School Outcomes Research Articles

The correlation between parental guidance and mathematics learning outcomes in elementary school

The COVID-19 pandemic was a big challenge and parental guidance was needed in student learning to help carry out the learning process at home. Mathematics is one of the subjects that must be taken by elementary school students. Most children think mathematics is a difficult subject even though many children do not like it. The purpose of this study was to determine whether there is a correlation between parental guidance and mathematics learning outcomes in online learning environments in Elementary Schools. This research used a quantitative design. The research designs using a correlational study with parental guidance and mathematical outcomes. The sample taken was . Data collection techniques included tests and questionnaires. The analysis data using person correlation analysis. The results of this research show that there is a positive relationship between parental guidance and mathematics learning outcomes. The contribution of parental guidance variables to mathematics learning outcomes was higher than the remaining factors. Keywords: Elementary school; learning outcomes; mathematics; parental guidance.

Relationship between Teachers' Participation and Management Outcomes in Primary Schools in Pader District, Uganda

Management outcomes have, over the years, gained significant attention from scholars. This study examined the relationship between teachers' participation and management outcomes in primary schools in Pader District, Uganda. The investigation examined teachers' participation in Pader District primary schools, management outcomes and the relationship between participation and management outcomes. With 301 respondents, the research used questionnaire surveys, interview guides, and observation checklists. Data was analysed using SPSS version 25, descriptive statistics, Chi-Square test, Spearman's rank Correlation Coefficient, and linear regression analysis to determine the relationship between teachers' participation and management outcomes. The study found a moderate correlation between teachers' participation and management outcomes, with a 0.01% level of significance. This aligns with previous research indicating that teachers' involvement in water hygiene, sanitation, equipment procurement, guidance, inventory control, budget preparation, and classroom maintenance positively impacts management outcomes

Individual religiosity or effect of denominational schools? Analysis of the impact of religiosity and denominational schools on the results of 8th grade students in Bihor County, Romania

Research in recent decades examining the correlates of educational outcomes highlights the role of religiosity in students' academic progress and achievements. An increasing number of recent studies in the field of education confirm this hypothesis, the one of the positive influences of religiosity on behavior and attitudes with a positive effect on the achievement of educational goals and academic results. As such, denominational schools are also under the attention of many researchers who observe differences between these religious schools and other, non-religiously affiliated schools. The sociological literature even speaks of a „religious school effect”, inspired by the original idea of the „Catholic school effect”, stressing that beyond the impact of individual religiosity on school outcomes, mediated mainly by attitudinal and psychosociological effects, there are also moderators at the institutional level resulting from the specificity of denominational schools. In the present study we test these two hypotheses simultaneously by modeling the learning averages of a large sample of 8th graders in Bihor County, Romania, using simple linear regression. Our results confirm what we have already found in previous studies, namely that personal religiosity has a positive effect on learning outcomes, while a separate effect at the institutional level cannot be shown.

Influence Of Provision Of Incentives By Head Teachers On Teachers’ Work Performance In Public Primary Schools In Nakuru County, Kenya

Recent reports on education in Kenya underscore the importance of head teachers adopting effective instructional leadership practices and teachers enhancing their pedagogical knowledge and skills in order to guarantee high-quality education and academic achievement within the country's school systems. One of the instructional leadership practices that can be adopted by headteachers is the provision of incentives to teachers. The purpose of this study was to determine the influence of provision of incentives by the head teachers on teachers’ work performance in public primary schools in Nakuru County, Kenya. Hallinger and Murphy's (1985) Model of Instructional Leadership and Campbell et al.'s (1993) Theory of Job Performance informed the study. The study used mixed methods research approach, and adopted the convergent parallel design. The study used both quantitative and qualitative research methods simultaneously to collect and analyze data from a target population of 57,800 pupils, 7,741 teachers, and 680 head teachers from 680 schools, and 11 Quality Assurance and Standards Officers (QASOs). A sample of 68 primary schools were selected for the study using cluster sampling. From these sampled schools 60 pupils and 329 teachers were selected through simple random sampling. Purposive sampling was also used to select 68 head teachers and 9 QASOs. The research instruments used were a focus group discussion guide, questionnaire, interview schedule, and document analysis checklist. A pilot study was conducted in 7 public primary schools in Baringo County with a sample size of 35 teachers. Descriptive and inferential statistics specifically frequency counts, percentages, Spearman rank correlation, and regression analysis, were used to analyze the quantitative data. Qualitative dat was analysed using textual analysis approach. The hypothesis was tested at a significance level of 0.05 using Statistical Package for Social Sciences (SPSS) version 25. The findings were presented as frequencies and percentages using tables. Qualitative data was analyzed thematically and presented in narrative forms. The study established that provision of incentives by the head teachers had a statistically significant positive influence on teachers’ work performance in public primary schools in Nakuru County. The study highlights the importance of teachers' work performance for overall school outcomes, providing valuable knowledge for head teachers and education stakeholders to focus on initiatives for provision of incentives for teachers and policies that support such initiatives. This will create an enabling environment for maximizing teachers' efficiency and effectiveness, leading to improved pupil performance in KCPE examinations in public primary schools. 
 
 

A comparison of rural and regional work locations and speciality choices between graduates from the University of Wollongong and all Australian medical schools using the Medical Schools Outcomes Database.

The shortfall in medical workers in rural and remote Australia has led to health discrepancies in these regions. The University of Wollongong's medical program was designed to encourage graduates to work in these regions to address this shortfall. To compare rural and regional locations of work and choices of speciality between University of Wollongong's graduates and graduates from all Australian universities. We conducted a longitudinal analysis on data available from the Medical Schools Outcome database, with graduate exit surveys linked to registrations of location and speciality. Rural and remote locations were identified as MM2-7 regions using the Modified Monash Model. In total, 716 graduates from the University of Wollongong and 26 915 graduates from all Australian medical schools completed the MSOD exit survey in 2010-2021 and registered with the Australian Health Practitioner Regulation Agency in 2022. The main outcome was the relative likelihood (relative risk) of cohorts working in rural and regional areas and of cohorts choosing general practice as their speciality. University of Wollongong's medical graduates were 1.51 times or 51% more likely to work in regional or rural areas (RR 1.51, 95% CI 1.34 to 1.71, p < 0.0001). Respondents who were 10 or more years post graduation were 1.57 times or 57% more likely to specialise in general practice than all other Australian medical graduates (RR 1.57 95% CI: 1.40 to 1.79, p < 0.0001). The University of Wollongong's medical school is producing graduates to meet Australia's rural health workforce needs. This may be due to a higher intake of rural students, and a higher percentage of students taking rural placements. Rural health workforce needs can be addressed through rural-focussed education strategies.

Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis

This systematic review examines which domain-specific numeracy skills in the first year of formal schooling most reliably predict achievement in mathematics during primary school. Longitudinal studies that assessed domain-specific skills in the first year of formal schooling and mathematical outcomes at a later grade in primary school were included. Databases were searched in July 2020. Fifty-four studies were included, representing 13,453 participants. We investigated the strength of the associations between different types of domain-specific skills and mathematical outcomes through correlated effects models and random effects univariate meta-analyses. Results showed small to large significant positive correlations. The strength of the evidence is limited by the small number of studies and the variability found in measures. The findings are analyzed in light of theoretical models of numerical cognition. Implications for future research are discussed.

RME Learning Model in Urban And Rural Elementary Schools: A Comparative Study

This study aims to (1) determine the application of Realistic Mathematics Education (RME) learning model in urban and rural elementary schools, (2) describe the comparison of the application of RME learning model in urban and rural elementary schools. The research was conducted at urban and rural elementary schools. The research participants were school principals, class teachers, and students. Data collection techniques were participatory observation, interviews, and document analysis. The validity of the data in this study was carried out by testing the credibility, transferability test, dependability test and confirmability test. Data analysis uses the Miles and Huberman models. The results showed that the application of the RME learning model at urban and rural elementary schools applied almost the same aspects. The difference is that urban elementary schools emphasize the principle of guided discovery, and rural elementary schools put forward the principle of connecting informal knowledge to formal mathematical knowledge. The implementation characteristics of the RME learning paradigm were similar in both Elementary Schools. Those elementary schools underwent the same four stages during the implementation phase. The application element exhibited the most notable disparity. The urban primary school extensively utilised contemporary and readily available media, equipment, and teaching resources. Meanwhile, the rural primary school implemented environment-based media and other instructional materials. The mathematics learning outcomes in both elementary schools were equitable. The RME learning concept is applicable in both urban and rural schools.

Polygenic Risk of Mental Disorders and Subject-Specific School Grades

BackgroundEducation is essential for socioeconomic security and long-term mental health; however, mental disorders are often detrimental to the educational trajectory. Genetic correlations between mental disorders and educational attainment do not always align with corresponding phenotypic associations, implying heterogeneity in the genetic overlap. MethodsWe unraveled this heterogeneity by investigating associations between polygenic risk scores for 6 mental disorders and fine-grained school outcomes: school grades in language and mathematics in ninth grade and high school, as well as educational attainment by age 25, using nationwide-representative data from established cohorts (N = 79,489). ResultsHigh polygenic liability of attention-deficit/hyperactivity disorder was associated with lower grades in language and mathematics, whereas high polygenic risk of anorexia nervosa or bipolar disorder was associated with higher grades in language and mathematics. Associations between polygenic risk and school grades were mixed for schizophrenia and major depressive disorder and neutral for autism spectrum disorder. ConclusionsPolygenic risk scores for mental disorders are differentially associated with language and mathematics school grades.

Lectora Inspire Interactive Media Based on Android on Class VI Elementary School Proclamation Event Material

Students' opinions regarding the content of social studies learning regarding the meaning of the Proclamation of Independence are prosaic learning content, and the lack of learning models presented to teachers is less interesting. The frequent use of reading-only methods is also an obstacle in delivering material to students. It is what triggers low student learning outcomes. This research aims to develop Android-based Lectora Inspire media on the meaning of the Proclamation of Independence, as well as the influence of student learning outcomes in Class VI elementary schools. This type of research is developed using the ADDIE model. The methods used to collect data are observation, interviews, tests, and questionnaires. Data collection instruments use questionnaires and test questions. The subjects used in this research were teachers, students, learning media experts and learning material experts. Data analysis techniques use descriptive quantitative, qualitative and inferential statistics. The results obtained from this research were that students tested in large groups 84%, small groups 90%, teacher trials 96%, media expert tests 76%, material expert tests 95%, as well as the results of effectiveness tests through pretest and post-test which had a significant increase from small groups to large groups. It was concluded that the Android-based Lectora Inspire media on the meaning of the Proclamation of Independence was very good to use, effective, and very suitable for use in the learning process and also improved student learning outcomes.

INOVASI APLIKASI ENVIRONMENTAL MATHEMATICS PADA SMARTPHONE SEBAGAI MEDIA INTERAKTIF PEMBELAJARAN MATEMATIKA BERBASIS LINGKUNGAN

This research is development research (R&amp;D) which refers to the ADDIE model. Development procedures include Analysis, Design, Development, Implementation, and Evaluation. The results of this research product are in the form of an android application based on environmental mathematics to improve understanding of learning mathematics based on the environment. The application is accompanied by attractive images, sounds, animations, and text narration. The results of the study show that the android application for learning environmental mathematics is feasible and effective in learning data collection, as seen from the average pretest and posttest scores carried out by fifth-grade students at SDN 1 Talang Padang. The average value obtained during the pretest was 41.57 while the average value obtained during the posttest was 82.10. Based on the Mann-Whitney test with a sample of two different schools, the resulting data shows a significant difference between the learning outcomes of schools that use the Android application media and those that are not treated, as seen from the posttest average score of SDN 1 Talang Padang of 82.10. While the average posttest score of SDN 1 Banding Agung is 66.31.

Development of Digital Student Worksheets with the Discovery Learning Model to Improve Collaboration Skills and Results for Elementary School Students: Literature Review

Objective: This research reviews the literature regarding the development of Digital Student Worksheets based on the discovery learning model to improve collaboration skills and student learning outcomes in elementary schools. This review article is a literature review research. Method: used is a narrative review, which consists of four stages: selecting the topic to be reviewed, selecting national journals and international journals that are relevant to the latest five years, namely 2018-2023, totaling ten articles, conducting literature analysis and synthesis, and compiling review results. Results: The results of the literature review show that e-LKPD can improve collaboration skills and improve student learning outcomes. Novelty: this research provides a new color for the literature review on e-LKPD, specifically on the discovery learning model for Natural and Social Sciences (NSS) subjects in elementary schools.

Is the awarding gap at UK medical schools influenced by ethnicity and medical school attended? A retrospective cohort study

ObjectivesTo better characterise the Awarding Gap (AG) between black, Asian and other minority ethnic (BAME) and white students in UK undergraduate medical education by examining how it affects eight minority...

Meta Analisis Model Pembelajaran Kooperatif Tipe Group Investigation Terrhadap Hasil Belajar Fisika Siswa Di SMA

This research takes the form of a meta-analysis aiming to encompass findings regarding the influence of the cooperative learning model called Group Investigation (GI) on high school students' physics learning outcomes. It aims to identify the independent variable, which is cooperative learning, and the dependent variable, which is high school students' physics learning outcomes. The study includes 20 journal articles on the Group Investigation cooperative learning model that align with the research objectives. The average effect size calculation resulted in an average effect size of 0.86. The average effect size based on the learning outcomes of the Group Investigation type was 0.80. It was observed that the highest level based on the class level was achieved in Grade XI with an effect size of 0.97, while Grade X also attained a high effect size. This demonstrates the effectiveness of the Group Investigation cooperative learning model, especially in Grade XI of high school. The overall percentage of journal articles categorized by effect size is as follows: high impact category 20%, very high impact category 10%, high category 20%, moderate category 30%, and finally, a small impact category with 20%. From the analysis, it's evident that journals on the Group Investigation cooperative learning model are highly relevant for use in the learning process due to their influence on students' physics learning outcomes in high school.

School Education in Post-18th Amendment Balochistan: A Political Economy Perspective

In the wake of devolution of education to provinces through the 18th Constitutional Amendment, there has been a noticeable increase in public spending on school education. Moreover, certain reforms have been introduced in education planning, management and monitoring. These measures have enhanced availability of physical infrastructure and reading and writing material for schools and improved education monitoring. There is also evidence of marginal improvements in overall literacy rate and reading and arithmetic skills.&#x0D; Notwithstanding the limited gains, the reforms and increased public spending have not translated into commensurate improvements in schooling and learning outcomes. Analysis of proximate causes indicates that learning outcomes are not improving because the various elements of education system are not aligned around the goal of learning. In contrast, expansion of schooling appears to have remained a strategic objective of education delivery but it hasn’t experienced significant improvement either because of the existence of serious policy incoherence among various elements of education system. Prevalence of centralised, politically-influenced, discretionary and outdated planning and management practices combined with ineffectiveness of accountability mechanisms across the education delivery chain have undermined the effectiveness of well-intended reforms.&#x0D; A deeper exploration of these issues through the “political settlement” lens reveals that education outcomes aren’t recording major improvements because elite interest is aligned neither with the goal of learning nor access. Instead, elite interest is aligned more around patronage politics. Short-term, clientelist, political objectives govern education provision, owing to the highly fragile, exclusive, fragmented and personalised nature of political settlement. The predatory nature of political settlement has adversely affected both the design and implementation of reform initiatives.

School Education in Post-18th Amendment Balochistan: A Political Economy Perspective

In the wake of devolution of education to provinces through the 18th Constitutional Amendment, there has been a noticeable increase in public spending on school education. Moreover, certain reforms have been introduced in education planning, management and monitoring. These measures have enhanced availability of physical infrastructure and reading and writing material for schools and improved education monitoring. There is also evidence of marginal improvements in overall literacy rate and reading and arithmetic skills.&#x0D; Notwithstanding the limited gains, the reforms and increased public spending have not translated into commensurate improvements in schooling and learning outcomes. Analysis of proximate causes indicates that learning outcomes are not improving because the various elements of education system are not aligned around the goal of learning. In contrast, expansion of schooling appears to have remained a strategic objective of education delivery but it hasn’t experienced significant improvement either because of the existence of serious policy incoherence among various elements of education system. Prevalence of centralised, politically-influenced, discretionary and outdated planning and management practices combined with ineffectiveness of accountability mechanisms across the education delivery chain have undermined the effectiveness of well-intended reforms.&#x0D; A deeper exploration of these issues through the “political settlement” lens reveals that education outcomes aren’t recording major improvements because elite interest is aligned neither with the goal of learning nor access. Instead, elite interest is aligned more around patronage politics. Short-term, clientelist, political objectives govern education provision, owing to the highly fragile, exclusive, fragmented and personalised nature of political settlement. The predatory nature of political settlement has adversely affected both the design and implementation of reform initiatives.

Unlocking teacher potential: The integrated influence of empowering leadership and authentic leadership on teacher self-efficacy and agency in Turkey

Teacher agency has attracted growing attention in the field of educational management and leadership due to its positive outcomes for schools. This study investigated how and under what conditions school principals empowering leadership beneficial to teacher agency using data collected from 756 public secondary school teachers in Turkey. This study tested a moderated mediation model of how authentic leadership influences the effects of empowering leadership on teacher self-efficacy and teacher agency. The results supported the partial mediation model in which principal empowering leadership was associated with direct and indirect effects through teacher self-efficacy on teacher agency. Moreover, higher levels of principal authentic leadership were associated with stronger effects of empowering leadership on both teacher self-efficacy and teacher agency. Our results indicate a more profound comprehension of how empowering leadership influences teacher agency within the context of Turkish public schools. Furthermore, we provide practical recommendations for promoting teacher agency within school settings.

Feasibility first: Expanding access before fixing learning

The first SDG4 target is to both expand access to universal secondary school and to ensure that all children achieve minimum learning outcomes in primary school. To the extent that action must be prioritized, this article argues that achieving universal secondary education is both more feasible at scale and has clearer benefits than improving learning outcomes in primary schools in developing countries. Removing barriers to access such as fees and exam requirements has been demonstrated to have consistent impacts at scale, even in contexts of weak state capacity. By contrast, efforts to improve school quality have been much less consistent. Wage gains from secondary schooling have been demonstrated repeatedly, even in contexts of low quality education. Wage gains from improving primary school quality have not. Governments should thus focus on reforms that reliably expand access, rather than complex interventions to improve learning that often fail at scale.

Impact evaluation of the turnaround arts pilot program: an interrupted time series analysis

The purpose of this study was to conduct an evaluation of the pilot program of the Turnaround Arts reform using a comparative interrupted time series design. Because the only existing evaluation of the Turnaround Arts pilot program lacks clarity and transparency, reanalyzing this program is important to understand the effects of the initiative. I created a unique dataset with nine variables to specifically evaluate the achievement outcomes of the pilot schools, which I paired with similarly matched control schools. Achievement measures included average math and reading language arts (RLA) percent proficient scores for each of the schools from 2010 to 2014 and were collected from the Stanford Education Data Archive. My results indicated that the original Turnaround Arts reform had no statistically significant impacts on the pilot schools achievement measures, an important link in the initiatives theory of action. These results support previous music education literature that found no positive causal effects between music education and non-music achievement scores. School music and arts programs are important for providing children with a well-rounded education; however, justifying the use of arts education for non-arts gains can undermine high-quality arts program development.

Meta-Analysis of Constructivist Learning Models in Improving Student Learning Outcomes

This article aims to revisit and find out to what extent the constructivist learning model is able to improve student learning outcomes. Learner learning outcomes are one indicator of the success of education in the cognitive domain, of course, supported by the learning model. The focus of research on the implementation of constructivist learning models can improve student learning outcomes in elementary schools. The research method and approach used is a descriptive qualitative meta-analysis by collecting several research results with document studies and research data derived from journals related to the implementation of constructivist learning models. The data collection technique used is non-test by searching E-journals via Google Scholar or Google Scholar as well as documentation studies conducted in the library. Searches obtained several articles and 9 theses, 1 thesis, and 1 dissertation related to constructivist learning models. The results indicated that the constructivist learning model was able to improve student learning outcomes with the lowest percentage of 21% to the highest of 53% with an average of 32.35%. So it is concluded that the implementation of constructivist learning models in the learning process based on E-journal searches through Google Scholar, Google Scholar, and documentation studies is effective in improving student learning outcomes.

Enhancing Students’ Reading Comprehension Through Cooperative Learning and Self-Effication

This research aims at enhancing the English reading comprehension of Indonesian students in secondary schools through cooperative learning models and self-efficacy. The research model is an experiment with a 2 x 2 factorial design. The research sample was 72 high school students in the 11th grade at South Jakarta state school in the school year 2022/2023. Data analysis uses a two-way analysis of variance (ANOVA). The learning model's effectiveness is determined by calculating the effect size. The finding reveals that the cooperative learning models affect English reading comprehension, self-efficacy affects English reading comprehension, and a cooperative learning model in interaction with self-efficacy affects English reading comprehension. The jigsaw-cooperative learning model has great effect size in increasing English reading comprehension. Thus, it effectively improves English learning outcomes in secondary schools. Hopefully, the results of this study will be usefull for further research as input to enhance students' English proficiency in Indonesia generally.Keywords— reading comprehension, cooperative learning, self-effication, effect size