are statistically similar on the variables of interest. At post-test the intervention group had enhanced hope, life satisfaction and self-worth. In the intervention group, benefits in hope, life satisfaction and self-worth were maintained at the 18-month follow up. Results suggest that a brief hope intervention can increase psychological strengths, and participants continue to benefit up to 1-year and 6-months later.

Examining Differences in Middle School Student Achievement on a Criterion-Referenced Competency Test (CRCT) in Science

Many authors have posited that agricultural education curriculum in middle schools may enhance student performance in science. To determine the effect that agricultural education curriculum has upon Georgia middle schools’ student performance in science, this descriptive study compared science knowledge among middle school students in Georgia who were enrolled in schools with and without agricultural education programs. To quantify the science knowledge and skills of students, the researchers used the state’s annual Criterion-Referenced Competency Test (CRCT) (science), mandatory for all students in middle schools. The scores of students in the 51 middle schools in the state with agricultural education programs were compared to the scores of students in 51 similar schools that did not have an agricultural education program. The percentage of students meeting or exceeding the standards in the CRCT test were consistently higher (and sometimes significantly higher) in schools with agricultural education programs over two consecutive school years. Although the researchers cannot conclude that the difference is due solely to the agricultural education programs, the results of this study open a myriad of opportunities for further research.

수준별수업이 중학생의 자기조절학습력과 수학과 학업성취에 미치는 영향

본 연구의 목적은 수준별수업이 중학생의 자기조절학습력과 수학교과의 학업성취에 미치는 영향 을 검증하는 것이다. 연구의 대상은 경기도에 위치한 A 중학교 2학년 학생 333명으로, 심화반, 기 본반, 보충반의 수준별 학급으로 편성되었고, 수준별수업을 실시하지 않은 비교반을 두어 수준별수 업이 미치는 영향의 차이를 분석하였다. 수준별 학급은 전년도의 학기말고사 학업성취도에 따라 편성되었고, 해당 단위학교의 교육과정 운영상 교내 정기고사의 학업성취도를 근거로 학기당 2회씩, 총 4회의 수준별 학급의 재편성이 이루어졌다. 설문검사로 얻어진 자기조절학습력의 차이를 t-검증 과 변량분석으로 검증하였고, 학업성취도는 반복측정 공변량분석으로 그 변화를 검증하였다. 일원 변량분석으로 밝혀진 심화반, 기본반, 보충반, 비교반의 자기조절학습력은 유의한 차이를 보였다. 사후검증을 실시한 결과 유의한 차이는 주로 보충반의 낮은 점수로 인한 것이었고 기본반은 상대적 으로 자기조절이 잘 이루어진 것으로 나타났다. 한편, 총 4회에 걸친 수준별 학급의 재편성으로 인 해 발생한 수준 간의 이동을 경험한 학습자와 경험하지 않은 학습자 간의 자기조절학습력에서 유의한 차이가 나타나지 않았다. 학업성취도의 경우 1학기말과 2학기말 점수의 차이는 유의하지 않았 으나, 학업성취도의 변화의 양상은, 심화반과 보충반의 하향추이와 기본반의 상향추이, 비교반의 무변동성을 확인할 수 있었다. 이러한 결과는 수준별수업이 유도할 것으로 가정한 자기조절학습력과 학업성취도의 변화는 주로 중위권 학습자들에게 기여하는 프로그램임을 보여주는 결과이다.

Sex Differences in the Relationship among Temperament, Character, Intelligence, and School Achievement of Middle School Students

Sex Differences in the Relationship among Temperament, Character, Intelligence, and School Achievement of Middle School Students

Teacher Qualifications and Middle School Student Achievement

Examines whether teacher licensure test scores and other teacher qualifications affect middle school student achievement.

Effects of Multimedia Software on Achievement of Middle School Students in an American History Class

This study investigated social studies achievement as a result of utilizing a multimedia-based American history software program (Ignite Early American History, 2003) to augment textbook and lecture materials for seventh-grade middle school history students in an ethnically and linguistically diverse urban school district. The instructional software used was an interactive multimedia program designed to teach middle school students through video, song, animation, text, and other media to develop critical thinking skills while acquiring knowledge of required content strands (Ignite Learning, 2003). Teacher and student activities, pretest and posttest scores, and instructional methods for experimental and control conditions were documented in order to provide a comprehensive understanding of the results.

Learner preferences and prior knowledge in learner-controlled computer-based instruction

This study examined the effects of prior knowledge, learner preference for control, and type of control (learner or program) on the achievement of middle-school students in a computer-based instructional program on adding and subtracting integers. Students were blocked by preference-for-control scores and randomly assigned to either a learner-control or program-control version of instruction. A significant three-way interaction (prior knowledge × preference scores × type of control) revealed that students with high prior knowledge achieved better on the posttest when their preference for control was matched with the type of control they received, whereas students with low prior knowledge achieved better when their preference was mismatched. A significant three-way interaction on attitude reflected the same pattern found in the interaction for achievement scores. The overall results indicate that matching learner preference to the type of program they receive is an effective strategy for high-prior-knowledge students but not for those with low prior knowledge.

수준별 화학실험 프로그램의 개발 및 적용이 중학생들의 과학 탐구능력과 태도에 미치는 효과

On this study, the adaptive level teaching & learning program in chemical experiment was developed and applied to research the effect on scientific inquiry achievement of middle school students on the basis of analyzing the chemistry part of the science textbook in the 7th curriculum. According to the result of ANCOVA, there was significant differences (p<0.05) between the experimental group and the control group and the adaptive level teaching & learning program in chemical experiment was effective to foster the science process skills. ANCOVA was also a significant difference (p<0.05) between the experimental group and the control group to investigate on the purpose of recognizing the application effect about the change of the scientific aptitude using the adaptive level teaching & learning program in chemical experiment. Accordingly, it was considered that the adaptive level teaching & learning program in chemical experiment proved effective to foster science process skills and scientific aptitude.

The Relationship Between Instrumental Music Participation And Standardized Assessment Achievement Of Middle School Students

This study attempted to investigate and better clarify the relationship between instrumental music participation and academic achievement through the use of multiple regression analysis. The research question posed was: What is the nature and strength of the relationship between instrumental music participation and a student's academic performance, when controls for gender, SES and I.Q. are introduced? Analyses suggested that instrumental music participation related significantly to explaining the variance in language arts scores when controls were entered for I.Q. SES and gender. I.Q. was determined to be the strongest contributor to all standardized scores. Further analyses suggested that instrumental music participation contributed significantly to the variance for both math and language arts scores when controlling for gender and SES. SES was found to have a significant impact on all test scores, whereas gender (male) only contributed significantly to one set of standardized math scores. Results from this study appear to suggest that instrumental music participation does have a positive relationship to a student's academic performance with the strongest association occurring in reading and/or language arts.

Parent Involvement as Parental Monitoring of Student Motivation and Parent Expectations Predicting Later Achievement Among African American and European American Middle School Age Students

SUMMARY Parent involvement and parent expectations are fundamental to academic success. However, much of the research has been with elementary school aged children; consequently, we know less about the influence of parent involvement and parent expectations on the academic achievement of middle school students, and we have even less information for African American (AA) students. Do parent involvement and parent expectations have a similar effect on later Grade Point Average (GPA) for European American (EA) and AA middle school youth? Data from 567 AA and EA urban youth who participated in a longitudinal study were used in this analysis. Within group hierarchical regression analyses reveal parent involvement and parent expectations are statistically significant for both groups. However, partial correlations indicate parental involvement represents the highest unique contribution to later grade point average for EA students, and for AA students, earlier educational achievement represents the highest unique contribution to later grade point average. Implications for practice suggest that approaches to increase parent involvement may work well with improving academic achievement of EA youth, while approaches to increase early educational achievement may work well with AA students.

Gender Differences in Writing Motivation and Achievement of Middle School Students: A Function of Gender Orientation?

The aim of this study was to determine whether gender differences in the writing motivation and achievement of middle school students (N = 497) are a function of gender-stereotypic beliefs rather than of gender. Girls reported stronger writing self-efficacy, writing self-concept, self-efficacy for self-regulation, value of writing, and task goals, and they received higher grades in language arts. Boys reported stronger performance-approach goals. All gender differences favoring girls in writing motivation and achievement were rendered nonsignificant when feminine orientation beliefs were controlled. Findings suggest that a feminine orientation is adaptive in the area of writing, whereas a masculine orientation is beneficial when escorted by a feminine orientation. Results are interpreted from the perspective of A. Bandura's (1986) social cognitive theory.

Social Values Associated with Cross-national Differences in Mathematics and Science Achievement: A cross-national analysis

This study explores several factors that account for cross-national differences in mathematics and science achievement for middle-school students from 39 countries based on the Third International Mathematics and Science Study. The results suggest that economic development level, as measured by GNP per capita, has a positive but relatively weak association with mathematics and science achievement. In contrast, variables reflecting a society's value on education, specifically the education of mathematics and science, demonstrates strong effects on students' achievement. These variables include students' perceived rigour of mathematics and science - a proxy of academic standards of mathematics and science, students' school attendance, the length of a school year, students' educational aspiration, and the average number of parents living with the student. The evidence presented in this study supports the argument that education reform aiming at improving mathematics and science achievement can hardly be successful without the efforts of the whole society.

Educational Planning and Academic Achievement of Middle School Students: A Racial and Cultural Comparison

A nationally representative sample of middle school students from diverse cultural and ethnic backgrounds was surveyed on educational aspirations, planning, and achievements. Results indicated significant racial and gender differences in educational and voational planning help‐seeking behaviors. Results also indicated a significant race and sex interaction in students' educational aspirations as well as perception of parental expectations. Students' educational aspirations were significantly related to their current academic achievements. In many cases, students' aspirations and perceived parents' expectations did not match closely. Significant dtfferences in mathematics, science, and reading proficiency among racial and sex groups also were indicated. Implications for counseling are discussed.

Ability Grouping in the Middle Grades: Achievement Effects and Alternatives

This article reviews research on the effects of ability grouping on the achievement of middle school students and discusses alternatives to traditional grouping practices. 6 randomized experiments, 7 matched experiments, and 14 correlational studies compared ability grouping to heterogeneous plans over periods of from 1 semester to 5 years. Overall achievement effects were found to be essentially 0 in middle and junior high school grades (6-9). Results were close to 0 for students of all levels of prior performance-high, average, and low. Alternatives to between-class ability grouping, including co-operative learning and within-class grouping, are also discussed. Finally, fruitful areas of future research are outlined.

The Family's Influence on Achievement in Japan and the United States

Previous articleNext article No AccessFocus on Academic AchievementThe Family's Influence on Achievement in Japan and the United StatesSusan D. Holloway, Bruce Fuller, Robert D. Hess, Hiroshi Azuma, Keiko Kashiwagi, and Kathleen GormanSusan D. Holloway Search for more articles by this author , Bruce Fuller Search for more articles by this author , Robert D. Hess Search for more articles by this author , Hiroshi Azuma Search for more articles by this author , Keiko Kashiwagi Search for more articles by this author , and Kathleen Gorman Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 34, Number 2May, 1990 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446917 Views: 9Total views on this site Citations: 19Citations are reported from Crossref Copyright 1990 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Biao Gao, Zhen Li, Jun Yan The influence of social commerce on eco‐friendly consumer behavior: Technological and social roles, Journal of Consumer Behaviour 21, no.44 (Feb 2022): 653–672.https://doi.org/10.1002/cb.2022Patricia Yu The stratification of higher education in the USA and Taiwan: a comparative analysis of students’ college-choice outcomes, Compare: A Journal of Comparative and International Education 49, no.55 (Apr 2018): 700–722.https://doi.org/10.1080/03057925.2018.1448971Yujeong Park, Dong Gi Seo, Eric J. 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Attributions for School Achievement of Middle School Students

Attributions for success and failure in school were examined with 601 middle and high school students. Students were administered the Multidimensional-Multiattributional Causality Scale and the Achievement Motivation Scale. Attributions of school failure to bad luck appeared to decline across grades. Males attributed school failure to external factors. Achievement motivation was positively correlated with attributions to internal causes.