Sample Of Eighth-grade Students Research Articles

Pengaruh Efikasi Diri dan Kecerdasan Logis Matematis terhadap Prestasi Belajar Matematika

The aim of this research is to determine whether there is an influence between self-efficacy and logical-mathematical intelligence on mathematics learning achievement. The research method used is a survey method with a quantitative approach. The sample consists of 40 eighth-grade students from SMP Negeri 2 Sepatan Timur in Tangerang Regency, selected using simple random sampling. Instrument testing was conducted with a sample of eighth-grade students from SMP PGRI 3 Larangan in Tangerang City. The linearity test for with Y indicates that the data is linear. Similarly, the linearity test for with Y also shows that the data is linear. The multicollinearity test for and indicates that there is no multicollinearity. Therefore, correlation and regression analysis can be continued with parametric statistical data. The results of the study conclude that there is a positive influence between self-efficacy and logical-mathematical intelligence together on mathematics learning achievement

Analysis of the Relationship between Attitude, Learning Motivation, and Learning Strategies with Academic Performance of Grade 9 Junior High School Students in Banten Province

This study aims to analyze the influence of attitudes, motivations and learning strategies on the academic achievement of 8th grade students in the Serang District, Tangerang District and Pandeglang District. The study uses a quantitative approach with a survey method involving samples of eighth grade students from several schools in the three districts. Data collected through questionnaires that evaluate attitude variables, motivation, learning strategy and academic achievement. Results of data analysis using descriptive statistical techniques and double regression analysis showed a significant positive influence of attitudes, motivations and learning strategies on academic performance of 8th grade students. Implications of these findings suggest that applying learning strategies that address these aspects can improve students' academic achievement. Therefore, it is recommended that schools and teachers pay more attention and develop these factors in order to improve the quality of education in the region. This research can be a basis for further research in an effort to improve the quality of education at the level of SMEs, especially in Serang District, Tangerang District and Pandeglang District.

Substance Use Patterns among Early Adolescents in an Urban Community: Associations with Risk and Promotive Factors

Polysubstance use is related to elevated risk for adverse outcomes but remains understudied among early adolescents. This study focused on a cross-sectional ( N = 1568) primarily Black (79%) sample of eighth grade students living in urban communities (Mean age = 13.8, SD = .68) to identify subgroups based on adolescents’ reports of lifetime and past 30-day substance use. It also examined subgroup differences in individual, peer, caregiver, and community risk and promotive factors. Latent class analysis identified four subgroups: Non-use (73.7%), Alcohol Use (5.8%), Lifetime Use (13.2%), and Polysubstance Use (7.2%). There were no sex differences in subgroup membership when accounting for differential item functioning. The polysubstance use subgroup reported the highest levels of risk (e.g., delinquency) and lowest levels of promotive factors (e.g., caregiver knowledge). Findings inform our understanding of polysubstance use patterns during early adolescence within a primarily Black urban sample and suggest implications for future research.

Preparedness of Students for Self-regulated Learning of Mathematics

This work aims to examine the relationship between general self-regulated learning abilities and students' general intellectual abilities, mathematical learning abilities, and academic achievement. A study was conducted with a sample of eighth-grade students (N=325). The research employed a survey and descriptive method, and the instruments used included a test of general intellectual abilities, a test of self-regulated learning abilities, a test to measure mathematical learning abilities, and a standardized math knowledge test. Based on the obtained results, we indicate those factors with high or moderately high correlations. Among the results obtained, there is a high correlation between general intellectual abilities and general self-regulated learning abilities (subtests for interpreting graphs and interpreting geographic maps). The results show a high correlation between the total score on the self-regulated learning abilities test and math achievement. A moderately high correlation was achieved between the test of general intellectual abilities and self-regulated learning abilities (subtests for finding necessary information, exploring new material, and the index of developed abilities and techniques for self-regulated learning). On the math learning ability test, various abilities are differentiated, including formalization of mathematical content, spatial abilities, imagination, flexibility, and critical thinking. Based on the research results, it is considered significant to investigate the effects of different innovative teaching systems and teaching methods on students' self-regulated learning abilities and mathematical learning abilities.

The Influence of Childhood Trauma and Masculine Ideology on Teacher Ratings of Student Risk Behavior

Masculine ideology and adverse childhood experiences (ACEs) are associated with student risk behaviors. With data from a sample of eighth-grade students, this study used hierarchical linear regression to examine the relationships between household ACEs, masculine ideology, and teacher-reported student risk behaviors. Results indicated that household ACEs were associated with higher academic and social risk behavior, while greater endorsement of masculine ideology was associated with higher academic risk behavior. We discuss implications for research and practice.

Intensity and content of private tutoring lessons during German secondary schooling: effects on students’ grades and test achievement

Private supplementary tutoring is a widespread phenomenon. However, evidence that private tutoring has positive effects on academic achievement or about the specific conditions of successful private tutoring is rare. Adapting Carroll’s (1963) model for school learning to private tutoring, we expected to find positive effects of tutoring duration, tutoring intensity, and students’ motivation to attend private tutoring. In a sample of eighth-grade students in German secondary schools (N = 8510, 18.6% currently being tutored), we conducted regression analyses with multiple covariates and did not find a positive main effect of private tutoring attendance in any of the school subjects examined. Moreover, within the subsamples of tutored students, we were not able to identify positive effects of tutoring duration, tutoring intensity, tutoring content (such as a focus on homework completion, test preparation, or study behavior), or students’ motivation to attend private tutoring. Given these disillusioning findings, we primarily derive suggestions for future research.

Sociopolitical Development and Healthcare Career Interest, Self-Efficacy, and Outcome Expectations Among Rural Youth

The purpose of this preliminary study was to examine the indirect effects of social cognitive career variables (healthcare career [HC] self-efficacy and outcome expectations) in the relationship between youth sociopolitical development (SPD) and HC interests. Bootstrapping analysis was conducted using samples of eighth grade students ( N = 139) attending schools in rural areas in communities that consist predominantly of Immigrants of Color. Preliminary findings for the total sample suggested an indirect path between SPD and HC interests through HC self-efficacy, whereas the indirect path through HC outcome expectations was not significant. The model for immigrant Youth of Color participants suggested a direct relationship between SPD and HC interest, whereas an indirect relationship between SPD and HC interests was found for White participants. Based on the results of this preliminary analysis, implications for career programming and research pertaining to rural immigrant communities are discussed.

The Effect of Using Six Dimensional Strategy PDEODE in Teaching Science on the Basic Eighth Grade Students' Achievement and their Attitudes towards it

The study aimed to investigate the effect of using PDEODE strategy on the eighth grade students’ achievement in science and their attitudes towards the strategy. To achieve the objectives of the study, a sample of eighth grade students was selected, consisting of 61 students distributed in two groups: an experimental of 31 female students who studied science using PDEODE strategy, and a control group of 30 female students who studied via the regular method. Two instruments were built; The first was an achievement test, which was applied on both groups before and after treatment, and the second was an attitude scale, which was applied on the experimental group after treatment. The results revealed that there is a statistically significant difference in the achievement of female students attributed to the teaching strategy on the test level as a whole, and at the level of knowledge fields (remembering, understanding, analyzing), for the benefit of the experimental group. There were, however, no differences between the two groups at the applying level. The results also indicated that the attitudes of students in the experimental group towards learning with PDEODE strategy were high and positive.

The Effect of Using Six Dimensional Strategy PDEODE in Teaching Science on the Basic Eighth Grade Students' Achievement and their Attitudes towards it

The study aimed to investigate the effect of using PDEODE strategy on the eighth grade students’ achievement in science and their attitudes towards the strategy. To achieve the objectives of the study, a sample of eighth grade students was selected, consisting of 61 students distributed in two groups: an experimental of 31 female students who studied science using PDEODE strategy, and a control group of 30 female students who studied via the regular method. Two instruments were built; The first was an achievement test, which was applied on both groups before and after treatment, and the second was an attitude scale, which was applied on the experimental group after treatment. The results revealed that there is a statistically significant difference in the achievement of female students attributed to the teaching strategy on the test level as a whole, and at the level of knowledge fields (remembering, understanding, analyzing), for the benefit of the experimental group. There were, however, no differences between the two groups at the applying level. The results also indicated that the attitudes of students in the experimental group towards learning with PDEODE strategy were high and positive.

Simulation-based performance assessment: an innovative approach to exploring understanding of physical science concepts

ABSTRACTThis paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students’ understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force, acceleration, velocity, and inertia. Illustrative examples drawn from the administration of these simulation-based PA tasks to a sample of eighth-grade students (n = 74) highlight the potential of simulation-based tasks for revealing conceptual understanding of science concepts and for informing curriculum development within the context of design-based implementation research. The paper also describes a variety of challenges encountered over the course of the development, administration, and analysis of the PA data that may be informative for researchers and educators as they consider implementing simulation-based PAs.

Using Relevance Prompts: An Exploratory Study to Promote Eighth Graders’ Comprehension and Retelling of Narrative Text

ABSTRACTThis exploratory study investigated the effects of modifying eighth grade students’ purposes for reading through a prompt designed to increase engagement with the text. The current study was conducted using a randomized between-subjects design, with a relevance prompt as the between-subjects factor and reader proficiency as a covariate. A sample of eighth grade students (N = 32) were stratified as proficient or struggling and randomly assigned to either the relevance (n = 16) or no relevance (n = 16) condition. Students in the relevance prompt condition were asked to make personal connections to a narrative text as they read. Results indicated statistically significant differences favoring the relevance prompt condition when reader proficiency was considered. These preliminary results suggest that prompting adolescent struggling readers to make connections with text can increase comprehension.

Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade

ABSTRACT Increased access to algebra was a focal point of the National Mathematics Advisory Panel's 2008 report on improving mathematics learning in the United States. Past research found positive effects for early access to algebra, but the focus on average effects may mask important variation across student subgroups. The author addresses whether these positive effects hold up when the analysis is expanded to examine effect heterogeneity. Using a nationally representative sample of eighth-grade students in 1988, the author examined sensitivity of findings to methods for selection bias adjustment, heterogeneity across the propensity to take algebra in Grade 8, and across schools. The findings support past research regarding positive benefits to Grade 8 algebra and are consistent with policies that increase access to algebra in middle school.

Racial/Ethnic Differences in Video Game and Internet use among us Adolescents with Mental Health and Educational Difficulties

Video game and Internet use can be associated with poor mental health and educational outcomes among adolescents. Racial/ethnic minority youth use these media more than White youth. Video game and Internet use among adolescents with mental health and educational difficulties may therefore differ by race/ethnicity in clinically meaningful ways. We analyzed a representative sample of eighth grade students in the United States from the Early Childhood Longitudinal Survey-Kindergarten (N = 6,700). Stratifying by gender, we assessed racial/ethnic differences in the associations between video game and Internet use, mental health, and reading and math achievement. Significant minority-White differences were identified in associations between media use and mental health and educational achievement. Video game use was relatively high among black females with prior mental health diagnoses and Asian-American males with high internalizing symptoms. Understanding video game and Internet use among racial/ethnic minority youth with mental health and educational difficulties may improve clinical practice.

The Relationship Between Aggression and the Big Five Personality Factors in Predicting Academic Success

The focus of this study was to determine whether aggression adds incremental validity above and beyond the Big Five personality factors in predicting grades. An archival data analysis was used in this study. The data consisted of a sample of eighth grade students. The students completed the Personal Style Inventory Adolescent (PSI-A), which is a 120-item survey instrument designed to measure the Big Five personality factors and aggression. Results indicated that aggression does add incremental validity above and beyond the Big Five. The results also indicated that the Big Five were significantly correlated with academic performance. When aggression was added into the statistical model, conscientiousness, openness and aggression were significantly correlated with grades.

Comparison of Self‐Reported and Measured Height and Weight in Eighth‐Grade Students

The goal of this study was to evaluate the relationships between self-reported and measured height, weight, and body mass index (BMI) in a sample of eighth-grade students. The study population consisted of eighth-grade students in eastern North Carolina who completed a cross-sectional survey, self-reported their height and weight, and had their height and weight measured (N = 416). Fifty-nine percent of the sample was male; 42% African American, 46% white, and 12% other races. Mean self-reported weight (62.9 kg) was significantly lower than mean measured weight (64.4 kg). Mean self-reported BMI (22.8 kg/m2) was significantly lower than mean measured BMI (23.3 kg/m2). Race and BMI category were significantly associated with reporting errors. Specifically, African American and white students were significantly less likely to under-report their height compared to other race students. African American students were more likely to underestimate their weight compared to other race students. BMI was more likely to be underestimated in African American and white students compared to other race students. Students who were at risk for overweight and those that were overweight were more likely to underestimate their weight and BMI than students who were normal weight. Approximately 17% of students were misclassified in BMI categories when self-reported data were used. The results indicate that eighth-grade students significantly underestimate their weight, but on average provide valid estimates of their height. Race and measured BMI category influence this discrepancy. School-based research that addresses the prevalence of obesity in adolescents should utilize measured height and weight when feasible.

The invisible gender: educational outcomes for African American females in father-only versus mother-only households

In the last three decades, we have witnessed dramatic demographic changes in the number of African American children raised by a single parent. During this period, the majority of scholarly work has focused on African American males raised in mother-only households. Missing from this important discussion is the influence of other types of African American single parent households on African American females. Using a nationally representative sample of eighth grade students from the National Educational Longitudinal Study (NELS), this research examines the relative effects of being in a single parent mother-only versus father-only household on the educational achievement of African American middle-grade females ( N = 63,090). Findings are that: (1) females in mother-only households perform less well than their counterparts in father-only households; (2) socioeconomic status is over three times more important than household type in predicting educational outcomes; (3) females in mother-only households get a greater return for increases in socioeconomic status than their counterparts in father-only households; and (4) race, gender, and class are simultaneously intersecting categories/relations in the family experiences and educational achievement processes of African American females.

“If you don't have it, you can't find it.” A close look at students' perceptions of using technology

Rarely do adults ask students to reflect on their learning. This study looks closely at a sample of eighth-grade students' perceptions about their experiences with technology, especially the use of the World Wide Web. Employing a phenomenological methodology of both examining a single student story and analyzing a collection of student voices, several themes and questions emerge. Students' personal attributes of self confidence, resilience, and openness to learning about the new technologies, and their skills in reading the Web and managing information, may offer new questions for teachers and information professionals. © 1998 John Wiley & Sons, Inc.

“If you don't have it, you can't find it.” A close look at students' perceptions of using technology

Rarely do adults ask students to reflect on their learning. This study looks closely at a sample of eighth-grade students' perceptions about their experiences with technology, especially the use of the World Wide Web. Employing a phenomenological methodology of both examining a single student story and analyzing a collection of student voices, several themes and questions emerge. Students' personal attributes of self confidence, resilience, and openness to learning about the new technologies, and their skills in reading the Web and managing information, may offer new questions for teachers and information professionals.

Academic Achievement among Hispanic Students from One-Versus Dual-Parent Households

Using data from a nationally representative sample of eighth-grade students, this research examines the relative effect of being in a one-parent versus dual-parent household on the educational achievement of Hispanic middle-grade students. It found that under most circumstances, students in dual-parent households do better than their counterparts in one-parent households. However, when appropriately controlling for socioeconomic status, students in one-parent households are not statistically significantly different than their counterparts in dual-parent households. The article concludes with suggestionsforpublic policy to bring about more parityforstudents in these varying types of households.

Losing Local Control

During the past half century, three pronounced trends in state policy have occurred: Districts and schools have dramatically risen in enrollments; states have steadily raised their share of revenues for public schools; and local shares have declined. Yet organization theory and evidence suggest that these trends would make public education less efficient. This hypothesis is tested in 38 states that voluntarily cooperated in administering the National Assessment of Educational Progress mathematics examination to random within-state samples of eighth-grade students. Both correlations and regressions (controlling for per-student expenditures and student demographics) show that achievement is inversely related to both size indexes and state funding share. Achievement is inversely but insignificantly related to per-student funding.