Positive Academic Achievement Research Articles

The Impact of Parenting, Online Game Usage, and Peer Interaction to Elementary School Students' Academic Achievement

This research explores the impact of parenting, online game usage, and peer interaction on elementary school (SD) student’s academic achievement. Various factors often affect academic achievement, including environment, family, digital habits, and social relationships. With the development of technology and the changing dynamics of family, it is vital to understand how these factors mutually interact and affect the student’s academic development. Type research descriptive associative explaining​ the extent of the impact of parenting, online game usage, and peer interaction on elementary school student’s academic achievement in Lubuk Linggau. This research uses a sample of 150 respondents from 3000 elementary school students in Lubuk Linggau. Path analysis uses the SPSS program to process data. The research results show that parenting, online game usage, and peer interaction significantly affect elementary school students' academic achievement. However,​ there are research findings that parents do not affect academic achievement, as mediated by peer interactions. These results show that parents must implement pattern-supportive care​ for student development​, limit excessive online game usage, and monitor interaction with their students' social lives to ensure positive academic achievement

Effects of Concept Attainment Strategy on Academic Achievement and Interest of Secondary School Students in Chemistry in North East, Nigeria

This study examined the Effects of Concept Attainment Strategy on the Academic Achievement and Interest of Chemistry Secondary School Students in northeast, Nigeria. Four (4) Research objectives, Research questions and Hypotheses were used to guide the study. The design used for this study was a pre-test, post-test quasi-experimental control group design. The target population of the study constitutes SS2 chemistry secondary school students in the six northeastern states. A total of one hundred and thirty-eight (138) students were selected by stratified simple random sampling to form the sample of the study. The instruments used for data collection in this study were the Chemistry Achievement Test (CAT) and Students’ Interest towards Chemistry Questionnaire (SITCQ) with reliability coefficient of 0.8 and 0.7. The major findings of the study are concept attainment strategy has positive effect on both the academic achievement and the interest of secondary school students. The study also proves that the strategy develops positive academic achievement in students and improves knowledge. Based on the findings of the study, it was recommended that the use of the strategy should be emphasized through conferences/workshops by professional bodies.

The Impact of Smartphones on the Academic Performance of University Students

Smartphones have become an important medium of connection and information. It is frequently used for social and academic purposes. This study examines the intricate relationship between smartphone usage patterns and academic performance among university students. Data was collected from 300 participants with the help of a Google survey form. Descriptive statistics, ANOVA (Analysis of Variance), factor analysis, and logistic regression were used for the analysis of data. The findings revealed that the majority of students spend 1-3 hours daily on their smartphones with social media emerging as the primary purpose for usage. Despite prevalent smart phone usages, students reported relatively high cumulative grade point averages (CGPAs), indicating positive academic achievement levels. However, the analysis also uncovered that smartphone usages, brings distractions while studying. Logistic regression analysis identified the significant predictors of CGPA, highlighting the importance of managing smartphone habits effectively. Multi-dimensional scaling (MDs) and factor analysis provided insights into the clustering of factors related to smartphone usage and academic performance. Overall, these findings underscore the need for targeted intervention to promote responsible smartphone usage habits and support academic success among university students.

Management of Gamified Lesson: Understanding Aesthetics and Acceptance among Learners

Joyful learning evokes happy feelings and subsequently induces positive academic achievement. With the rise of mental health issues due to intense study among students, gamification has recently grown in popularity among academic institutions to make learners happier, more engaged and ultimately improve learning outcomes. However, the management of gamified lessons has been a problem for years for all education levels on a varying basis. Nowadays, it is increasingly recognized that not all learners are acceptive of gamified lessons for learning. Drawing on a survey of 283 students of higher learning institutions, this study found that aesthetics, perceived ease of use, perceived usefulness and perceived enjoyment have a favorable impact on the intention to accept gamification in learning among learners. This study contributes to under-investigated scholarly works of suitable conditions under which gamified lesson best takes place with regard to aesthetics and learners’ acceptance that would be beneficial for the effective management of gamification.

대학의 온라인 수업에서 정서조절과제 적용에 대한 효과 분석

The purpose of this study is to examine the effects of learning flow, self-determination motivation, academic emotional regulation, and self-directed learning ability, which are known to affect learners' positive academic achievement after applying emotion regulation strategies in non-face-to-face classes. Emotional regulation strategies were conducted for 64 college students in a non-face-to-face class for 10 weeks. Next, the Paried t-test was conducted to compare learning flow, self-determination motivation, academic emotional regulation, and self-directed learning ability before and after. As a result, learning flow, academic emotional regulation, and self-directed learning ability significantly increased after the application of emotion regulation tasks in non-face-to-face classes. This study shows that if learners focus more on positive emotions in non-face-to-face classes, they can intervene in the learning and psychological aspects of students.

Internet Usage and Academic Performance of Secondary School Students in Indonesia

Learners and teachers around the world extensively use the internet. Internet usage makes learners more motivated to look for information more frequently. Hence, the study sought to examine the impact of internet usage on the academic performance of secondary school students in Indonesia. The study employed a descriptive research design. The target population included principals, teachers and learners in secondary schools in Jakarta, Indonesia. The target population was 500 participants. The study used a stratified sampling technique to get the sample size. The study used questionnaires to collect the data. The analysis of the data was done using descriptive and inferential statistics. It was found that internet usage explains 26.1% of the variations in academic performance. The study findings showed that internet usage is positively and significantly related to academic performance (B=.2857, p=0.014). The study concluded that internet usage positively impacts learners' academic performance. The use of the internet opens doorways to a wealth of information, knowledge, and educational resources, increasing opportunities for learning in and beyond the classroom. The internet provides different content that students can use to learn or enhance their understanding. The study recommended that earning organizations make sure that appropriate internet services are provided in their respective libraries to make it possible for learners to fulfill their information needs. The schools need to help learners utilize the internet for positive academic achievement. Government should make sure that each learning institution has a cost-free ICT center so that children can learn and have earlier knowledge to understand the favorable and unfavorable elements of the internet. Keywords: Internet Usage, Academic Performance, Secondary School Students, Indonesia

Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis

Motivated by the positive psychology movement in the English as Foreign Language (EFL), existing studies have demonstrated that subject-related enjoyment has a positive correlation with academic achievement. However, quite a few studieshave examined why academic enjoyment can predict positive academic achievement. This study aimed to investigate whether behavioral engagement, self-concept, and organizational strategy mediated relations between academic enjoyment and achievement in EFL setting. 528 Chinese secondary school students (Male: N = 280; Female: N = 248) participated in the survey and completed the questionnaires on EFL-related enjoyment, behavioral engagement, self-concept, organizational strategy, and academic performance. Structural equation model (SEM) analyses showed that students' academic enjoyment positively predicted their English achievement. Academic engagement, self-concept, and organizational strategy had parallel multiple mediating effects between academic enjoyment and English achievement. Multi-group SEM analysis demonstrated that the model had invariance across genders, indicating that the model is applicable to both male and female students. Limitations and implications are discussed.

Measuring Inviting School Climate

The present study utilized the Inviting School Survey-Revised (ISS-R) (Smith, 2005b, 2013) based on Invitational Theory andPractice (Purkey & Novak, 2008) to examine the school climate of a public primary school in a low urban socio-economicsetting in Kenya. School climate was defined as the perceptions of primary school teachers and pupils in five areas: People,Places, Processes, Policies, and Programs, based on the Invitational theory and Practice paradigm. Results showed that theoverall school climate of Raduce primary school was inviting in many areas. The current study revealed that in spite of thechallenges facing a public school in an urban low socio-economic setting, it is possible with inviting policies, programs,processes, and people, to realize positive academic achievement with students.

INTERROGATING PARENTAL PARTICIPATION IN THE EDUCATION AND GENERAL DEVELOPMENT OF THEIR DEAF CHILDREN IN ZAMBIA

Parents have a critical role to play in the education of their children. Their participation is likely to facilitate positive academic achievement and optimal development. In any case, parents’ participation is a gateway to realising full inclusion of Deaf children in schools. This study interrogated the participation of parents and guardians in the education and general development of their Deaf children. A survey of 85 parents and guardians was conducted in seven districts of six provinces in Zambia. A mixed-method approach was employed. Closed and open ended questionnaires were used to collect both quantitative and qualitative data. The Statistical Package for Social Sciences (SPSS) version 16 was used to analyse quantitative data. From the quantitative analysis, frequencies, percentages and correlations between variables such as sex and data on the relationship and the desire to learn Sign Language were obtained. A Chi square test of independence helped to establish possible relationships. Verbatim excerpts from qualitative data were used to support quantitative data. The results showed that parents and guardians of Deaf children faced challenges in communicating with their children. Further, parents’ participation in the education of Deaf children was limited by difficulties in communication and lack of support from experts. No significant differences were observed between male and female parents and guardians in relation to knowing Sign Language as the main challenge they faced. The study concluded that the realisation of full inclusive education should start from home. Based on the results, it was recommended that the Ministry of General Education and other stakeholders should provide outreach services which include lessons in Sign Language for parents to enhance their participation in the education and general development of Deaf children.

Happiness, Sadness, and Hope for the Future in Narratives of Palestinian Refugee Children

Hope, as the measurable factor of how a young person perceives the future and their ability to be successful within their cultural context over time, is associated with a variety of positive outcomes including increased perceptions of happiness, positive academic achievement, and even lower risk of death. However, for children embedded in long-lasting geo-political conflicts that affect negatively individuals, families, and communities, and over which they have no ability to affect resolution or progress, hope is an illusive concept. The purpose of the current study was to test self-reported measures of happiness, sadness, and hope for the future in narratives of internally displaced Palestinian refugee youth across the West Bank. The sample consisted of 30 youth aged 14–16 years; they were selected from 5 Palestinian internally displaced (IDP) refugee camps (Balata, Askar, Ein Beit al-ma’, Nur Shams, and Jenin) in the West Bank of Palestine. Results demonstrated that factors related to youth-perceived happiness were the belief in freedom and peace for the future, interactions and activities with other youth, summer and winter camps, and material and emotional rewards they receive from caretakers (parents and teachers). Results also showed that factors contributing to self-reported sadness were occupation of their homeland, negative school conditions such as overcrowding and lack of resources, living conditions such as, and specific incidents of loss and traumatic experiences. Results also indicated that the hope for the future for Palestinian refugee children was based on their stated desires to continue their education, live in freedom and peace, return to their homeland, and get married and have a family. This work supports the ongoing inability of Palestinian youth to gather positive affect from the strengthening factors in their families and communities and maintain a belief in a better future via pro-social behaviors such as education, the establishment of families, and the return of their homes and lands.

Exploring undergraduate students achievement emotions during ward round simulation: a mixed-method study

BackgroundSimulation based learning (SBL) has increased in its use to best equip students for clinical practice. Simulations that mirror the complex realities of clinical practice have the potential to induce a range of emotions, without a clear understanding of their impact on learning and the learner. Students’ emotional states have important effects on their learning process that can be either positive or negative, and are often difficult to predict. We aimed to determine: (1) To what extent achievement emotions are experienced by medical students during a complex simulation based learning activity, i.e. a ward round simulation (WRS). (2) What their performance scores are and too which extent performance scores do correlate with emotions and 3) how these emotions are perceived to impact learning.MethodsA mixed methods approach was used in this study. Using an Achievement Emotion Questionnaire, we explored undergraduate medical student’s emotions as they participated in a complex ward round-based simulation. Their performance was rated using an observational ward round assessment tool and correlated with emotions scores. Six focus groups were conducted to provide a deeper understanding of their emotional and learning experiences.ResultsStudents experienced a range of emotions during the simulation, they felt proud, enjoyed the simulation and performed well. Students felt proud because they could show in the complex simulation what they had learned so far. Students reported moderate levels of anxiety and low levels of frustration and shame. We found non-significant correlations between achievement emotions and performance during ward round simulation.ConclusionsPlacing undergraduate students in high complex simulations that they can handle raises positive academic achievement emotions which seem to support students’ learning and motivation.

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers’ perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers’ perceptions of differentiated instruction as an instructional strategy to address students’ needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students’ readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers’ perceptions of differentiated instruction as an instructional strategy to address lower third students’ needs in the planning and preparation of differentiated lessons affect implementation.

Promoting College Student Self-Regulation in Online Learning Environments

College student enrollment in online courses has steadily increased over the course of many years and is expected to continue to increase for the foreseeable future. The need for instructors to utilize best practices in online instruction and course design is crucial. This article presents strategies for online instructors to promote student use of self-regulated learning strategies (SRLS) in online courses, which has been associated with positive academic achievement. Implementation guidelines, empirical evidence linked to improved SRLS, and potential drawbacks are discussed.

<em>“Trust Me, You Are Going to College”: How Trust Influences Academic Achievement in Black Males</em>

IntroductionYoung Black males in America have traditionally been viewed as a high-risk population. A significant number of Black males drop out of high school, are (or have been) in the penal system, in gangs or have died a violent death much too young (Ferguson, 2001). Considerable amount of public discourse and literature has focused on Black boys through a lens of pathology or deficits (as debunked by Brown & Donnor, 2011; Ferguson, 2001; Ladson-Billings, 2006; Noguera, 2008). Correspondingly, much of the historical scholarship negatively concerning Black males in American education has permeated the public domain, research, and, perhaps most importantly, the perceptions of educators and Black males themselves. This article seeks to challenge the dominant narrative of negative academic characteristics of Black males, by adding to the expanding discourse focusing on positive Black male academic achievements.Since the landmark civil rights case of Brown v. Board of Education (1954), which ended the doctrine of separate but equal, public schools have been trying to resolve the issue of how to best educate Black students. The Civil Rights Act of 1964 and the passage of the Elementary and Secondary Act of 1965 helped codify the Brown decision in public schooling, but there were still pockets of resistance to Black students being integrated throughout the country, and not just in the South. In the 1970s and early 1980s in cities such as Boston and Philadelphia, bussing for integration became a mechanism for trying to achieve better educational outcomes for Black children (Fluehr-Lobban, 1990).In the past few decades, a significant shift has occurred in scholarship surrounding Black males from deficit models to scholarship focused on positive strength-based assets of Black male students (e.g., Darling-Hammond et al., 2007; Davis, 2003; Davis & Jordan, 1994; Fergus, Noguera & Martin, 2014; Giroux & Schmidt, 2004; Baldridge, Hill, & Davis, 2011; LadsonBillings, 2006; Noguera, 2008; Noguera & Wing, 2006). Darling-Hammond (2007), LadsonBillings (2006) and Noguera (2008) have articulated how notions of inferiority found in earlier literature focusing on the study of Black males in education fixated on students' deficiencies rather than their positive achievements. The prevailing belief is that deficit-based thinking has hampered policymakers, educators and in many ways, Black males themselves, into believing their deficits were too significant to overcome and most importantly said criticisms were accurate. Therefore, the belief is that a self-fulfilling prophecy helped reinforce in many young Black male students that there was little hope of attaining positive academic achievement.This article contributes to the growing shift in the literature toward more positive discourse surrounding Black males in general and positive academic achievement specifically by examining the experiences of high-achieving Black male participants and the factors that helped contribute to their acceptance and attendance in college. One of the ways young Black males counter the toxicity of negative influences and expectations was through persistence. Despite the fact that these young Black males have often had to navigate through a history of racial discrimination in this country, challenges in family structure, low income, and in many cases, extremely violent neighborhoods, communities and schools, they still experienced positive supports and maintained positive attitudes that allowed them to persist and realize positive academic achievement. Central to this persistence and positive attitude were specific types of trust. In order to create more positive educational outcomes, it is critical to examine why some young Black males succeed in the face of adversity while many of their peers do not.Literature ReviewAccording to a Forbes Magazine article from 2013, trust is the most important element in business and is the basis for strong relationships (Peshawaria, 2013). …

The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes.

This study examined the effect of school-based kindergarten transition policies and practices on child outcomes. The authors followed 17,212 children from 992 schools in the Early Childhood Longitudinal Study-Kindergarten sample (ECLS-K) across the kindergarten school year. Hierarchical linear modeling revealed that the number of school-based transition practices in the fall of kindergarten was associated with more positive academic achievement scores at the end of kindergarten, even controlling for family socioeconomic status (SES) and other demographic factors. This effect was stronger for low- and middle-SES children than high-SES children. For low-SES children, 7 transition practices were associated with a .21 standard deviation increase in predicted achievement scores beyond 0 practices. The effect of transition practices was partially mediated by an intervening effect on parent-initiated involvement in school during the kindergarten year. The findings support education policies to target kindergarten transition efforts to increase parent involvement in low-SES families.

Wer hat Zugang zur indischen Universität? / Who has access to Indian universities?

Abstract Indian educational policymakers and responsible educationists in India are generally convinced that educational institutions at all levels have been opened for traditionally underprivileged groups after the achievement of national independence. This belief is systematically being reinforced by publications of national and foreign scholars. Experts agree that the standard of education at the Indian universities is continuously deteriorating as a result of an increasing number of ‘new students’ who have no tradition in learning. The survey presented here has been conducted at four universities including all students in their final year. The data show that the structures of colonial privilege continue to exist even after 20 years independence, as far as the chances for access to university are concerned. The privileged social background has, however, no influence on positive academic achievement. In other words, the ‚new students‘ are not responsible for the declining standard. A critical analysis reveals that the convictions mentioned above are parts of the ruling class ideology in present India.