Achievement Of School Students Research Articles

Relationship Between Teaching Styles and Mathematics Achievement of Ibadan North Secondary School Students: Practical Application of Peer-Cooperative Learning to Improve Retention of STEM Majors

<p style="text-align:justify">Teachers and teaching styles are two important factors influencing students’ academic performance. In this action research study, we investigated the differential effectiveness of two teaching methods, conventional learning (CL) and peer-cooperative learning (PCL), on students’ academic performance in fractions. A sample of 120 tenth grade mathematics students from Ibadan North Local Government Area of Oyo State in Nigeria was used for the study. The students were selected from three different secondary schools and grouped into two groups: the experimental (PCL) group and the control (CL) group, each having 60 students. A sample of 5 multiple-choice objective and 5 theory test questions titled Fraction Performance Test (FPT) was used to measure their academic performance after the treatment, and the assessment test scores were recorded. Descriptive statistics of the mean were used to answer the research question, while the two-way ANOVA technique was adopted for testing the research hypothesis at an alpha of 0.05. Summarily, the F (3, 116) statistic (= 8.55, <em>p</em> < .001) indicates significant differences in the effectiveness of the teaching methods. The mean scores also reveal that peer-cooperative learning was more effective than the conventional teaching approach. While the former proved to be a more efficacious treatment for female students, the latter was more suitable for male students. We recommend that different approaches be attempted by teachers, and the most effective in overcoming students’ resistance to learning and improving their academic performance be adopted.</p>

العوامل المؤثرة في تدني التحصيل الدراسي لدى طلبة المرحلة الثانوية في الأردن الذي فرضته جائحة كورونا وسبل معالجتها

The study aims to determine the factors affecting the low academic achievement of secondary school students in Jordan, which was imposed by the Corona pandemic, and provides ways to address it. It examines the differences in results according to many variables of study. In order to achieve the objectives, two research's tools were conducted. The first method is the questionnaire and the second one is interviews. The methods stratified randomness distributed to 263 teachers and second grade secondary students in Irbid schools. The results of the study showed that the degree of the total arithmetic averages from teacher's point of view is medium. Study shoes also, that the arithmetic averages in the perspective of secondary school, according to student’s degree is also medium. The analysis of the study shows that there is a difference from the point of view of teachers related to the impact of sex in favor of males, and no difference is related to experience. The difference from student's views is related to the impact of sex in favor of males and no difference is related specialization. Both teachers and students agree that there must be communication between the school and the local community. In order to achieve the online learning.

성장혼합모형을 활용한 초등학생의 수학 학업성취도 변화 유형화 및 영향요인 분석

This study was to identify latent profiles of changes in elementary school students’ mathematics achievement and to test whether their influencing factors had significant effects on classifying the latent profiles. Panel data (1,632 elementary school students) of the first year of 4th grade in 2018 to the third year of 6th grade in 2020 from the Jeonnam Education Longitudinal Study (JELS) were analyzed using a growth mixture model. The findings of this study were as follows: First, four distinct latent profiles were categorized as high level, medium-high level, medium-low level and low level. Second, both the initial value and change rate of each latent profile were positively significant, indicating that the mathematics achievement of the four profiles improved as they progressed through the grades, with the highest change rate for the high-level profile. Third, the main influencing factors for the latent profiles in mathematics achievement were academic self-concept, instructional attitude, parents’ academic support, and relationship with the classroom teacher. Based on the findings of this study, we proposed policy implications for improving mathematics achievement of elementary school students.

Causes and Effects of Poverty on Academic Achievements of Rural Secondary School Students: Case of Secondary School in Bahawlanagar District

Exchange to teaching is one of the significant uncomplicated social honesties in totally cultures. In Pakistan, the running of education has been one of the greatest serious matters of management public strategy particularly subsequently afterward individuality in 1947. Poverty has still continued a tentative block for maximum persons to achieve this simple right. This study required to examine the reasons and things of lack on educational success in the Bahawalnagar secondary school. The education required to representation the experiments shortage secondary school pupils’ expression in their mission for education, afterward important them to descent out of school. The procedure supervisory this study was a case study. Records were collected using forms, expression to expression meetings and document analysis. The study discovered that death of workers; joblessness and lack of education are the major reasons of deficiency in the Bahawalnagar public. The consequences of this study showed that shortage harmfully impressions on the educational success of scholars. The study consequently mentions that institute establishments stumble expense of school dues in instruction to accommodate the fewer fortunate scholars. The study additional mentions that the contributor public network capitals to education and feed students who originated from disadvantaged circumstances.

The Effect of Story Maps Strategy on Iraqi EFL Preparatory School Students Creative Thinking

Story Mapping is a procedure which trains students to recognize the basic framework of narrative story in order to enhance their comprehension. The present study aims at finding out the effect of Story Maps Strategy in teaching EFL to preparatory school students and explaining the benefits of using it in the educational process ,This study also aims at: 1- analyze the significant different between the students who are taught using story maps strategy and without using story maps strategy at the fifth class preparatory school students in post test 2-finding out the effect of using the story maps strategy on EFL preparatory school students achievement. 3-Finding out the effect of story maps strategy on Students at four components of creative thinking skill. A sample of (65) students has been randomly selected from the Iraqi EFL fifth preparatory school students from Al-dour preparatory School for girls , in Al-dour, Salah Al-Deen, during the academic year (2021–2022). It represents (76.92%) per cent of its original population and they are divided into two equal groups, i.e., ( experimental and control) . Both groups have been equalized in their age, the parents’ educational achievement, and their degrees in English language subjects in the previous grade of the academic year (2020-2021).The test consists of six questions with its branches that have been developed and tested, its reliability achieved, and extended to the two sample classes. Results show that Story Maps Strategy is more effective than using the conventional method for organizing, clarifying, or simplifying complex information. Based on the results and obtained conclusions in this work, suitable recommendations and suggestions for further studies are put forward.

Family Structure and Parents’ Educational Levels as Correlates of Lower Primary School Pupils’ Academic Achievement in Social Studies in Osun State, Nigeria

The paper investigated the educational backgrounds of parents of elementary students in Osun state, Nigeria. It aimed to analyze the connection between parents' educational attainment and the educational performance of elementary pupils in the subject of Social Studies. Additionally, the work explored the relationship between family state and the educational achievement of elementary pupils. The investigation employed a descriptive correlational survey research design. The target study comprised pupils aged 5-8 years old and their parents residing in Osun State. The sample population consisted of 300 students and 300 parents, selected through a multistage selection technique. From every selected school, twenty (20) children were chosen using a simple random selection procedure, and all parents of the chosen pupils were purposefully employed for the study, comprising 300 pupils and 300 parents who comprised the study's sample. The two research instruments were “Questionnaire on Family Structure and Parents' Educational Levels” (QFSPEL) and “Pupils' Previous Terms Results in Social Studies” (PPTRSS). The data collected were analyzed statistically using frequency, percentage, and “Pearson Product Moment Correlation (PPMC) methods” The research findings shows that the degree of lower primary school children' family structure is very high in Osun State, at 78.5%. The findings found that the level of education of lower primary school children’s parents was high in Osun State, at 58.1% in the study results, a significant and positive correlation (r = 0.885; p < 0.05) between parents' educational levels and the academic achievement of lower primary school students in Social Studies within the study area. On the other hand, the study did not find a significant correlation between family settings and the educational abilities of lower elementary children of study area in Social Studies (r = 1.978; p > 0.05).

A Study of Effect of Self- Concept and Problem Solving Ability on Academic Achievement of Higher Secondary School Students of Indore

A Study of Effect of Self- Concept and Problem Solving Ability on Academic Achievement of Higher Secondary School Students of Indore

THE RELATIONSHIP BETWEEN STUDENTS' INTERNAL AND EXTERNAL FACTORS AND THEIR ACADEMIC ACHIEVEMENT

This research aims to determine the relationship between students’ internal and external factors, such as student background, school characteristics, teacher factors, and internet use and the academic achievement of high school students majoring in science and social studies in Indonesia. Employing a quantitative approach, the research utilizes panel data from all 34 provinces in Indonesia over a span of 3 years, from 2017 to 2019. The data sources used are from the Ministry of Education, Culture, Research, and Technology and the Central Bureau of Statistics. The data is analyzed using random effect model through linear regression analysis of panel data. The results show that student background factors, such as student participation and scholarship have a positive and significant relationship with academic achievement. Additionally, school characteristic factors, specifically, being a private school and the use of the Internet have been shown to have a positive and significant relationship with academic achievement. However, the variables related to teacher factors, specifically qualifications and certification do not have any significant relationship with students’ academic 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.

Effect of Real Engagement in Active Problem Solving (REAPS) Model on academic achievements of secondary school students in the subject of Physics

National Curriculum of Physics for grades IX and X (2006) has recommended creating a sense of curiosity and wonder in students by demonstrating an increased awareness about the natural world, creativity, and problem-solving skills. It is also the demand for 21st-century skills. Moreover, by developing this ability in the school years’ students, they may be successful in the coming academic years and in their professional life also. For this reason, many of the models have been used. Hence, the research was conducted to find the effect of Real Engagement in the Active Problem-Solving model on secondary-level students' academic achievements in Physics. Using a Quasi-experimental design, two sections from two public schools were selected. One section from each school was randomly allocated to a traditional and one to a treatment group. Traditional groups were taught by their respective teachers and the experimental groups were treated by the researcher. A test of academic achievement was developed on the concept of mechanics and electrostatics in the 10th-class Physics book published by Punjab Text Book Board Lahore (2020) and administered a pre-test and post-test. Data were analyzed by using a t-test, one-way ANOVA, and MANOVA. It was found that 10th-class students treated with the REAPS model performed better in the academic achievement test in physics as compared to the students taught through traditional methods. So, it is recommended that QAED academy conduct training on the REAPS model may be conducted as it is feasible not only for these topics but also for other concepts and other branches of science. Moreover for Education, may include assessment items for the subject of Physics in SSC examinations so that, these exams may discriminate the students on the basis of higher-order skills.

Is Reputational Pressure Enough to Create Competitive School Choice Effects? Evidence from Seoul’s School Choice Policy

During the pandemic, a number of states instituted hold-harmless funding policies to protect school district financially from declining enrollments. In addition, some school choice policies have protected traditional public schools financially from declining enrollments. Together, these policies raise the question of whether competitive effects can exist in a policy environment of reduced financial pressure. Theoretically, despite the lack of financial pressure, schools could feel competitive pressure in other ways including a loss of reputation as students move to schools of choice. To provide insights on whether schools can improve without the threat of financial loss, we examine the Seoul school choice program which introduced autonomous private high schools (APHSs) in the context in which there is equalized funding across schools. More specifically, we examine whether competition induced by APHSs affects the achievement of students attending traditional public and private schools. The effect of APHSs is identified by exploiting plausible exogenous APHSs’ entry through the random assignment of students. We find a small and positive effect of APHS penetration on the Korean and English achievement of private school students while finding no effects for traditional public schools, which have limited ability to respond.

Study Habits And Academic Achievement Of Secondary School Students

The purpose of this study was to investigation the study habits and academic achievement of secondary school students. The sample of the study comprised of one hundred class VIII students of North 24 Parganas and Hooghly district, West Bengal. To measure the study habits, construct the researcher had employed Govinda and Battina (2020) and the researcher has developed and used Self-made standardized Academic achievement scale with the help of research guide. The collected data were analyzed using statistical tools like mean, standard deviation, t test and Correlation. The findings of the study indicated that significant and positive correlation between study habits and academic achievement of secondary school students.

Lead exposure and student outcomes: A study of Flint schools.

This paper estimates the impacts of cumulative lead exposure on the short-run discipline and academic achievement of elementary school students. An exogenous, heterogeneous shock of lead-in-water levels within classrooms at Flint Community Schools provides the treatment variation used to focus on the understudied, short-run effects of lead on older children. At the mean level of classroom lead exposure disciplinary actions increased by 8 actions per grade within each school, and the share of students proficient in both math and reading declined. These results may help explain observed disparities in both behavior and academic achievement for underprivileged groups.

Influence of Learning Environment and Teachers Skills On Academic Achievement Among Senior Secondary Schools Students in Jigawa State Nigeria

This study examined the Influence of learning environment, and teacher’s skill on students’ academic achievement among senior secondary school students in Jigawa State Nigeria. Using Ex-post facto design. Three objectives and three null hypotheses were formulated and tested. the population of the study consist of 28202 S.S.S. 1 students and 477 teachers out of which 381students and 217 teachers were randomly selected as sample for the study in Nine senior secondary schools in Jigawa state.Two instruments will be adapted and used in this research: Students learning environment inventory, (SLEI) and Teachers skills inventory (TSI)).All the two instruments have construct validity and reliability of internal consistency with alpha coefficients of 0.72 for SLEI and 0.84 for TSI respectively. While Average scores for qualifying examination in English and mathematics 2021/2022 is to be used as students’ academic achievement (SAA).PPMC and T-Test will be used for data analysis with the aid of SPSS 2006 version. Data collected for the study will be statistically analyzed using descriptive statistics of x and S.D as well as t-test for independent samples, all hypotheses will be tested at 0.05 level of significance, The Findings of the study revealed that, there is significant differences in students’ academic achievement on the basis of conducive or un conducive learning environment among senior secondary school students, significant differences is found between academic achievement of senior secondary school students taught by teachers with different teaching skills in Jigawa state Recommendations will be made at the end of the study

The Impact of Teacher Unions on School District Finance and Student Achievement: Evidence From the Great Recession

I examine whether the impact of the Great Recession on school district spending, the allocation of resources, and student achievement varied depending on the strength of state’s teachers’ unions. Employing a diff-in-diff-in-diff identification strategy, I find that school districts in states with strong teachers’ unions experienced significantly larger declines in per-pupil expenditures during the economic downtown compared with otherwise similar districts in states with weak teachers’ unions. The larger decline in expenditures in strong union states, however, did not lead to a differential decline in student achievement relative to weak union states.

The Impact of Music Education on the Academic Achievement of Chinese Primary School Students

Nowadays, it is widely acknowledged worldwide that music education is a beneficial activity for students’ cognitive, social, and emotional development (Ho, 2021). However, there is limited empirical evidence on how music education affects academic achievement in primary schools, especially in China. The aim of this literature review is to examine the existing research on the impact of music education on the academic achievement of primary school students in China, focusing on three aspects of music education: instrument-vocal training, music composition and music appreciation. The review synthesised the results of different research approaches and highlighted the importance of music education in enhancing Chinese primary school students’ motivation, creativity, and self-esteem, as well as in promoting cultural diversity and social harmony (Bao, 2020; Wang, 2021). Limitations of the current literature are then discussed and directions for future research are suggested, concluding that the main conclusion - that music education has a relatively positive impact on academic achievement in Chinese primary schools - requires more rigorous and comprehensive research to explore the underlying mechanisms and contextual factors that influence this relationship.

Decentralisation in School Management and Student Achievement: Evidence from India

This paper examines the link between decentralisation in school management and student achievement levels in secondary schools in India. It employs observational data from two school surveys conducted as part of the Young Lives project in the southern Indian states of Telangana and Andhra Pradesh to create a measure of decentralisation as a latent construct. The relationship between decentralisation and students’ abilities in mathematics and English is measured using linear mixed effects models. Contrary to the expectations in much literature, we find a negative association between decentralisation and students’ scores on Maths and English assessments, even when controlling for a variety of individual and school characteristics. The results from the analysis therefore problematises decentralisation initiatives such as school-based management to improve student achievement.

THE RELATIONSHIP BETWEEN PARENT PARENTING PATTERNS AND LEARNING ACHIEVEMENT IN V-GRADE SCHOOL CHILDREN AT SDN KERONCONG MAS PERMAI

Introduction: Parenting is a comprehensive interaction between parents and children. School age in Indonesia is between 7 and 12 years old. This study aims to determine the relationship between parenting parents and learning achievement in fifth grade school children at SD Keroncong Mas Permai. Methods: This research is quantitative with a cross sectional study design with a sample of 104 students, The sampling used was Proportional Stratified Random Sampling. Data collection used a questionnaire on parenting patterns and the results of fifth grade students' even semester report cards. The analysis used is bivariate Pearson correlation with a significance level of a<0.05. Results: This research shows that some parents apply authoritarian parenting with a percentage of 49.0% and permissive have no percentage, while most parents apply democratic parenting with a percentage of 51.0%, so parents have an adequate role. major in educating children with the achievement of student achievement in school. The results of the Pearson correlation test with a significance level of a < 0.05 obtained a = 0.000, where a < 0.05 means there is a significant relationship between parenting patterns and learning achievement in class V school children at SDN Keroncong Mas Permai. Conclusions: Based on the results of the analysis above, it was found that there was a relationship between parenting parents and learning achievement in fifth grade school children at SDN Keroncong Mas Permai.

Continuous and Placement Assessment Results as a Predictor of Student Achievement in Primary Schools

The purpose of this study was to explore the performance of out-of-school children in speed school and accelerated learning programs as a basis for success in primary schools. This research field has received very little attention. The continuous assessment and placement test results of students at risk were not used much in the literature, which this study aims to fill. The total number of students involved in the study was 624. The study used the continuous assessment average scores and placement test scores as predictor variables. The results show that the relationship between placement test and 1st-semester score in grade four was significant, r (196) = .501, p < .001. For the Accelerated Learning Program, the placement test and 1st-semester score in grade three were significant, r (111) = .413, p<.001. As a tool to forecast primary school students' future achievement, the teacher-made continuous assessment appears to be less useful than placement tests for children who come through speed school. Students from speed school backgrounds performed better than students from formal schools; students from accelerated learning program backgrounds performed almost similarly to students from formal schools except in environmental science. The study indicated that in grade four of formal primary school, continuous assessment was found to be poorly linked with student knowledge and skills. However, the results show that both comparisons found placement examinations to be a reliable indicator of children's achievement in primary schools. It can be concluded that students who joined grades three and four of formal school through speed school and an accelerated learning program are capable of achieving minimum learning competence in the subsequent educational outcomes in elementary grades.

The Effect of Stereotype Threat on Academic Success of Female Students

Stereotype threat occurs when educational institutions remind us of the stereotype that men are more successful in mathematics and that women's mathematics achievement is negatively affected. In this study, the effect of stereotype threat on the academic achievement of high school students was examined. In the designed experimental study, there are two experimental groups (threat 1 and 2) and a control group. The effects of two different stereotype threats were compared in the experimental groups. After the explanations to reveal stereotype threat in the experimental groups, a mathematics test was used and the "State Anxiety and Stereotype Awareness Scale" was administered at the end of the test. In this study conducted in the 10th grade of high school, data was also obtained from male students. According to the data, while there was no significant difference in terms of academic success between the study groups consisting of female students, it was seen that the academic success of the threat 1 group was higher among males. In terms of academic achievement, threat 1 group shows the greatest inequality between genders. It was observed that the state anxiety levels of female students in the experimental groups increased. According to the findings, in addition to a positive and low-level significant relationship between anxiety and academic success in female students, there is also a mediating relationship between anxiety and stereotype threat and academic success. There is no difference between male student groups. Awareness of stereotypes was low in both genders, and it was concluded that boys' awareness was higher than girls.