Student Achievement Variables Research Articles

Student Achievement with the Implementation of the E-Learning System: Anxiety associated with Computers and Apprehension of Oral and Written Communications

In the digital era, education can be done by learning not only anywhere but at any time with e-learning facilities, which are also implemented in the Accounting Study Program at Universitas Pembangunan Nasional Veteran Jawa Timur, so students also need skills in using technology, especially e-learning. Based on this background, this research aims to determine the factors influencing student achievement by implementing the e-learning system in the teaching and learning process. The sample was 81 students from the Accounting Study Program at UPN Veteran, East Java, Surabaya, using the simple random sampling technique. In implementation, the number of respondents was 74, with a return rate of 91.4%. The research variables used are computer anxiety, computer experience, email/web experience, oral communication apprehension, and written communication apprehension as independent variables, and student achievement variables as the dependent variable. To answer the problem formulation, objectives, and hypotheses, the analysis used is Multiple Regression Analysis. Based on multiple regression analysis, it can be concluded that computer anxiety and computer experience have a significant effect on student achievement, and email/web experience, oral communication apprehension, and written communication apprehension have no significant effect on student achievement or in other words email/web experience, oral communication apprehension, and written communication apprehension are not variables that cause the rise and fall of student achievement.

Mixed-Effects Location Scale Models for Joint Modeling School Value-Added Effects on the Mean and Variance of Student Achievement

School value-added models are widely applied to study, monitor, and hold schools to account for school differences in student learning. The traditional model is a mixed-effects linear regression of student current achievement on student prior achievement, background characteristics, and a school random intercept effect. The latter is referred to as the school value-added score and measures the mean student covariate-adjusted achievement in each school. In this article, we argue that further insights may be gained by additionally studying the variance in this quantity in each school. These include the ability to identify both individual schools and school types that exhibit unusually high or low variability in student achievement, even after accounting for differences in student intakes. We explore and illustrate how this can be done via fitting mixed-effects location scale versions of the traditional school value-added model. We discuss the implications of our work for research and school accountability systems.

Item Difficulty as a Source of Variability in Student Achievement in the West African Secondary School Certificate Examination (WASSCE): Application of Generalizability Theory

Students’ achievement in core subjects in the West African Secondary School Certificate Examination (WASSCE) has been a subject of concern for stakeholders due to poor performance. The purpose of this study is to assess whether item difficulty is a significant source of variability to the measurement of students’ achievement in WASSCE in Ghana, using the generalizability theory. The study had three specific objectives: (1) to examine the sources of variability (e.g., item) to students’ achievement in WASSCE in Ghana, (2) to assess the dependability of students’ responses in relation to their ability, (3) evaluate how many items are sufficient to provide an optimum measure of student achievement. The one-facet crossed random design was adopted as the research design. Data were obtained from students’ achievement in 2015 WASSCE in the four subjects, namely, Mathematics, Science, Social Studies and English Language. The generalized analysis of variance (GENOVA) was used for the analysis, conducting both G-study and D-study. The analysis revealed that the findings from this study showed that item difficulty had minimal effect on the variability in students’ achievement in English Language and Mathematics. The result further revealed that item difficulty had a significant effect on variability in students’ achievement in Science and Social Studies. Only the English Language test showed relatively low reliability. The study recommended the item difficulty and content structure of the Science and Social Studies multiple-choice test should be evaluated by WAEC officials and their examiners.

Pengaruh Motivasi Belajar Dan Komitmen Organisasional Terhadap Prestasi Mahasiswa Studi Kasus Pada Mahasiswa Universitas Raharja

Student achievement is one of the main factors that need to be considered on campus to achieve the university's goals. Students are an important value owned by the university where all activities on campus can be carried out with the presence of students. One way that students are encouraged to study earnestly so that they can achieve optimal achievement, companies need to pay attention to learning motivation and organizational commitment. The purpose of this study is to find out and explain the influence of learning motivation and organizational commitment to student achievement in university students. The type of research used is survey research through google online form that is explanatory research. The number of samples in this study was 9 students. From the results of statistical analysis that learning motivation has a significant effect on student achievement variables, as well as learning motivation variables and organizational commitment variables have a significant effect on student achievement variables.

PENGARUH PERHATIAN ORANG TUA TERHADAP PRESTASI BELAJAR SISWA KELAS V SD NEGERI 1 KALIWUNGU KUDUS

The attitudes and attention of parents, both father and mother, towards their children in learning activities will have a positive effect on learning outcomes. Parents attention can be shown by communication. Communication made by parents to their children in an atmosphere of intimacy by asking about their learning at school or the difficulties they face can help children in learning. People who supervise their children's education will be able to find out student achievement so that parents can take action against their children if the child's learning achievement decreases. The research methodology includes the location of this research is SD Negeri Kaliwungu Kudus. The population as well as the sample of all fifth grade students of SD Negeri 1 Kaliwungu Kudus totaled 25 students. In this study. Data collection techniques using observation, questionnaires, documentation, interviews. The data analysis technique used simple lineier regression analysis. The results of the F test obtained F results of 50.612 with a significance of 0.00 so that it can be concluded that there is a variable influence of people's attention on student achievement variables, with the conclusion that if F count is greater than F table or the level of significance / probability is 0.000 <0.05. then the null hypothesis (Ho) is rejected, the Work Hypothesis (Ha) which says there is a variable influence of parental attention on student learning achievement variables is accepted

IMPLEMENTATION OF LEARNING MODELS TEAM GAME TOURNAMENT TO IMPROVE STUDENTS 'ENGLISH LEARNING ACHIEVEMENT (A class Action Research at Grade X IPA-2 MAN 1 Pati 2019/2020)

The purpose of this study was to determine whether the Team Game Tournament (TGT) Learning Model improves the English learning achievement of students of The class X IPA-2 odd semester Madrasah Aliyah Negeri 1 Pati in the 2019/2020 academic year. The design of this study is a classroom action research conducted in three cycles. Each cycle consists of planning, implementing, observing and reflecting. The research subjects were students of The class X IPA-2 odd semesters Madrasah Aliyah Negeri 1 Pati in the 2019/2020 academic year. The research variables consist of student achievement variables and teacher activity variables. The data collection method is the observation questionnaire method, and the test method. The data analysis method is qualitative data analysis. From the results of the study, information was obtained that there was an increase in the English learning achievement of The class X IPA-2 students in the odd semester of Madrasah Aliyah Negeri 1 Kudus for the 2019/2020 academic year. This increase is indicated by: (1) the average student achievement in cycle I is 7.14; in the second cycle cycle was 7.44; and in cycle III is 8.84; (2) student learning completeness in cycle I was 17 students or 47.22% and 19 students or 52.78% who did not complete; in cycle II students who completed were 26 students or 72.22% and those who did not complete were 10 students or 27.78%; in cycle III, students who completed 36 students or 100% and there were no students who did not complete; (3) completeness of classical learning in the first cycle was 47.22%, in the second cycle it was 72.22; and in cycle III it reaches 100%. This means that it has reached the predetermined indicator. Besides that, there is also an increase in student activity during the learning process, both individually and in groups. Student responses or responses to the application of the TGT learning model were classified as high, reaching 83.14%.

The achievement gap in Indonesia? Organizational and ideological differences between private Islamic schools

ABSTRACTThis study examines the effects of different types of private Islamic schools on student achievement and achievement gaps. We formulate hypotheses, drawing on an education production function approach that outlines differences in investment and resource allocation decisions across these tracks and streams. We tested our hypotheses using Indonesian data collected in 2013 on 156,952 students nested in 3,150 schools in 366 municipalities. Using multilevel regression analyses, we found that student achievement and achievement gaps vary over private Islamic school tracks and streams. Even though student achievement and achievement gaps are strongly determined by student and family characteristics, our findings suggest that differences between school tracks and streams also play an important role. Moreover, our study revealed a large variability in student achievement and achievement gaps between municipalities.

Why All Teachers Matter: The Relationship Between Long-Term Teacher and Classroom Quality and Children’s Reading Achievement

ABSTRACTThis study uses the Early Childhood Longitudinal Study-Kindergarten Cohort to examine the influence that teachers and classrooms have on children’s short- and long-term reading achievement trajectories throughout the elementary school years. The analytic sample in the 1st grade is 16,604 children nested within 5,029 teachers, the 3rd-grade sample includes 14,281 children nested within 6,023 teachers, and the 5th-grade sample includes 11,233 children nested within 4,734 teachers. Children’s previous teacher and classroom experiences are associated with a small but long-term influence on children’s reading achievement, explaining 5% to 10% of variability in student achievement at later time points. In contrast, the measures of concurrent teacher characteristics and qualifications, as well as concurrent instructional practices, used in this study were inconsistently associated with reading achievement in 1st, 3rd, and 5th grades.

Rural Differences in Student Achievement: The Effect of Student Perceptions

The purpose of this study was to identify the characteristics of effective high schools in rural Western Australia by investigating factors influencing science and mathematics achievement. This article reports findings from 2 years of a longitudinal study undertaken in a cohort of urban and rural schools in Western Australia, called the Western Australian School Effectiveness Study [WASES]. A multilevel analytical model was used to demonstrate that most variability in student achievement is at the classroom and student level, with negligible amounts at the school level. Upon further analysis of the residuals, this article demonstrates that teacher effects were substantial and warrants further investigation.

Direct and Indirect Effects of School Learning Variables on the Academic Achievement of African American 10th Graders

In focusing on the direct and indirect effects of certain school learning variables on the academic achievement of African American 10th graders, a model was proposed. The model considered those variables associated with student background characteristics (i.e., gender and socioeconomic status); the school (i.e., students' perceptions of the school environment, teachers, and teaching); the family (i.e., parental expectations and involvement); and students (i.e., student educational aspirations and motivation). It was tested using data from African American students who participated in the National Educational Longitudinal Study of 1988. A revised model was developed after only socioeconomic status, prior academic achievement, and students' perceptions of teachers and teaching quality were found to have statistically significant effects on achievement. INTRODUCTION The academic achievement of high school students has long been of concern to parents, academicians, policymakers, and the general public. Many models have been developed to explain variability in student achievement (Donovan, 1984; Keith & Benson, 1992; Keith & Page, 1985; Martinez-Ponz & Zimmerman, 1990; Reynolds, 1989). For minority students, research historically has focused on their background characteristics alone. That is, attempts have been made to predict or explain minority students' academic achievement based on the background characteristics of their families (i.e., socioeconomic status [SES] or home possessions as indicators of affluence); the students themselves (e.g., ethnicity or gender); and/or characteristics ascribed to them (typically ability, self-esteem, locus of control, and motivation) (Burlew, 1979; Curry et al., 1978; Flaugher, 1971; Frye & Coe, 1980; Heussenstamm & Hoepfner, 1971; Johnsen & Medley, 1978; Lloyd, 1967; Suchman, 1968). Other studies have sought to explain varying minority graduation rates by looking at factors that inhibit or enhance their persistence in high school and college (American Council on Education [ACE], 1988, 1989; Astin, 1982; Fleming, 1984; Ogbu, 1990; Spring, 1989). From these and similar studies, the term has been applied to students who were more likely than others to drop out of school. More often than not, at-risk status has been ascribed to students by virtue of their membership in an ethnic minority group (i.e., typically African American or Hispanic American) and/or a social minority group (i.e., teenage females considered at risk of dropping out of school due to pregnancy), or their belonging to impoverished inner-city families (ones & Watson, 1990). Although background and SES undoubtedly factor into at-risk status for poor and minority students, these variables may only partially explain the level of academic achievement attained. Furthermore, they may play merely an indirect role in explaining the at-risk phenomenon's relationship to other causal factors. Thus, models focusing on background characteristics of students alone often cannot explain why students possessing one or more risk characteristics do not drop out of school, nor can they explain why students possessing none of these characteristics drop out. Moreover, reliance on these models seldom leads to improvements in educational service delivery because student backgrounds are difficult, if not impossible, to change. Many researchers have used national data sets to look at achievement patterns and their relationship with variables such as school experience, motivation, self-concept, and aspirations (Rasinski, Ingels, Rock, & Pollack, 1993; Rock, Owings, & Lee, 1994; Rock & Pollack, 1995). For example, Rasinski et al.'s research noted a narrowing of the gap in mathematics achievement between European/Asian American students and African/ Hispanic American students. Tate (1997) later concurred with this finding, maintaining that while the former two groups' mathematics achievement continues to be higher, the latter two groups closed some of the gap by making greater gains. …

Using a Multi‐Level Model and an Indicator System in Science Education to Assess the Effect of School Treatment on Student Achievement

Abstract The present study exploits a large accumulation of empirical data and knowledge on school effectiveness in science teaching and methodological advances in analyzing hierarchical data. It offers an indicator system for monitoring science education in Israel at the elementary school level and uses this system and a multi level methodology for analyzing hierarchical data and refining answers to traditional questions about school impact, school variables which explain variability in student achievement and about ‘successful’ and ‘unsuccessful’ schools.