Student Achievement Data Research Articles

Quizizz And Hardwork Character in Geometry Online Lecture: How It Influence?

The Quizizz online quiz application and the application of hard work characters have an impact on student achievement, especially on geometry courses. This study aims to investigate the influence the Quizizz online quiz and the character of student hard work on student achievement in online geometry lectures. This study involved all semester 2 and 4 students majoring in mathematics education as a research sample. The instrument used was in the form of a quizizz online quiz learning questionnaire and hard work characters. The proper questionnaire is used as an instrument for collecting data through online media. The questionnaire scale used the Likert scale with the criteria of strongly agree, agree, half agree, disagree, strongly disagree. This research is a quantitative research with ex post facto research design. Student achievement data is obtained from the average cognitive value of students during their online lectures with quizizz. Initial data analysis uses normality test, classic assumption test and influence test. The results showed that the influence of quizizz on student achievement by 69%, the effect of hard work character on learning achievement by 46%, and simultaneously quizizz online quiz and hard work character can influence student learning achievement by 68%. The contribution of this study is that the application of online quiz Quizizz and the character of hard work in online learning, especially geometry, has a dominant influence on student achievement so lecturers can apply to improve the students’ achievement.

Canvas (LMS) as a means for effective student learning assessment across an institution of higher education

Programmatic and institutional assessment initiatives have emerged and continuously evolved across higher education institutions through the early part of the twenty-first century. These initiatives have stemmed from a growing emphasis on assessing the quality of learning that occurs throughout the collegiate education. An assessment process that involves faculty and staff collecting, analyzing and discussing the data over time to guide improvement decisions sounds like a reasonable pursuit. Unfortunately, such a process sometimes results in apathy and dissention. Technology has provided solutions that can remove the tedium and time-consumption from student learning assessment. The purpose of this article is to provide a thorough understanding of the assessment capabilities and data-collecting automaticity processes of Canvas. Provided are examples of ways to extract and disseminate Canvas data to be used for decisions making. The article includes (a) the structure of Canvas, (b) steps for how to set up Canvas for collecting student achievement data directly from coursework and sortable by outcomes and associated criteria, (c) strategies to export data from Canvas, and (d) ideas for visualizing outcome data.

Preparing for the worst: identifying predictors of school decline as an improvement initiative

School improvement research has insufficiently considered the importance of intervening in schools with declining academic performance. Fields such as engineering and medicine have prioritized predicting decline to save structures or patients before they are in peril. Unfortunately, in education, school improvement policies and interventions are only enacted once schools reach low levels of academic performance. In this study, we apply sophisticated statistical models to analyze more than 10 years of longitudinal student achievement data in English/language arts and mathematics in the US state of Texas. We find that a considerable number of schools consistently decline over time. Some significant predictors of decline included shifting student demographics and changes in the percent of economically disadvantaged students. Higher starting percentages of students labeled as English language learners also increased the likelihood of decline, but increasing percentages of English language learners over timereduced the rate of decline. Leadership stability also appears to be important to impeding decline. We close by discussing implications for research, policy, and practice.

The Unintended Effects of the Common Core State Standards on Non-Targeted Subjects

From 2010 onwards, most US states have aligned their education standards by adopting the Common Core State standards (CCSS) for math and English Language Arts. The CCSS did not target other subjects such as science and social studies. We estimate spillovers of the CCSS on student achievement in non-targeted subjects in models with state and year fixed effects. Using student achievement data from the NAEP, we show that the CCSS had a negative effect on student achievement in non-targeted subjects. This negative effect is largest for underprivileged students, exacerbating racial and socioeconomic student achievement gaps. Using teacher surveys, we show that the CCSS caused a reduction in instructional focus on nontargeted subjects.

Teacher effect change model: latent variable regression 5-level hierarchical model

This paper proposes a teacher effect change model in the form of a latent variable regression 5-level hierarchical model (LVR-HM5). Using multiple years of student achievement data, the LVR-HM5 attempts to simultaneously estimate teacher effect as well as teacher initial status and the gap parameter to model the change of such latent parameters over time. The gap parameter, the latent variable regression coefficient (Choi and Seltzer 2010; Choi and Kim 2019), captures the relationship between initial status and rates of changes within each year’s classroom. Furthermore, the LVR-HM5 allows us to model the teacher effect over time as a function of both time-varying and time-invariant characteristics. Such studies that focus on finding key correlates of teacher effect may have policy implications on teacher education, teacher professional development, and teachers’ instructional strategies that are potentially associated with improving teacher effectiveness.

Some experiences of non-EU international students following an access to Higher Education Diploma course in a general further education college in the North of England

ABSTRACT This study provides a basis for deepening understandings of approaches which offer effective and enhanced learning experiences for predominantly East Asian international students following provision alongside local students in UK general further education colleges. A mixed methods approach employed a largely quantitative questionnaire to access the views of 25 international students, 22 of whom were Chinese nationals, and to identify four participants (two Chinese, one Japanese and one Maldivian) for subsequent semi-structured interviews. This fieldwork was supported by the collection of college achievement data for the international students and for the local students who had studied directly alongside them. The outcomes indicate that the international students achieved at least as well as the local students in relation to academic outcomes, and that they valued teachers who allowed their cultural experiences to directly contribute to classroom learning. The study also highlights the importance of inter-cultural activities. More prosaically, the outcomes also suggest that important concerns for these international students were that they should receive clarity in answers to their questions as part of the processes of learning, as well as the resolution of ostensibly more peripheral issues such as the quality and type of food available in the college catering outlets.

Timor-Leste education: supporting sustainable system-wide reform and school leader capacity-building through collaborative foreign aid

Effective school leadership and ongoing teacher capacity-building are essential aspects of school reform and improving educational outcomes for students in developing countries. This paper examines a Timor-Leste curriculum reform and associated school leader capacity-building and the implementation processes for building sustainability, within the context of research literature regarding effective professional development and successful foreign aid principles. The Timor-Leste leadership program was developed using an interpretivist paradigm and action research, with the authors being program designers and managers embedded in the context. School leader interviews and surveys, meeting notes and monitoring and evaluation reports, also teacher skills and student achievement data, were continuously examined to analyse issues and plan actions and solutions. Findings outline early impacts in relation to changing school leader behaviours, improved teacher skills and increased student literacy and numeracy, while also presenting implementation processes and actions taken to overcome challenges in relation to research-informed foreign aid principles. Given the importance of foreign aid for supporting significant educational improvement in developing countries, this Timor-Leste leadership capacity-building case study provides an example relevant to an under-researched area. While the focus is on one particular country and reform involving curriculum and professional development, the paper has value for other education contexts and system change initiatives which involve collaborations with foreign aid donors.

The Effects of a Site-based Teacher Professional Development Program on Student Learning

This study investigates, through a mixed method design, the effectiveness of a professional development program on teacher knowledge and student learning in order to systematically improve student achievement in elementary literacy. A large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on school-based teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/ language arts’ status. Adequate Yearly Progress (AYP) is a measurement defined by the United States federal No Child Left Behind Act that allows the U.S. Department of Education to determine how every public school and school district in the country is performing academically according to results on standardized tests. The collaboration effort involved supporting the school’s goal of enhancing reading, language arts, and math achievement of students by providing interventions targeted towards grades 4 and 5.

PENERAPAN METODE YANBU’A DALAM MENINGKATKAN KEMAMPUAN MEMBACA AL-QUR’AN SISWA KELAS V DI MI AL-MUHSIN 1 KRAPYAK WETAN BANTUL YOGYAKARTA

This study aims to find out how the application of the Yanbu’a method in improving the reading ability of the Qur’an in class V students at MI Al-Muhsin 1 Krapyak Wetan Bantul Yogyakarta. This research is a descriptive qualitative research with data collection using interview, observation, and documentation techniques. Data analysis techniques with data reduction, data presentation, and drawing conclusion. The results of this study namely, in the beginning the method of learning the Qur’an at MI Al-Muhsin 1 used the method of Qiro’ati. Then switch to using the Yanbu’a method for some consideration. The implementation of learning the Qur’an using the method of Yanbu’a implemented as learning in general opening activities, core activities, and closing activities. As for the evaluation of learning done every day and every volume increase. In the implementation of learning the Qur’an using the methods of Yanbu’a. there are several supporting factors, namely a competent teacher, student backgorund, adequate facilities, and support from parents. There are also inhibiting factors in the implementation of the Yanbu’a method namely teacher delay, the attitude of students, parents who only rely on reading the Qur’an in the madrasa, the absence of Yanbu’a training by madrasa and the absence of evaluation for Yanbu’a instructors. The results of the application of the Yanbu’a method in improving the ability to read the Qur’an students based on student achievement data, 13 students out of 25 students who study using the method of Yanbu’a have reached volume 5, 6, and 7 with a percentage of 52%.
 Keywords: Yanbu’a Method, Al-Qur'an Learning, Ability to Read the Qur'an

Examining Variation Within the Charter School Sector: Academic Achievement in Suburban, Urban, and Rural Charter Schools

ABSTRACT To date, there is a paucity of research that examines differences between charter schools that operate in suburban and nonsuburban contexts. This article examines whether students in suburban charter schools perform better or worse than their counterparts in traditional public schools or students in urban charter schools. Boasting the largest and most diverse charter school population in the United States, California offers a fertile urban-suburban context for the study of geographically differentiated charter school impacts and, thus, serves as the focus of our study. The student achievement data (2009–2010, 2010–2011 and 2011–2012 school years) for this study come from the California Department of Education. Using propensity score matching and virtual control records, our findings show that suburban charter schools do not improve academic achievement relative to the matched comparison group of traditional public schools. Suburban charter schools (namely, charters in high-income areas) are largely ineffective and appear to leave their students’ achievement unchanged or diminished. This study adds to the existing literature by examining the effects of charter schools on the neighborhoods in which they operate. Methodologically, another important contribution of this study is that it supplements traditional selection criteria for suburban charters (NCES classification) with census-based neighborhood factors. Finally, this study provides evidence of the broader implications of school choice policies in a suburban setting.

Using data walls to display assessment results: a review of their affective impacts on teachers and students

ABSTRACTData walls are a data use practice increasingly being adopted in western, Anglophone countries to display student academic achievement data. The purpose of data walls is to improve teaching and learning by helping teachers and/or students to identify patterns of growth and achievement, set goals, and plan instructional interventions or self-regulate. This paper presents a systematic review of 30 empirical studies to explore how data wall use affectively impacts students and teachers, as well as related effects on their privacy and motivation. The review found that data wall displays elicited a range of positive and negative emotional responses, depending on variables such as the display’s location, contents, and associated social practices. Data walls were reported as enhancing motivation by helping stakeholders to sustain focus on and track progress towards goals, or by fostering comparison and competition. Data walls where class and/or individual students’ data could be identified, for example, through names, pictures, or small sample size, also generated concerns around privacy. These issues highlight the need to consider how data wall use aligns not only with relevant legislation, but also community expectations.

PEMANFAATAN DUA METODE CLUSTERING DAN ASSOCIATION RULE TERHADAP PRESTASI BELAJAR BERDASARKAN NILAI MATA PELAJARAN SISWA

Data mining is a series of processes to extract new information from a pile of data. Student learning achievements are the results obtained by students after undergoing the learning process. There are quite a lot of data on student achievement in SMK Taman Siswa Binjai. But the student data has not been utilized to the maximum, making it difficult for the School to monitor the progress of students in the school. Therefore, it is necessary to create a system to find out the implementation of Data Mining based on the K-Means Clustering Method and to know the centroid distance between 1 group and other groups and to know the implementation of Data Mining based on Apriori Algorithm and to know the Support and Confidence of student learning achievement towards eye scores study, discipline, and majors. With this system can provide benefits to the school to be able to provide knowledge about student achievement while attending teaching and learning activities and to students to be able to know their learning achievements are good what needs to be improved again and can improve it again. By implementing k-means and a priori data mining of student achievement data in 2016 - 2018, there were 604 data, and from 100 data produced 3 clusters, where 1 48 data clusters, 2 24 data clusters, 3 28 data clusters, and with the algorithm a priori produce 16 rules that are formed and get the best rule, if someone has a good enough course value (70.00 - 76.99) and has enough discipline, then most likely will be in the Department of Motorcycle Engineering with a supporting value of 9% and 88% certainty value.

The Influence of Parent’s Education Background on Learning Achievement of Class IV Students Elementary School 1 Mengkowo Academic Year 2019/2020

This research is motivated by the differences in grades of grade IV grade students at Mengkowo. The purpose of this study was to study the educational background of the fourth grade students' learning achievement at Mengkowo Elementary School. This research is a quantitative descriptive research. With conclusions obtained through data analysis and chi-square test. The research sample was all grade IV students at Mengkowo Elementary School which were obtained by 31 students, using saturated sampling techniques. Data collection techniques through questionnaires and documentation. Questionnaire to collect all data on parents' educational level, while collection to collect all student achievement data. The results of the study were among the background studies of parents with the fourth grade students' learning achievements in the Mengkowo State Elementary School. The higher the level of parental education, the higher the learning achievement (in this case the students of Elementary School Mengkowo)

From School Leadership to Differentiated Instruction

The purpose of this study was twofold: to examine the influence of instructional leadership on teachers’ reports of the use of differentiated instruction in their schools and to investigate whether higher levels of differentiated instruction positively predicted student achievement. We collected teacher survey data from a sample of 95 high-poverty, rural elementary schools in Michigan and student achievement data from the state’s standardized assessments. Comparing a series of means-as-outcomes models, our findings indicated that instructional leadership was positively and significantly related to teachers’ reports of differentiated instructional practices regardless of school demographics and prior student achievement. Further, using multilevel structural equation modeling we found that differentiated instruction was a positive and significant predictor of student achievement. These findings are consistent with the conceptual understanding that leaders can influence schoolwide instructional practices associated with improved student achievement. We discuss significant implications of the findings for researchers and practitioners.

Using standards to evaluate accountability policy in context: School administrator and teacher perceptions of a teacher evaluation system

Accountability policy in the United States requiring school districts to design and implement state policy-directed teacher evaluation systems that utilize multiple measures, most often observations of professional practice and student achievement data, has been reflective of shifting international public discourse surrounding educational accountability, specifically related to teacher quality. Although the most recent wave of policy change provides states some flexibility in determining how teachers are evaluated, many are still mired in debate on how to improve teacher professional practice and increase student learning. This study examined the perceptions of school administrators and teachers in a large, suburban, public school district regarding their district’s new teacher evaluation system. Understanding the convergent and divergent views of participant groups regarding how (i.e., the standards by which) they defined and measured the effectiveness of the evaluation system is necessary to not only better understand their lived experiences but also to potentially inform policy change.

How School Leadership Influences Student Learning: A Test of “The Four Paths Model”

Purpose: This study tested a set of variables mediating school leadership’s influence on students referred to as “The four paths model.” Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Research Design: Evidence for the study were responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of school leadership and all 13 variables on the four paths. Student achievement data were provided by results of state tests combining all subjects and all grades, while the count and percentage of students eligible for free or reduced-price lunch was used to estimate socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation modeling were used to analyze the data. Findings: Results uncovered a more nuanced and complex set of relationships among the four paths and their component variables than was specified in the original version of the model. School leadership significantly influenced student learning only through variables on one path, while variables on the other three paths influenced student learning only through their contribution to variables on that one path. Conclusions: Results point to the value of future research about the relationships among variables on the four paths, as well as efforts to identify latent variables among the observed variables in the study. Results of the study can be used by school leaders to more productively focus their school improvement efforts.

Assessing and Validating Effects of a Data‐Based Decision‐Making Intervention on Student Growth for Mathematics and Spelling

AbstractData‐based decision making (DBDM) is presumed to improve student performance in elementary schools in all subjects. The majority of studies in which DBDM effects have been evaluated have focused on mathematics. A hierarchical multiple single‐subject design was used to measure effects of a 2‐year training, in which entire school teams learned how to implement and sustain DBDM, in 39 elementary schools. In a multilevel modeling approach, student achievement in mathematics and spelling was analyzed to broaden our understanding of the effects of DBDM interventions. Student achievement data covering the period from August 2010 to July 2014 were retrieved from schools’ student monitoring systems. Student performance on standardized tests was scored on a vertical ability scale per subject for Grades 1 to 6. To investigate intervention effects, linear mixed effect analysis was conducted. Findings revealed a positive intervention effect for both mathematics and spelling. Furthermore, low‐SES students and low‐SES schools benefitted most from the intervention for mathematics.

PENINGKATAN PRESTASI BELAJAR BAHASA JAWA MATERI TEMBANG GAMBUH MENGGUNAKAN STRATEGI DEMONSTRASI BERBANTU AUDIO-VISUAL

This study was focused on improving Javanese Language learning achievement of gambuh song material using demonstration strategy audio-visual media based at the fourth grade of SD N 2 Somawangi, which were 21 students that consisted of 10 male students and 11 female students. This study was a Classroom Action Research or PTK conducted in 2 cycles and in each cycle consists of 2 meetings. Each cycle includes planning, action, observation, and reflection. Student achievement data was obtained from the evaluation sheet distributed at each meeting. The improving results can be seen in each cycle. The indicator of the success of this study was an increase in learning outcomes of at least >80% included in the good criteria from the number of students who passed the minimum criteria of mastery learning (KKM) in Javanese Language subjects, it was 65. Learning completeness in the first cycle was 73%. Learning completeness in cycle II was 92% so that from cycle I to cycle II it increased 19%. The conclusion in this study was that Javanese language learning using demonstration strategy audio-visual media based was able to improve student learning achievement in Gambuh song material. Keywords: Learning Achievements, Gambuh Song, Demonstration Strategy, Audio-Visual media based

Teacher Evaluation Through the Eyes of the Principal: How Individual and School Contexts Shape Perceptions of Practice

ABSTRACT The current study explores how principals (n = 568) experience a new teacher evaluation model under Race to the Top. Findings suggest that principals felt the least confident in their ability to identify teacher behaviors associated with student achievement gains and placed the least value on student achievement data. Evaluation experience predicted principals’ knowledge and ability, which, in turn predicted valuation of data sources. Principals’ valuation of data sources varied by accountability and locale. Findings help policymakers, principal educators, and professional development providers understand the role of individual and school contexts in how principals approach new teacher evaluation models.

Peningkatan Prestasi Belajar Bahasa Jawa Materi Tembang Gambuh Menggunakan Strategi Demonstrasi Berbantu Media Berbasis Audio-Visual di Kelas IV SDN 2 Somawangi

This study was focused on improving Javanese Language learning achievement of gambuh song material using demonstration strategy audio-visual media based at the fourth grade of SD N 2 Somawangi, which were 21 students that consisted of 10 male students and 11 female students. This study was a Classroom Action Research or PTK conducted in 2 cycles and in each cycle consists of 2 meetings. Each cycle includes planning, action, observation, and reflection. Student achievement data was obtained from the evaluation sheet distributed at each meeting. The improving results can be seen in each cycle. The indicator of the success of this study was an increase in learning outcomes of at least >80% included in the good criteria from the number of students who passed the minimum criteria of mastery learning (KKM) in Javanese Language subjects, it was 65. Learning completeness in the first cycle was 73%. Learning completeness in cycle II was 92% so that from cycle I to cycle II it increased 19%. The conclusion in this study was that Javanese language learning using demonstration strategy audio-visual media based was able to improve student learning achievement in Gambuh song material.