Educational Achievement Of Students Research Articles

Implementation of Predicting Student Performance Using Linear Regression Algorithm

Abstract: This data approach student achievement in secondary education of two Portuguese schools. The data attributes include student grades, demographic, social and school-related features) and it was collected by using school reports and questionnaires. Two datasets are provided regarding the performance in two distinct subjects: Mathematics (mat) and Portuguese language (por). In [Cortez and Silva, 2008], the two data sets were modeled under binary/five-level classification and regression tasks. Important note: the target attribute G3 has a strong correlation with attributes G2 and G1. This occurs because G3 is the final year grade (issued at the 3rd period), while G1 and G2 correspond to the 1st and 2nd period grades. It is more difficult to predict G3 without G2 and G1, but such prediction is much more useful (see paper source for more details). Keywords: Decision Tree Algorithm, Naïve Bayes Algorithm, Support Vector Machine

Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School

This article describes the social action of students' non-academic achievement. Student achievement in education is a measure of student success. Achievement has two categories, namely academic achievement and non-academic achievement. SMA Muhammadiyah 10 Surabaya has a gifted title. In accordance with this predicate, this school focuses on developing the potential interests and talents of students. This study uses social action theory by Max Weber in assessing the motivation for non-academic achievement goals. Researchers used qualitative methods through in-depth interviews and observation primary data, as well as secondary data through the development of student championship news on internet pages. The results showed that in achieving students' non-academic achievements, they achieved these goals through instrumental rational actions in the form of regular physical readiness exercises, value-oriented rational actions on aspects of spirituality, traditional actions on aspects of choosing extracurricular activities based on experience and advice from parents. , affective actions choose extracurricular activities because of feelings of pleasure and interest. The researcher hopes that this article can be a new contribution to society in the field of education and social affairs, especially the achievement of non-academic achievements which the community considers not a significant achievement for the future of students compared to academic achievement.

Higher secondary school students academic achievement in commerce depends on parental encouragement

In this paper, an effort has been made to learn the Higher Secondary School Students (HSSS) educational achievement in commerce with respect to parental encouragement. Academic achievement in commerce designed and analyzed by the researcher and Parental Encouragement Scale (PES) developed by K. Sudhakar and Dr. N.O.Nellaiyapen (2016), were employed to gather the data sample of 580 HSSS studying in Salem District, Tamilnadu State in India. The review method had been followed and simple arbitrary sampling model was utilized in this work. The simulation analysis shows that the level of achievement in commerce and parental encouragement of HSSS are average, there is notable distinction in the studious achievement in commerce of HSSS based on their sexual class and medium of education and there is considerable variation in the parental encouragement of HSSS according to their sexual type and medium of teaching and there is vital and definite connection between educational succeed of commerce and parental encouragement of HSSS.

Visualizing the school organic chemistry course with augmented reality

Nowadays, studying natural sciences, as well as chemistry, is impossible without good-quality visualization of the theoretic data. Supplying mobile apps with augmented reality give the opportunity to visualize the study information for the students and make its perception and learning easier. The paper is dedicated to developing a lap book and mobile app LiCo.STEAM Sugar with augmented reality and studying the “Carbohydrates” topic according to the 10 th grade chemistry program, and also to investigate it’s effciency within the chemistry lessons. The developed lap book includes the theories with carbohydrate molecules’ images, an experimental part designed for performing chemical experiments and studying properties of organic compounds, and also tasks of different levels. Molecules of carbohydrates, their structure can be visualized with AR, and also video-experiments on this subjets can be played. Using the lap book “Carbohydrates” with augmented reality together with LiCo.STEAM Sugar mobile app allows to upgrade the content and the volumes of the theories, apply modern ICT within the study in order to build students’ skills of a new level. Applying educational data with augmented reality give students the ability to memorize the theories in a better way, which is shown with the increased results of educational achievements of students in chemistry.

Estimating the Importance of Families in Modeling Educational Achievement Using Linked Swedish Administrative Data

While the family is a critical determinant of educational achievement, methodological difficulties and the availability of data limit estimation of the family contribution in school effectiveness models. This study uses multilevel modeling to estimate the proportion of variation in student educational achievement between families, family-level intraclass correlation coefficients, and specific family structure effects (family size, birth order, birth spacing, sibling sex ratio). We use cross-classified random effects to account for school and neighborhood variation. We analyze Swedish administrative education records linked with birth records for four academic cohorts of students, with siblings identified from a wider pool of 21 cohorts. We show that almost half of the variation in student achievement described as “between students” in traditional school effectiveness studies would be better described as variation “between families,” suggesting effectiveness research might give greater consideration to family-based interventions in tandem with existing student- and school-based approaches to raising low achievement.

Associations between children's diagnosed mental disorders and educational achievements in Sweden.

To examine associations between multiple clinically diagnosed mental disorders among children in Sweden and educational achievements at the end of ninth grade. Data from Swedish administrative registers were utilised. Diagnoses of specific mental disorders (unipolar depression, mood, anxiety, obsessive compulsive, eating, attention deficit hyperactivity disorder) were used as exposure variables. Educational achievements were assessed in terms of teacher-assigned school grades and eligibility for upper secondary education. The sample comprised 266,664 individuals (49% females) born in 2000 to 2002 who were alive and resident in Sweden in 2017. Exposed and unexposed individuals were compared in terms of outcome variables by fitting linear and logistic regression models. The results revealed negative associations between all the examined mental disorders and educational achievements, except for positive associations between eating disorders and grades among female students. Attention deficit hyperactivity disorder was the most strongly associated disorder in terms of non-successful completion of compulsory education, among both male and female students (odds ratio (OR): 3.58 (95% confidence interval (CI), 3.42 to 3.74) and 4.31 (95% CI, 4.07 to 4.57), respectively). This was followed by unipolar depression among males (OR: 2.92 (95% CI, 2.60 to 3.28)) and anxiety disorder among females (OR: 2.68 (95% CI, 2.49 to 2.88)). Obsessive compulsive disorder had the weakest negative association with educational achievements among both males (OR: 1.48 (95% CI, 1.01 to 2.17)) and females (OR: 1.38 (95% CI, 1.11 to 1.72)). Specific diagnosed mental disorders have varying, largely disadvantageous, associations with educational achievements of students in Sweden that differ between males and females.

Global trends in the education system of high-ranking countries according to PISA-2018

Problem and aim. The modern education system is a complex of developed social institutions that form a system of connections and social norms that correspond to promising tasks focused on personal development and socialization. The PISA program evaluates the educational achievements of students and thereby identifies and interprets new global trends in the field of education. The aim of the article is to study the global trends in the education system of the high-ranking countries according to the PISA-2018. Materials and research methods. Empirical research has three stages. The first stage is the actualization of materials generated according to the Report PISA-2018 from three groups of ratings: TOP-10 OECD countries, TOP-10 OECD partner countries and an integral TOP-10 of all participating countries. The second stage is the study of the TOP-10 of all participating countries, where the focus is shifted to a specific group of indicators that identify global trends: globalization, practice-oriented learning, digitalization, individual educational track, sustainable development, social climate and emotional intelligence. At the third stage, a comparative analysis of global trend indicators was carried out. The empirical study included descriptive statistics (range of variation, standard deviation and coefficient of variation) to assess the homogeneity of the group of countries identified by the authors and the degree of difference between them. Research results. TOP-10 countries of the world with the best education systems according to PISA-2018 were selected, and those that maximally reveal the global trends in education systems in the high-ranking countries were identified. The highest indicators were found: practical orientation of education in Estonia – 100%; having digital devices at home in Finland – 82.6%; individual educational track (teacher's agreement with the student's opinion) in Chinese Taipei – 82.4%; emotional intelligence and a sense of belonging to school in Korea – 78.7%; social climate and parental participation in school activities in China (Beijing – Shanghai – Jiangsu – Guangdong) – 52.3%. Discussion and conclusion. The infiltration of global trends in the educational activities of a modern school makes it competitive in the context of global digitalization and strengthens the position of the entire country in the PISA ratings. All countries of the world recognizing the high role of education in the development of their country are introducing new digital technologies and improving existing ones. As a result, a picture emerges in which the leading countries of the world set global trends for digitalization and globalization of education, and other countries are implementing them.

Impact of Distance on learning outcomes: A case study of community school in Dhankuta district

The intent of this study is to identify the impact of distance on the educational achievement of students at community schools in Dhankuta district of Province 1. Regarding the philosophical standpoint, this study embraces the positivist paradigm. The ontological assumption is the multiple realities of the phenomena. Similarly, the interaction and experiences of the participants are considered as epistemological understanding. Class eight students' mark sheet (Mathematics, English, and Nepali) were studied to generate the quantitative data followed by a semi structured interview of purposively selected participants to generate the qualitative data. In the quantitative analysis, the mean and variance of distance and achievement were measured. Likewise, the Pearson's correlation coefficient between distance and score in English, Mathematics, and Nepali were obtained by using the statistical software SPSS. In the qualitative phase, the phenomenological inquiry sought two essential themes related to distance from home and educational achievement, named subject preference and home school coordination. The quantitative and qualitative findings from the two phases of study proved that the travel distance of the student affects educational achievement, preferably in major subjects. Implications are provided for policy makers, concerned government institutions, and teachers to consider in countries' educational reform.

Interactive Learning in the Preparation of Students 1-4 Grades

The purpose of this study was to identify effective interactive methods in preparing students in grades 1-4, as well as to investigate their impact on learning outcomes. The work uses theoretical and empirical methods. The analysis of existing interactive teaching methods, their selection in accordance with the age characteristics of primary school students and educational needs. Also, a pedagogical experiment was carried out based on the implementation of the developed model of using interactive teaching methods in grades 1-4 of general secondary education institutions and monitoring the learning outcomes obtained in this case. A survey of teachers and students was carried out. The study showed that the use of interactive methods in the lessons of the Ukrainian language and mathematics contributes to the growth of students' interest in studying these disciplines. As a result, there is an increase in the level of educational achievements of students from average to sufficient, and in some cases from sufficient to high. Thus, in this work it is proved that the proposed model of teaching using interactive methods that take into account the age and individual characteristics of students is highly effective. Further research should be carried out with the aim of correcting existing interactive methods in accordance with the modern educational needs of students and their individual characteristics. Research is also needed to identify new interactive methods and study their impact on learning outcomes.

KORELASI ANTARA EFIKASI DIRI DENGAN PRESTASI BELAJAR MAHASISWA PENDIDIKAN MATEMATIKA PADA MATERI GEOMETRI

This study aims to determine the correlation between self-efficacy and student achievement in mathematics education on Geometry. The type of research conducted in this research is correlational research with a quantitative approach. The subjects of this study were 21 semester 5 mathematics education students who took the Spatial Analytical Geometry course. The data collection technique used is a questionnaire technique to obtain self-efficacy data and documentation techniques to obtain student achievement data on the topic of Spatial Analytical Geometry. The data analysis technique used to test the research hypothesis is using a simple correlation analysis technique. The results of the research conducted showed that there was a significant correlation between self-efficacy and learning achievement of mathematics education students on Geometry topic with the value of Sig. (2-tailed) of 0.014 < 0.05. In addition, there is a positive relationship between student self-efficacy and learning achievement in geometry. This indicates that the more students' self-efficacy increases, the learning achievement will also increase.

КІБЕРНЕТИЧНІ ВИМОГИ ДО ОСВІТНЬОГО ПРОЦЕСУ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ

The article deals with the problems of ensuring high quality training of qualified specialists in the distance learning, where there have been objective reasons (covid, war) in Ukraine. The quality of education depends on the high-quality educational preparation for training sessions of scientific and pedagogical staff, including the management of the educational process, that is, taking into account cybernetic requirements for it. Taking into account the main components of the management process (planning, organization of the planned implementation, motivation, control, correction and evaluation), the author of the article deeply analyzes the possibilities of each component in order to encourage students to systematically attend training sessions, prepare for them and demonstrate the high educational achievements of students during control evaluation. To do this, we need to prepare high-quality educational and methodological materials in electronic form (texts of lectures with test tasks after each lecture, a plan for conducting practical (seminar) classes, methodical instructions for the independent work of students, preparation for control sections, coursework, as well as for passing tests (exams), etc.). There is a need for strengthening the motivation of students to high-quality learning, being outside the classrooms, a large role in this is assigned, on the one hand, to the strict observance of cybernetic requirements for the educational process, and on the other hand, by well-thought-out criteria for assessing the state of knowledge learned by students. In assessing the educational achievements of students, we can use the experience of American higher education institutions, adapting to our conditions. In the conditions of the distance learning, it is important to encourage students to attend training sessions, to intensify their educational and cognitive activities. These problems are investigated in our scientific article.

Resource approach in diagnostics of pedagogical workers of educational organizations of Russia

Introduction. The introduction of a new model of professional development of education workers in Russia involves the technology of an individual development route developed on the basis of previously identified professional deficits. However, approaches to identifying deficits do not yet serve as a proper source of such routes, since they state the facts of subject or methodological difficulties of teachers in isolation from the context of the teacher's professional activity. As a possible solution to the current situation, it is proposed to approach the diagnosis of pedagogical workers in the logic of the resource approach, when a particular shortage of a pedagogical worker is interpreted in two aspects: as a consequence of the scarcity of other resources of an educational organization, for example, managerial or methodological, and as a cause of gaps in educational achievements of students. Materials and methods. The study was conducted on the material of a freely available regional report on the results of diagnostics of professional competencies of teachers. The key method is document analysis. The subject of the study were: the conclusions made in the report on the degree of reflection in diagnostic materials of the purpose and objectives of diagnostics; the structure and purpose of diagnostic data; the typology of tasks used to identify professional deficits of teachers; commentary on the methods of processing primary information. Results. The following costs of working with data based on the results of diagnostics of pedagogical workers of educational organizations are revealed: the predominance of stating facts over their comprehension; the lack of contextual assessment of the stated data; limitations in the use of data; the undetected connection of teacher deficits with the gaps of the students themselves. It is concluded that the work with data on teachers is built in the pledge of conditions, and not in the pledge of resources. That is, the data only indicate the existing level of pedagogical conditions, but do not explain the potential of professional skills of teachers, their resource capacity. Conclusion. The use of a resource approach in working with data on teachers requires updating the structure of analytical data, mandatory inclusion of contextual information; more attention to the analysis of the relationship between teacher deficits and student deficits. We consider promising further research approaches to the analysis of the results of diagnostics of professional competencies of teachers. We consider the resource approach proposed by us as one of the possible, but not exhaustive, arsenal of analytical practices that allow using data on teachers to manage the quality of general education.

Blended Animated Cartoon as a Pedagogical Model; Effects on Technological Usage and Student's Educational Achievement in Literature

Blended Animated Cartoon as a Pedagogical Model; Effects on Technological Usage and Student's Educational Achievement in Literature

Диагностический инструментарий оценки уровней математической образованности обучающихся общеобразовательных организаций

The acceleration of civilization development imposes new requirements on mathematical education. Its special role is caused by the fact that mathematics is used worldwide in all spheres of life. Secondary general mathematical education in the current environment is becoming increasingly more significant for the educational policy of the society and the state. Measurable educational results, in this case, are the indicators of the personal achievements of students when studying mathematics. The research aims to give the reasons why among the existing terminological variety, the definition of mathematical erudition is selected as the assessment of personal achievements of students of general educational institutions in the subject area of Mathematics, to describe the developed and approved diagnostic tools for assessing mathematical erudition of the students of general educational institutions. The research is based on the qualitative approach to studying scientific-pedagogical literature and the analysis of pedagogical practice, which allowed working out the author’s position in identifying the individual educational achievements of students when learning mathematics. The author proposes using the concept of mathematical erudition as a result of learning mathematics treated as a personal achievement. The paper presents the author’s interpretation of this concept. The author considers a three-level model of mathematical erudition, which includes elementary mathematical literacy, functional mathematical literacy, and mathematical competence. The author developed a structural-functional model of mathematical erudition, consisting of four components: 1) motivational-axiological; 2) conceptual-regulative; 3) procedural; 4) subject-and-activity-based. The diagnostic toolkit for assessing the mathematical erudition of students of general education institutions has been developed and tested. It is possible to use these tools to assess subject learning results. The author notes that it is possible to improve mathematical erudition at all steps of school mathematical education in the general education institutions through designing mathematical education, which will allow creating the conditions for the students’ temptations and needs fulfilment.

Кейс-завдання як засіб оцінки сформованості професійних компетентностей майбутніх учителів

The article presents the theoretical and methodological principles of developing and using case tasks as a means of assessing the formation of professional competencies of future teachers. The essence of case technology in higher education, types of pedagogical cases in the context of professional training of future teachers have been characterized. Modern scientific approaches to the essence of case testing as a form of control and self-monitoring of educational achievements of students have been defined. Considering the provisions of the competence approach in higher education institutions, the professional standard, the essential features, components of the professional competencies of a modern teacher have been revealed, in particular, considering the requirements of the «specialist» qualification category. Features of case tasks as a means of assessing the formation of professional competences of future teachers (competence, contextual character, technological ability, etc.), stages of construction of case tasks (preparatory, pilot, expert), considering the type of pedagogical case, features of specific professional competence, level of general and professional training of future teachers have been presented. Examples of case tasks for assessing the formation of linguistic and communicative competence of future teachers have been given.

БАЛЛЬНО-РЕЙТИНГОВАЯ СИСТЕМА ОЦЕНКИ ЗНАНИЙ СТУДЕНТОВ ВУЗА ПО МАТЕМАТИКЕ

The article discusses various approaches to the definition of a point-rating system for evaluating educational achievements of students of higher education institutions, specifies the basic principles and main tasks of using BRS. Along with the advantages of such assessment systems, their disadvantages are also shown, the main of which is an increase in the time and complexity of control, leading to a significant increase in the load on the leading BRS teacher. Significant disadvantages are also the fact that many students with the introduction of the BRS assessment aim not so much to gain knowledge and competencies as to accumulate the greatest number of points. In order to mitigate these shortcomings and improve the BRS, it is recommended to leave at least 50% of the total number of points for intermediate certification; keep double records: the total score on the BRS and the score on the intermediate certification in the semester; ensure the possibility of redistributing points from one type of academic work to another. An example of the organization of the BRS assessment of the knowledge of bachelors in the field of "Construction" in mathematics, the use of which provides a weakening of these shortcomings, is given. The proposed model of the system of assessment of knowledge in mathematics can be recommended for use by teachers of higher educational institutions.

ФОРМУВАЛЬНЕ ОЦІНЮВАННЯ ЯК ІННОВАЦІЙНИЙ АСПЕКТ ШКІЛЬНОЇ ГЕОГРАФІЧНОЇ ОСВІТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ

The article reveals the essence and role of formative assessment of students' educational achievements in geography in the context of the competence approach and in accordance with the requirements of the New Ukrainian School. It is noted that from the 2022/2023 academic year, the gradual implementation of the State Standard of Basic Secondary Education will begin, accordingly, students of general secondary education institutions, in particular 6th grade, will switch to a new learning model, a component of which is a new system for evaluating students' educational achievements. It is indicated that taking into account the experience of formative assessment in elementary school and ensuring continuity in assessment approaches is important for the implementation of the tasks of geographic education in all cycles of education. Separate techniques and tools of formative assessment that can be used in geography lessons are singled out and analyzed. Examples of exercises that are used at different stages of the lesson during formative assessment are given, including the games "Play in groups with a map", "Catch the cartographer's mistake", "Find the extra word". It is noted that in the process of teaching geography and evaluating the educational achievements of students, the teacher can use such techniques of written control as: geographical dictation with mutual control, "blitz control", "self-checking on the informant's card", solving crosswords. To establish the expediency of using crosswords as a formative assessment of educational achievements, a survey of 9th grade students was conducted, the results of which indicate an interest in this type of control. Non-traditional forms and methods of testing students' knowledge and skills using computer technologies, which can serve as a tool for formative assessment, are considered. Our observations of students' activity confirm the feasibility of using separate online services in geography lessons for formative assessment of both the learning process and the result of students' educational achievements. In particular, the use of such online services with the use of test verification is effective for testing students' knowledge of geography. as "For Lesson"; Kahoot!; Online Test Pad, as well as Gartic Phone game technologies. Global. Geoguesser.

FACTORS FOR ACHIEVING LEARNING OUTCOMES: OVERVIEW OF ASTANA IT UNIVERSITY’S EXPERIENCE

The article gives an overview of Astana IT University’s (AITU) experience in performing the teaching conditions for achieving the learning outcomes. The introduction of a competency-based approach to the formation and assessment of learning outcomes has led to a new system of training and assessment tools. Stakeholdership as a modern mechanism, the problem of focusing on employers’ needs, the stages of the education programme (EP) development and the criteria for assessing the learning outcomes achievement are discussed in details. The quality of education is determined by the quality of the results of the educational process, where the educational achievements of students and the qualifications of graduates become the main components of education quality. The purpose of the study is aimed to summarize the practice of using assessment tools as the key factors and conditions for establishing learning outcomes. The research methodology used is quantitative and qualitative data analysis as well as analysis of class observation in AITU done within the research on learning outcomes achievement. The choice and design of teaching technology are primarily determined by the type of students’ competencies, characteristics of the planned learning outcomes for each level of competence (knowledge, skills, and experience). Constant improvement of EP content and educational technologies as a key factor of education services quality is a vital demand.

Inequality of Opportunity in School Education: the Role of Territorial Factors

This study measures the impact of spatial factors on the educational achievements of Russian students. According to the theory of equal opportunities, individual achievements depend on two groups of determinants: uncontrollable circumstances and one’s own efforts. Inequality of achievements produced by inequality of effort is treated as ethically acceptable, while inequality arising from circumstances is unfair and therefore must be compensated. The research is based on the data of the International Program for the Assessment of Educational Achievements of Students (PISA), wave 2018. Multilevel regression modeling was applied. A two-level model was used, in which the first level is that of the student, while the second level is regional. The calculations showed that anywhere from 14 to 16% of the variance in Russian students’ academic achievements is attributed to interregional irregularities. We learned that controlling for socio-economic status, lack of staff and material support in the school, type of area in which the school is located, and gender of the student make it possible to slightly reduce the role of regional differences, though it still remained significant. To a certain extent the impact of regional factor can be explained by variations in the influence of family background, school characteristics and gender across regions. The estimation of regional random effects allowed for identifying both the leaders and the outsiders in terms of the availability and quality of school education. Calculations have shown that the leaders and outsiders are practically the same in regards to all three areas of literacy.

Тестирование как эффективный метод оценивания качества учебных достижений студентов

Electronic educational resources including testing, which simplify the process of searching and structuring educational information have been used more often in educational organizations recently. They have made learning more accessible and interesting for students of higher and vocational education institutions, especially in the context of a pandemic. The article provides a brief theoretical justification of the advantages of testing students' academic achievements. The emphasis is placed on the importance of testing as a tool for remote control of students' knowledge, the advantages and disadvantages of using tests both in the educational process of higher and secondary vocational education and in order to control the acquired knowledge are revealed. The study was carried out by the authors on the basis of a comprehensive use of theoretical and empirical methods. The leading theoretical methods were: analysis, generalization, concretization, forecasting, modeling. The work used such empirical methods as conversations, pedagogical observation, questionnaires, expert evaluation, testing, analysis of performance, generalization of pedagogical experience, methods of statistical processing of experimental data. The results presented in the article of the study of testing of students of MPSU at the initial (entrance test), current and final stage of measuring the level of educational achievements of students demonstrated an increase in the values of the effectiveness of testing at all stages of its implementation, an increase in the effectiveness of test control at the intermediate and final stages of the study. The results of the study made it possible to formulate promising directions for the development of problems of testing the quality of education of students of higher and professional education organizations: improving the forms and methods of analysis and interpretation of test results based on the invariant application of test models: improving the psychological and pedagogical orientation of the use of the testing algorithm for personalized learning trajectories in the practice of mass education, etc.