Significant Difference In Achievement Research Articles

Improving Continuous Assessment Results of Low Achievers Through Peer Learning: The Case of Debre Markos University Burie Campus General Forestry First Year Students Taking Wild Life Management Course

This action research was conducted in Debre Markos university Burie campus on first year students from General Forestry department with the objective of improving continuous assessment results of low achievers through peer learning. Both primary and secondary data sources were used. The primary data was collected from teachers and students (through questionnaires), direct observations of the real situations related to the practices of peer learning in the classroom and FGD with GF Students. Secondary data was collected from related research works, documents at different lines and from registrar office (students’ achievement in the previous semester). Out of a total of 26 students participated in the research, 11 students (4 male &7 Female) were lower achievers (Below CGPA 2.25). Independent sample t- test at P< 0.05 was utilized to check whether there is significant achievement difference between pre-test and post-test of low achiever students achievement. The data obtained through observation and FGD was analyzed using narrative description (qualitative methods of analysis). The number of students who scored below 4.5 in test results was reduced from 1 (9.1%) to 0 (0%) through peer learning intervention. Keywords: Peer learning, lower achievers, Test results, Assignment results DOI : 10.7176/JEP/10-28-05 Publication date :October 31 st 2019

Core Mathematics as a Predictor of Integrated Science Achievement of Students in the WASSCE Examination

The purpose of the study was to determine whether students' achievement in integrated science could be predicted from their achievement in core mathematics. The study employed ex post facto design in which the 2017 West African Senior school Certificate Examination (WASSCE) results of 674 students of Damongo Senior high school comprising 430 males and 244 females was analyzed using the numerical values of their grades. Regression analysis and correlations were run with the students' core mathematics and integrated science grade values. The results showed a significant correlation between students' core mathematics grades and integrated science grades (r = .629, p = .000). Analysis of variance revealed a significant difference between core mathematics achievements and integrated science achievement [F (1, 672) = 440.609, p = .000]. The regression analysis gave a significant model fit (R2 = .396, p = .000). This implied that 39.6% of the total variance in integrated science is accounted for by core mathematics. Also, independent samples t-test results revealed significant difference in achievement of males and females in core mathematics and integrated science.

Effects of Using a Blended Learning Method on Students’ Achievement and Motivation to Learn English in Jordan: A Pilot Case Study

This research aims at investigating the effect of blended learning on the achievement and motivation to learn English of German Jordanian University students. A pilot case study research strategy was used. Pilot case studies are effective research strategies for investigating educational issues in real life situations. They are used to refine research problems, variables, and also to refine the case study design before doing it in a larger-scale investigation. The study sample comprised 34 students who were selected purposefully and distributed into experimental and control groups. The experimental group studied English through a computerized program melded with the traditional method, whereas the control group was taught solely by the latter. The analysis of covariance (ANCOVA) revealed statistically significant differences in achievement between the two groups, indicating that the experimental group performed better than the control group. Significant differences were also found in the respective groups’ motivation to learn English.

THE USE OF MULTIMODAL TEXT IN ENHANCING ENGINEERING STUDENTS’ READING SKILL

Abstract&#x0D; It is believed that the students’ low reading proficiency, as shown in their TOEIC scores, is due to their poor reading habit. One of the ways to overcome such a problem is by facilitating them with a lot of reading practices in an extensive reading program. Since today non-printed multimodal texts (NPMT) and Linear texts (LT) are available in the society, an experiment on which mode is most effective to enhance the students’ reading proficiency needs to be done. This study aims to investigate the effect of implementing non-printed multimodal text in an extensive reading program on the students’ reading comprehension. Two groups of students undertaking engineering major at a polytechnic in Surabaya, one group was exposed to NPMT and the other to LT in a one-semester extensive reading program, were chosen to be the subject of this quasi experimental study. A pretest and posttest on TOEIC were conducted to measure the students’ reading proficiency (only the reading scores of the test were analysed for the purpose of the study). The t-test analysis using SPPS for windows 23 shows that there is a significant difference in achievement between those who are exposed to NPMT and LT after the reading program ends (p-value = 0.010). The NPMT group gain better reading proficiency than that of the LT. It means the use of non-printed multimodal text in extensive reading can boost the students’ reading comprehension.

Professional Development for a Middle School Mathematics-Infused Science Curriculum

ABSTRACTContemporary research has suggested that for students to compete globally, pedagogy must shift to emphasize the infusion of mathematics into science instruction to strengthen understanding. Innovative professional development programs are necessary to achieve this goal, particularly with respect to teaching graphing skills in the context of science. Although there is literature to substantiate that students respond positively in terms of interest, there has been little evidence to support improved science performance when both subjects are integrated. This large-scale quasi-experimental study examined impacts of a mathematics-infused science curriculum on students’ science attitudes and achievement (N =1695). Data were collected from science assessments and attitudes surveys in mathematics-infused 8th grade science classrooms and compared to those from students in non-integrated settings. Data revealed positive student outcomes, including the ability to understand mathematics-infused scientific concepts (F(1, 1693) = 17.02, p < .001), higher confidence in graphing, and greater agreement with the notion that mathematics is a valuable tool in learning science (F(1, 1693) = 33.76, p < .001). Females outperformed males in science but there were no significant differences in achievement between students from high and low needs schools. Data from a single infused unit taught within one school district (n = 136) revealed similar science achievement findings with a large effect (F(1, 134) = 37.18, p < .001), though gender was not a significant predictor. These research findings will benefit educators seeking innovative, integrated curricula that improve science and mathematics understanding, as well as researchers who inform policy reform efforts.

Effects of Advance Organizers on Students’ Achievement in Biology in Secondary Schools in Kilifi County, Kenya

&lt;p&gt;&lt;em&gt;This study investigated the effects of using advance organizers on students’ achievement in biology in secondary schools in Kilifi County. &lt;/em&gt;&lt;em&gt;Solomon Four, Non-Equivalent control group design was used in this study. The study targeted all secondary school students in Kilifi County. The accessible population consisted of all form two students in Kilifi County. Purposive sampling was used to select four co-educational secondary schools in Kilifi County. The four schools were randomly assigned to experimental groups (E&lt;sub&gt;1&lt;/sub&gt;) and (E&lt;sub&gt;2&lt;/sub&gt;) and control groups C&lt;sub&gt;1&lt;/sub&gt; and C&lt;sub&gt;2&lt;/sub&gt;. A total of 156 students participated in the study. Data was collected using Biology Achievement Test (BAT). The reliability of BAT was estimated using Kuder-Richardson (K-R) 20 and Cronbach’s coefficient. This yielded a reliability coefficient of 0.82 and 0.79 respectively. BAT was validated by experts in science education from Egerton University. The data collected was analyzed using mean, &lt;/em&gt;&lt;em&gt;o&lt;/em&gt;&lt;em&gt;ne-way ANOVA and t&lt;/em&gt;&lt;em&gt;-&lt;/em&gt;&lt;em&gt;test. The level of significance was 0.05. The findings of this study show that there was statistically significant difference in achievement between learners in favour of those taught using advance organizers compared to those taught using conventional teaching methods. The findings also indicate that there was no statistically significant gender difference in achievement.&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;

Capability matters: Relating student achievement on the comprehensive business exam to skill and effort

This study is the first to explore how skill and effort drive student achievement using a framework developed by Duckworth, Eichstaedt, and Unger (2015). A statistically significant achievement difference, as measured by Comprehensive Business Exam score during the last semester in college, was identified when students were separated by standard deviations from the ACT score mean, a measure of college entry-level skill. Implications for assurance of learning assessment are presented and possible avenues of remediation are considered.

The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes

This study aims at gaining empirical findings of the effectiveness of thematic instructional model as compared to conventional instruction; and the potential capacity of thematic instructional model in accommodating different learning styles and reading abilities. This is an experimental research design with 140 elementary students as research subject. The data were collected by using achievement test, learning style questionnaire, and reading comprehension test, and analyzed by using Anava. The results indicate: there is a significant difference in achievement between students who use thematic instructional model and those using conventional model; a significant difference in achievement between students with visual learning style and those having auditorial learning style; a significant difference between students with high reading ability and those with low reading ability. Student’s achievement is influenced by the interaction between instructional model and student’s learning style. Student’s achievement is not influenced by the interaction between instructional model and student’s reading ability, the interaction between student’s learning style and student’s reading ability, and the interaction among instructional model, learning style and student’s reading ability. The conclusion is thematic instructional model was more effective than conventional instruction and thematic instructional model had a capacity in accommodating different learning styles and reading abilities.

Клиническая значимость алгоритмов минимизации правожелудочковой электростимуляции у пациентов с синдромом слабости синусного узла и анамнезом фибрилляции предсердий

to assess effectiveness of algorithms of minimization of right ventricular pacing (MRVP) for prevention of progression of atrial fibrillation (AF), lowering of frequency of hospitalizations due to cardiovascular causes, and mortality in patients with sick sinus syndrome (SSS) and history of paroxysmal AF compared with standard compared with dual-chamber pacing (DDDR). We included in this single-center prospective study 74 consecutive patients with indications to permanent DDDR pacing because of SSS combined with documented history of paroxysmal AF. Patients were randomized in the groups of DDDR pacing (n=36) and with activated algorithms of MRVP (n=38). Pacemaker check up was made after 6 months during 1 year after device implantation. Primary composite endpoint included development of persistent AF, hospitalization due to cardiovascular causes, and all cause death. During follow-up there was no statistically significant difference in achievement of the primary endpoint (27.8 and 18.4% in groups of DDDR pacing and activated algorithms of MRVP respectively (relative risk 1.29% confidence interval 0.43 to 3.86; p=0.25). Rate of development of persistent AF in both groups was comparable (8.6 and 5.3% in DDDR and MRVP groups, respectively; p=0.47). Median AF burden was 6.0 (0;42) and 6.0 (0;42) min/day in DDDR and MRVP groups, respectively (p=0.67). Our study failed to demonstrate advantages of the use of algorithms of decreasing "unmotivated" right ventricular pacing over standard regimen of standard DDDR pacing in patients with SSS and history of paroxysmal AF.

USING THE CLA+ TO TRACK DEVELOPMENT OF COGNITIVE SKILLS FROM FIRST TO THIRD YEAR: ACCESSIBILITY AND FACTORS FOR SUCCESS

This paper provides results from the first three years of a 4-year longitudinal assessment project on the development of cognitive skills using the Collegiate Learning Assessment (CLA+). The CLA+ is an online test, designed to measure cognitive skills (CS) (critical thinking, problem solving and written communication, with sub-scores reporting scientific and quantitative reasoning, critical reading and evaluation, and critiquing an argument). Cognitive skills are fundamental elements of engineering programs and central to the practice of engineering. The Canadian Engineering Accreditation Board’s (CEAB) requires programs to assess their student’s graduate attributes and have a system in place to use the assessment for curriculum improvement. CLA+ assessment constructs relate to the CEAB attributes of problem analysis, investigation and communication. The testing was initiated as part of a strategy to track development of cognitive skills and to inform course improvement efforts. The testing was embedded in a range of engineering courses. Student achievement on written communication outcomes appeared to fall over time, and critiquing an argument was identified as an area of weakness, specifically for the first year students. Strategies were subsequently implemented as part of a curriculum improvement initiative. With the goal of maximizing success for all students, we investigated differences in achievement based on sex, language, and parental education, as well as the amount of effort put into the test. There were significant differences in achievement, prompting concerns about motivation and relevance to the engineering discipline. Students without English as a first language demonstrated negative gains over time. Parental education level was the strongest predictor of performance, but the most significant factor impacting on students’ scores was self-reported effort.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

The Effect of Problem Based Learning with Gallery Project and Locus of Control on Learning Achievement

The purpose of this study was to examine the significance of difference in achievement between the students taught using the Problem Based Learning with Gallery Project and the Expository Learning as well as those having an internal and external locus of control, along with its interaction. This quasi-experimental study involved 52 students, randomly sampled. The methods of data collection were observation, non-test, and test. The method of analysis was a two-way ANOVA. The result of this study indicated that: (1) there was a significant difference in achievement between students taught using the PBL with Gallery Project and those taught using the Expository Learning; (2) there was no significant difference between students having an internal locus of control and those having an external locus of control on basic work of automotive engineering in a vocational high school; and (3) there was no interaction between the PBL with Gallery Project and locus of control level toward student achievement.

Investigating Identity Statuses Among Lebanese Youth

This study examined Marcia’s identity paradigm among Lebanese adolescents in relation to gender and academic achievement. Participants were 429 students in Grades 7 to 11, aged 12 to 17 years. The Ego Identity Process Questionnaire (EIPQ) was used to classify participants into the four identity statuses: Achievement, Moratorium, Foreclosure, and Diffusion. Results showed that females were mostly in Moratorium (37.4%) whereas males in Foreclosure (35.1%). The difference was statistically significant, χ2(3) = 20.40, p = .001. Also, females scored significantly higher on the Exploration subscale, t(425) = −2.68, p = .04, whereas males scored significantly higher on the Commitment subscale, t(426) = 4.19, p = .01. No significant achievement differences were found among students in the four identity statuses, F(3, 419) = .38, p = .13. These results suggest possible shifts in cultural norms with females developing identity through pathways believed to be males’ in traditional societies.

Design of Mobile Health Tools to Promote Goal Achievement in Self-Management Tasks.

BackgroundGoal-setting within rehabilitation is a common practice ultimately geared toward helping patients make functional progress.ObjectiveThe purposes of this study were to (1) qualitatively analyze data from a wellness program for patients with spina bifida (SB) and spinal cord injury (SCI) in order to generate software requirements for a goal-setting module to support their complex goal-setting routines, (2) design a prototype of a goal-setting module within an existing mobile health (mHealth) system, and (3) identify what educational content might be necessary to integrate into the system.MethodsA total of 750 goals were analyzed from patients with SB and SCI enrolled in a wellness program. These goals were qualitatively analyzed in order to operationalize a set of software requirements for an mHealth goal-setting module and identify important educational content.ResultsThose of male sex (P=.02) and with SCI diagnosis (P<.001) were more likely to achieve goals than females or those with SB. Temporality (P<.001) and type (P<.001) of goal were associated with likelihood that the goal would be achieved. Nearly all (210/213; 98.6%) of the fact-finding goals were achieved. There was no significant difference in achievement based on goal theme. Checklists, data tracking, and fact-finding tools were identified as three functionalities that could support goal-setting and achievement in an mHealth system. Based on the qualitative analysis, a list of software requirements for a goal-setting module was generated, and a prototype was developed. Targets for educational content were also generated.ConclusionsInnovative mHealth tools can be developed to support commonly set goals by individuals with disabilities.

The Effect of Using K.W.L Strategy upon Acquiring Religious Concepts

This study aimed to investigate the effect of using K.W.L in acquiring religious concepts among 8th grade students inJordan. The study sample consisted of 139 students (4sections) the sections were chosen randomly from 8th gradestudents from Tafila Directorate of Education. 2 sections formed the experimental group (1 section for males and 1section for females) they were taught using K.W.L strategy, while the control groups were consisted of 2 sections 69students (1 section for males and 1 section for females); they were taught by using the ordinary teaching strategy.The result indicated that the difference in achievement was statistically significant in favor of experimental groups(α=0.05), and there was no statistical significant differences in achievement attributed to gender or to the interactionbetween gender and the teaching strategy.

Achievement in Mathematics of Ninth Class Government School Students in Relation to Their Parental Involvement

This study examines the achievement in mathematics of ninth class government school students in relation to their parental involvement. The findings were based on the responses of 453 government school adolescents (223 males and 230 females) selected from ten government schools of Chandigarh. Parental Involvement Scale and Mathematics Achievement test developed and standardized by the investigator were used for data collection. Results show that achievement in mathematics of adolescents studying in government schools is significantly and positively related with general welfare, monitoring, leisure time activities, and academic growth dimensions as well as parental involvement (total), except psychological autonomy dimension of parental involvement. The study concluded that there is significant difference in achievement in mathematics of ninth class government school students in relation to their parental involvement.

TEACHING VOCABULARY BY USING REALIA (REAL-OBJECT) MEDIA

English is one of scary subject for some students of Indonesia. The students feel afraid to speak in English because of their less word of vocabulary. Realia media is the one simple interesting media that may bring motivation for the student who afraid to study English. Teacher of English can use realia media and bring it in the class to get more attention, and participation of students. In this research, the writer try to focuses on how realia media make significant difference ability of vocabulary to the students. The reserach of this study used a quasi-experimental method the population of this research was taken from the seventh grade Students of SMP Negeri 23 Palembang in the academic of year 2015/2016. Based on the research, it found that there was a significance difference using Realia media in teaching vocabulary. From the result on this research, it was found that there is a significant difference in achievement before and after the treatment in experimental group.

The Effect of Using Ausubel's Assimilation Theory and the Metacognitive Strategy (K.W.L) in Teaching Probabilities and Statistics Unit for First Grade Middle School Students’ Achievement and Mathematical Communication

The study aimed to investigate the effect of using Ausubel's assimilation theory and the metacognitive strategy (K.W.L) in teaching statistics and probability unit for students of second grade – middle school students’ achievement and mathematical communication. The study sample consisted of 168 grade – middle school students in Hail. They were randomly divided into two experimental groups; the first (N=56) students and the second (N=56), and a control group (N=56). The first experimental group was studied using Ausubel's model; the second experimental group was studied using the metacognitive strategy (K.W.L); and the control group was studied using the conventional method. The research tools used in this study is an achievement test and scale for mathematical communication. The results showed that there were significant differences in achievement for the first and the second experimental group compared to the control group. Hence, this demonstrates the effectiveness of these two methods in teaching. The results showed statistically significant differences in mathematical communication due to the teaching methods. In addition, the second experimental group outperformed the first experimental group and the control group. The results also showed a statistically significant difference between pre-administration and the postadministration in favor of the post-administration for the three research groups. Further recommendations were suggested for future research.

A study on relationship between achievement in mathematics and attitude towards mathematics of secondary school students’

&lt;div&gt;&lt;p&gt;&lt;em&gt;The purpose of this study was to investigate high school students’ attitude towards mathematics and achievement in mathematics. For this purpose, the methodology employed in this study was a descriptive type. The participants of this study consisted of 394 secondary (class ten) students from six different high schools. The Mathematics Attitude Scale and Mathematics achievement questioner developed and standardized by the authors. The data was quantitatively analysed by using independent samples t-tests and Pearson’s correlation coefficient (0.05 significant level) using SPSS software. Findings showed that in gender difference there had significant difference on the students’ attitude towards mathematics, though there is not so significant difference in achievement in mathematics. Also there is a significant positive correlation between attitude towards mathematics and achievement in mathematics.&lt;/em&gt;&lt;em&gt;&lt;/em&gt;&lt;/p&gt;&lt;/div&gt;

Efficacy of Intravenous Chlorothiazide for Refractory Acute Decompensated Heart Failure Unresponsive to Adjunct Metolazone.

To assess the efficacy of intravenous chlorothiazide in patients with acute decompensated heart failure (ADHF) who were determined to be loop diuretic resistant and refractory to metolazone. Retrospective cohort study with patients serving as their own controls. Large, academic, tertiary care hospital. Forty-five patients with ADHF who had an inadequate response to high-dose loop diuretics and then received at least one dose of oral metolazone 5 mg or greater (metolazone index dose) followed by at least one dose of intravenous chlorothiazide 500 mg (chlorothiazide index dose) if the response to metolazone was considered inadequate, according to the institutional protocol, between February 4, 2013, and February 28, 2015, were included. If multiple doses of metolazone were administered, the last dose given before the chlorothiazide index dose was considered the index dose; the metolazone index dose had to have been administered more than 2 hours before the chlorothiazide index dose. Data for a total of 90 diuretic doses (45 metolazone, 45 chlorothiazide) were included in the analysis. The median dose of loop diuretic in intravenous furosemide equivalents given over the 24-hour period before the metolazone index dose was 400 mg. The average length of stay was 34.7 days, and in-hospital mortality was 35.6% (16/45 patients). The primary end point of a net-negative urine output of 500 ml or greater during the 12 hours after the index dose occurred in 42.2% (19/45 patients) and 35.5% (16/45 patients) for the chlorothiazide and metolazone doses, respectively (p=0.581). The median 12-hour urine output following administration of metolazone was 810 ml (interquartile range [IQR] 866 ml) versus 1075 ml (IQR 940 ml) following administration of chlorothiazide (p=0.363). Compared with metolazone, the chlorothiazide doses did not result in an increase in urine output of at least 500 ml during the 12 hours following the dose relative to the 12 hours before the dose (31.1% vs 22.2%, p=0.754). No significant difference in achievement of net-negative urine output of 500 ml or greater during the 12 hours following the chlorothiazide or metolazone dose was noted (42.2% for chlorothiazide vs 35.5% for metolazone, p=0.581). The addition of intravenous chlorothiazide did not result in improved diuresis in patients with ADHF determined to be refractory to loop diuretics and adjunctive oral metolazone.