Significant Differences In Student Achievement Research Articles

A Synergic Model for STEAM Learning in Sciences (First High School Stage)

The article presents information about what the synergistic learning model is when studying complex systems such as the education system. Information is also presented on what STEAM education is, as a more developed version of STEM education. The results of tasks included in external assessment in natural sciences – biology and targeted education for the first high school stage are presented, meeting the set conditions for two groups of students intensively studying a foreign language and without intensive foreign language study. The sample is representative of the country, but not representative of the regions, and includes 2,682 students. From the test, only individual tasks that correspond to the synergistic model are included, and the length of the tests for the three years is 15 tasks – 13 with a selectable answer and 2 with a free answer. The results of the single trial test show that the tasks have good statistical characteristics. There is a statistically significant difference in student achievement in favor of those with intensive foreign language study.

3D Manipulatives in Integral Calculus: Student Achievement and Confidence in Solids-Of-Revolution Tasks

ABSTRACT In this university study, sections of an integral calculus course were randomly assigned to either a control or treatment group for a lesson on volumes of revolution. Both groups were given similar collaborative tasks, but only the students in the treatment group were given access to a set of 3D manipulatives. Pre- and post-assessments were administered to measure student achievement and confidence on the tasks comparing results for the control and treatment groups as well as for the male and female students. No statistically significant differences in student achievement were detected for the control or treatment group or by reported gender on either an immediate posttest or a delayed posttest. There was statistical significance in confidence after engaging in the 3D manipulative tasks favoring the treatment group. However, further inspection by gender revealed that while males in the treatment group were more likely to report higher confidence ratings than males in the control group, the reverse was true for females.

Analysis of the Biochemistry Practicum Program on the Topic of Enzymes during the Covid-19 Pandemic

The COVID-19 pandemic is a new situation that brings challenges to all sectors, including education. One of the impacts is that there is an adjustment in the implementation of learning, including practicums, which are usually held offline, turning into online learning. In this study, an analysis of the implementation of biochemistry practicum was carried out for two semesters during the Covid-19 pandemic. This study uses a descriptive case study design. Research data obtained from document analysis and questionnaires. There are five classes used as samples of this study. Questionnaires were given to 116 students. The results showed that the implementation of the biochemistry practicum had been carried out well. This is marked by positive responses from students through questionnaires. Even so, there are significant differences in student achievement compared to conditions after the pandemic. This shows that practicum activities, especially those related to laboratory skills, cannot be facilitated with online learning

Effectiveness of Students’ Vocabulary Mastery Using the Comic “Donald Duck” in Junior High School

This research was focused on investigating the effectiveness of students' vocabulary mastery using the comic "Donald Duck" for 7th-grade students in SMP N 25 Semarang. This research aimed to compare the findings of students' vocabulary mastery before and after being taught Donald Duck comic media and to see if there was a significant difference in student achievement in their vocabulary mastery taught before and after using Donald Duck comic media. This research used a quasi-experimental design with two classes: experimental and control. This study's population consisted of 261 students in the seventh grade at SMP N 25 Semarang, and the sample consisted of 64 students from two classes, VIG and VID. Data was collected by giving a pre-test and a post-test and then analyzed in the SPSS program using the t-test formula. The analysis results show that students not taught to use comics have a "poor" ability, as seen from their post-test average score of 60.13. Students taught to use comics had "good" abilities, as seen from their post-test average score of 75.50. So, a t-test of 13,054 is obtained with a t-table of 2,042 at a significance level of 5%. It can be concluded that the t-test is higher than the t-table (13.054>2.042). This shows that there is a significant difference in vocabulary mastery between students who are taught using Donald Duck comics and those who are not taught using Donald Duck comics. This means the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. Learning vocabulary mastery using Donald Duck comics is effective.

Teachers' Awareness of Students' Learning Situations During Distance Learning: Implications for Students' Academic Performance

<p style="text-align:justify">This study focused on teachers' awareness of students' learning situations during distance learning. It took place at the Nueva Ecija University of Science and Technology (NEUST) - Gabaldon Campus during the academic year 2021-2022. The study employed descriptive-comparative and descriptive-correlational designs. The 249 students were selected using a stratified sampling technique, whereas the 25 teachers were selected using a purposive sampling technique. Findings revealed that teachers are aware of their students' situations. The students believe that they faced learning challenges during distance learning. There is a significant difference between male and female teachers in terms of student learning environment awareness, but no statistically significant difference in the teacher's awareness of the student's learning situation across age groups, service years, and academic rank. There is a significant difference in the learning anxiety of male and female students but not in the learning environment and blended learning readiness. The learning environment and readiness for blended learning do not differ significantly across age groups of students, but anxiety does. A statistically significant difference in student readiness in blended learning was observed based on students' courses but not on the learning environment or anxiety. There is no significant difference in students' learning situations based on family income or parental educational attainment. There was no significant difference in student achievement based on the teachers' level of awareness. Achievement is positively correlated with learning environment and readiness but negatively associated with anxiety. In addition, the study discussed its theoretical and practical implications. </p>

Relationship between Grit and Teacher Leadership, and Their Effects on the Academic Achievement of Students in an International School in Malaysia

Teacher grit and teacher leadership are two qualities that are touted to improve teacher performance (Duckworth, Quinn & Seligman, 2009; Smylie, Lazarus & Brownlee-Conyers, 1996). However, few empirical studies have investigated the direct relationship between teacher grit and leadership and their direct effects on student achievement. In this case study, a survey was conducted on 22 teachers in a Malaysian international school using Duckworth & Quinn’s (2009) short grit (Grit-S) questionnaire to measure grit, and Katzenmeyer & Moller’s (2009) Teacher Leadership Self-Assessment (TLSA) questionnaire to measure leadership potential. The findings indicate that grit is positively correlated with five out of six of TLSA’s leadership dimensions, except the diversity dimension. Using student results in a standardized examination, this study further found that differences in teacher grit or leadership potential do not result in significant differences in student achievement. The findings are followed by a discussion on the implications of the results on the emphasis of grit and teacher leadership in education reforms, and the limitations of this study.

Penerapan Model Pembelajaran Inkuiri Bebas Upaya Meningkatkan Prestasi Belajar Matematika Dasar Menggunakan Aplikasi Microsoft Excel 2010

This research is conducted based on observation that learning about mathematics in the class is always use convensional method. This research is sopposed to know learning achievement in the free Inquiry learning model with Microsoft Excel 2010 application student SMA Muhammadiyah 1 Bengkulu. The methodology that is use classroom action research, 1. The application of the free inquiry learning model using the Microsoft Excel 2010 application can improve student achievement in mathematics, 1. The application of the free inquiry learning model using the Microsoft Excel 2010 application can improve student and effective in improving student achievement. The results obtained from the pre-test to the post-test in each cycle from the t-test results in each cycle showed that there was a significant difference in student achievement after the application of the free inquiry learning model using the Microsoft Excel 2010 application.

Online and In-Person Learning Preferences during the COVID-19 Pandemic among Students Attending the City University of New York.

ABSTRACTThe widespread disease outbreak of SARS-CoV-2 in early 2020 elicited mandated shutdowns of all facilities not considered essential to include academic institutions. Many educational institutions had to find a way to transition into online learning modalities rapidly. This study investigates whether a relationship between students’ perceptions of online learning and their academic achievement during the coronavirus outbreak exists. We hypothesized that (i) students would rate the online modality more negatively than the in-person module, (ii) STEM courses would be rated more negatively than non-STEM courses, and (iii) there was a positive correlation between grades achieved and student perceptions of the online course modality. The study found that students rated online courses more negatively than in-person courses. There were significant differences in student achievement and perception based on the course type. The study found a weak yet positive relationship between student achievement and perception of learning modality. Future studies should continue to evaluate the effects of mandated online learning on the mastery and achievement of learning outcomes. The implications from these findings can help institutions improve e-learning modules.

The Differences of Students Achievement Between Those Who Take Course and Those Who do Not Take Course in Four Basic Skills of English

This an experimental research is a kind of comparative research that the population is all thestudents of the third semester to compare the score achievement of those students who takes or nottaking the course in basic skill subjects Based on the result of the data analysis in this research, itcan be seen that there is a significant difference in learning outcomes between the two groups,where the average of student achievement who take course is 38.48, while the average of studentsachievement who do not take the course is 30, 47. There is a significant difference in students’achievement between those students who take course and who do not take course. The significantdifference in learning outcomes is also proven by conducting hypothesis test by using t-test andconfidence level α = 0.05, where tcount>ttable (0.60> 0.021) means that in this research Hoisrejected and HA is accepted. Thus, it can be concluded that there is a significant difference instudent achievement between those students who take course and those students

Analisis Faktor-Faktor yang Mempengaruhi Keberhasilan Studi Mahasiswa di PTKIN Provinsi Jawa Tengah

This study aims to determine the factors that influence academic achievement and student study period. The method used in this research is ex-post facto qualitative research, with a comparative model that compares several similar variables. The sample involved was 398 students from five State Islamic Universities in Central Java. Samples were selected using the random sampling method. Data collection techniques used are observation and documentation. The data obtained were analyzed using one-way ANOVA and multiple linear regression. The results showed that: (a) Only two of the six factors had a significant effect on student achievement, that was gender and the new student’s admission way. (b) There were four of the seven factors that significantly affected the study period, that was gender, type of high school, GPA, and PMB wayway. (c) There was a significant difference in student achievement in terms of the new student’s admission way. The highest academic achievement (GPA) was achieved by students who are accepted through the National Academic Achievement Selection Wayway of State Islamic Religious Colleges with an average of 3.61. d) There was a significant difference in the study period in terms of the wayway for new students. The fastest study period was reached by students who were accepted through the State Islamic Religious College Entrance Examination way with an average of 8.5 semesters. (e) There was a very significant negative correlation (sig. = 0,000) between the GPA and the study period, which means that the higher the student GPA, the faster the study period.

Differences in achievement on tests of perceptual abilities in lower and upper elementary school grade students involved in the process of determining the psychophysical state

This paper investigates whether there are differences in the results achieved during the assessment of visual and auditory perceptual abilities in students (N = 166) of upper and lower elementary school grades who are involved in the process of determining the psychophysical condition. Adequate assessment is important not only because of the prediction of students’ academic success, but also as a basis for the development of individualized curricula that will enable the selection of adequate forms and content of educational support for each student. The Acadia developmental ability test was used to assess students’ perceptual abilities. In data processing, in addition to calculating frequencies and arithmetic means by groups, in order to determine the deviation of the observed frequencies from the expected frequencies, the χ2-test was used. The results indicate the existence of significant differences in student achievement on the subtests of visual and auditory memory and visual differentiation. It turned out that lower results in all three tests were achieved by lower elementary school grade students. The pedagogical implications of this study indicate the need for more intensive educational monitoring of students from the beginning of their education.

فاعلية توظيف استراتيجية التلعيب في تنمية التحصيل المعرفي والدافعية نحو تعلم التكنولوجيا لدى طالبات الصف العاشر الأساسي بمحافظات غزة

The study aimed to identify the effectiveness of employing a gamification strategy in developing of an academic achievement and motivation towards learning the technology among female students of the tenth grade academic in Gaza, To achieve the objectives of the study, the researcher used the experimental method where it was applied to a randomly selected sample consisting of (70) female students of the tenth grade in the Sabra and Shatila Secondary School, divided into 35 groups for the experimental group and 35 for the control group. The experiment was implemented in the second semester of the academic year (2017 - 2018), where the researcher prepared an achievement test in the field of technology. The validity of the test was verified by referees validity and internal Consistency. It also prepared the motivation scale towards learning the technology and confirmed. The results showed statistically significant differences in student achievement in technology for the group studied in the gamification method. The result of the motivation scale towards learning the technology showed positive results for the gamefication method.

PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT: A STORY OF AN INTERNATIONAL SCHOOL IN SRI LANKA

This research found out the relationship between parental involvement and academic achievement with a special focus on the secondary level students in an international school in Colombo, Sri Lanka. The main objective of the current research was to find out the significant difference in student achievement among international school students in respect to parent participation in teacher-parent meetings and their help for their childs homework. The selection of the research method was based on the quantitative research approach and the type of methods available within this broad approach. The sample of the study comprised of 542 students, 542 parents, and 35 teachers in an international school in Colombo, Sri Lanka. Data was collected through questionnaires. The findings concluded that (1) there was no significant difference in student achievement among international students with respect to parent education. (2) there was a significant difference in student achievement among students with respect to their parents participation in the teacher-parent meetings but (3) there was no significant difference between student achievements among students with respect to parental help on students homework. (4) Teachers in the International school are strongly agreed: their school offers workshops and provide resourceful information to help families to understand how children learn, their school has a clear understanding of the defined policies for teachers that encourage communication with the parents discussing the curriculum, student achievement, and ways a parent can be involved, their school provides productive professional developers that train them on the value of parents and ways to encourage partnerships between the school and home, their school encourages the use of our Learning Management System that provides classroom resources and items parents can access. their school assists families in guiding students to set academic goals, and monitor and discuss schoolwork at home, their school provides information to families on how to assist students with the skills they need to improve. However, (5) teachers in the school disagreed that their school trains parents on developing home routines, conditions, and environments that support their childs learning respectively.

School Student Academic Performance in Nepal: An Analysis Using the School Education Exam (SEE) Results

Student academic performance is the most important indicator of educational development in every nation. The main purpose of this study was to analyze the academic performance of the grade 10 students in terms of their overall performance and its relationship with socio-demographic factors through the use of a quantitative research method. A total of 541 students (341 community and 200 private students) from seven local governments in the Dhankuta district were randomly selected to collect the data related to their socio-demographic characteristics and subject-wise score using a data collection template. The data were descriptively and inferentially analyzed in the support of SPSS. The key findings of the study revealed that the performance of most of all community school students (66%) is under a satisfactory level than private and they (85%) are very poor in Mathematics subjects than others. This study also concluded that there is also a wider gap in student performance between theory and practical subjects. Students from municipal government and Bramin/Chetri ethnic groups are doing better performance than others. The study finally, found that school type, local government type, nature of examination, and age ethnicity of students make a significant difference in student achievement whereas gender does not.

THE IMPACT OF DIGITAL TECHNOLOGY-MEDIATED FOREIGN LANGUAGE INSTRUCTION ON VOCABULARY LEARNING: A META-ANALYTIC REVIEW

The digital technology-mediated foreign language vocabulary learning involves the use of technological tools such as online and offline dictionaries, multimedia, social media, television, computer, smart-phones, tablets, and similar others. Although many research findings in the existing literature have emphasized the effectiveness of these technological tools on foreign language vocabulary learning, some studies also have suggested that the use of these tools in vocabulary learning does not make a significant difference in student achievement. This meta-analytic research aimed to investigate the overall impact of digital technology-mediated instruction on learning foreign language vocabulary in the Turkish context by calculating the mean effects followed by some moderator analyses. Therefore, 34 experimental studies (41 comparisons), conducted between the years 2003-2018, were included in the study according to the pre-defined coding criteria. The findings revealed that incorporation of digital technologies in foreign language teaching has a positive large impact on students’ vocabulary learning achievement. The effect sizes of two moderators, the study type and grouping methods, were significant, while the study quality, education level, type of technology, and treatment duration, were not significant moderators.

Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?

BackgroundThe primary aim of the current study was to develop a multi-methodological teacher training program based on emotional intelligence (EI) as a key competency in order to improve student academic achievement based on two methods: face-to-face instruction and game-based e-learning instruction.MethodsSeventy-four primary education teachers and their 2069 students were randomly assigned to three groups. The first group of teachers (n = 23) were trained to use a face-to-face method. The objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 645) using face-to-face instruction. For the second group (n = 28), the teachers were trained to use an e-learning gamification method. Similar to the first group, the objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 758) using e-learning gamification instruction. The third group of teachers (n = 23) served as the controls and did not receive any special training, nor did they implement EI into their teaching (n = 666).ResultsImplementation of EI into classroom teaching effectively improved academic achievement in primary school students using both methods. However, there was a greater increase in academic achievement and higher teacher satisfaction in the game-based e-learning group. No significant differences in student achievement were observed in the control group.ConclusionEmotional intelligence as a key academic competency.

Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten

Identifying an effective instructional strategy to help diverse learners reach their full potentials is a goal for educators. Differentiated instruction has received much attention as a possible strategy. The purpose of this quasi-experimental study was to examine the effect of incorporating differentiated instructional practices on students’ achievement in the kindergarten classes. In this action research, the researcher sought to answer the following research question: Does incorporating differentiated instructional practices leads to significant increase in students’ achievement in the kindergarten classes? Two kindergarten classes with 38 students and 2 teachers participated in the study; one was assigned to an experimental group who received differentiated instructional strategies for 3 weeks and the other one to the control group who received traditional teaching practices. Data was collected, analyzed and compared using SPSS and independent sample t-test. Results revealed that there was no significant difference in student achievement results between the differentiated and non-differentiated classrooms. Findings of this study highlight the necessity for further explorations on the effect of differentiated instructional practices on achievement results in the kindergarten classrooms.

Character: We Are All Works in Progress.

As more is learned about the brain as it relates to learning science, educators have more information about the inputs that make significant differences in student achievement. Although much of what has been learned comes from K-12 education, higher education and professional development educators are finding that the power of positive psychology adds value in all forms of education. J Contin Educ Nurs. 2018;49(8):343-344.

Effectiveness of Learning with 3D-Lab on Omani Basic Education Students' Achievement, Attitudes and Scientific Thinking

This paper aims to measure the effectiveness of the 3DL on Omani students' acquisition of practical abilities and skills. It examines the effectiveness of the 3D-lab in science education and scientific thinking acquisition as part of a national project funded by The Research Council. Four research tools in a Pre-Post Test Control Group Design, findings show statistically significant differences in student achievement in favor of the experimental group. The results show students' attitudes are positive towards using 3D-lab in teaching. Improvements in logical and visual thinking are also observed. The paper then draws conclusions and recommendations.

Experiences from First Time Blended Learning Courses: Implications to Design and Delivery

The convergence between face-to-face and computer mediated learning environments, also known as blended learning, not just require restructuring traditional class contact hours but also rethinking the course design to optimize student engagement (UNESCO, 2010). In this paper, the experiences of one hundred sixty six (166) online learners from six (6) first-time blended learning courses conducted using Modular Object-Oriented Dynamic Learning Environment (MOODLE) were examined. Adapting the Blended Learning Student Survey Questionnaire by Garrison and Vaughan (2008) and the Presence in Online Community of Inquiry Tool (Swan, et al., 2008), it was revealed that compared to their non-hybrid courses, there is an increase in the amount and quality of interaction between teachers and other students. This is strengthened by positive perceptions to the three types of online presence in the blended courses as expressed by the students. This resulted as well to significant differences in student achievement for some of the blended courses. It is recommended that additional features such as video lectures and more synchronous online communication be incorporated into the redesign of the courses to further develop online understanding and interaction among the participants. Corresponding professional development for the teachers on these features be conducted. Provision of quality internet connection within the university should also be ensured to improve delivery of the courses.