Student Achievement Research Articles

Longitudinal effects of a professional development program on principals’ leadership practices: results of a baseline latent change score model

ABSTRACT Principal leadership plays an important role in teacher practices and student achievement. Professional development (PD) can help principals to improve their leadership practices – yet few studies to date have examined the effects of formal PD on principals. The present study uses matched data from n = 62 principals and n = 1112 teachers to investigate the longitudinal effects of an 18-month PD program regarding school improvement for principals in Germany. Results from baseline latent change score modelling suggest positive changes in principals’ self-reported leadership practices aimed at improving instructional quality at their schools and promoting teacher development. The positive change in practices is partly reflected in the reports of teachers in the respective schools. We find evidence for characteristics of high-quality PD programs for principals, such as joint participation of leadership pairs, group discussions, internships and coaching, that might help practitioners to design future PD activities for principals. Research should further examine characteristics of effective PD for principals taking control groups and confounding variables into account.

The Relationship between Home Environment and Academic Achievement of Class Viii Students of Kolkata

The Relationship between Home Environment and Academic Achievement of Class Viii Students of Kolkata

ИНКЛЮЗИВТІ БІЛІМ БЕРУДЕГІ ЖАСАНДЫ ИНТЕЛЛЕКТІНІҢ БОЛАШАҒЫ

This article examines the role and future of artificial intelligence (AI) in inclusive education. Inclusive education provides equal educational opportunities for all students, including children with special needs. Technology allows teachers to create curricula adapted to the individual needs of each student, optimize the learning process and improve feedback and evaluation systems. The article discusses the potential of AI in inclusive education, its advantages in improving student academic achievement and personalizing the learning process. In addition, the problems and ethical dilemmas that arise when using AI, including issues of data privacy and social inequality, are considered. The results of the study show that improving inclusive education through the effective use of AI technologies is promising and opens up new opportunities in the education system.

Does private education pay off?

AbstractEducation plays a crucial role in promoting innovation, entrepreneurship, and equal opportunities in society, acting as a “social elevator.” However, an inequitable educational system can perpetuate inequalities, leading to significant social consequences. This paper examines two mechanisms through which schooling systems may generate or reinforce inequalities: private schooling and school composition. Earlier studies often suggested that private schooling, particularly government-dependent private schools, had a positive impact on student achievement. However, more recent research has challenged this view, highlighting the importance of contextual factors such as school composition and socio-economic background. Building on these findings, our analysis explores how the advantages attributed to private schools are shaped by the demographic profiles of their students. Using data from the OECD Program for International Student Assessment (PISA) 2015 and employing an education production function, we assess the effects of private schooling and school composition on student performance. Our findings contribute to the growing body of research questioning the comparative advantage of private schools, demonstrating that their perceived superiority often arises from the socio-economic advantages of the students they enroll, rather than the quality of education provided. The study also reveals significant variations across countries, underscoring the urgent need to address the segregation issues linked to private school networks.

Meningkatkan Hasil Belajar Melalui PBL bagi Peserta Didik Kelas VII SMPN 3 Pantai Labu

The low student achievment of catholic religious education and character building at lesson I have Abbility grade VII SMPN 3 Pantai labu was the problem background this research. This research aims to reminded student achievement through the problem-based learning model in PAK grade VII SMP Negeri 3 Pantai LabuThis type of research is classroom action research (PTK) which consist of two cycles. The research subject of students in grade VII SMP Negeri 3 Pantai Labu amounted to seven students consisting of five male students and two female students. The data collection technique in this study uses observation, test and documentation. The result of study was that the average score of students in the first cycle was fivety two then increased ninety in the second cycle. The improvement was seen significantly. This can be seen from the fact that number of students has increase quite a bit by fourty-four percent. This means that, if the PBL learning model is implements properly and consistently, it will improve student learning outcomes.

Designing Effective Hybrid Course Curriculum: A Design Science Approach to Gamification and Student Outcomes Validation.

In the modern educational landscape, the integration of gamification into hybrid learning environments has emerged as a promising approach to enhance student outcomes. However, there remains a lack of comprehensive frameworks for designing gamified hybrid courses and validating their impact on student outcomes. This paper proposes a design science-based approach to gamified course design in hybrid learning contexts. Drawing on the principles of design science research, we developed a framework for designing a gamified hybrid course curriculum that incorporates course content, activities, and assessments based on four elements of gamification (achievement elements, utilitarian value, hedonic benefits, and competition). To validate the effectiveness of our approach, we conducted a study with 294 students enrolled in a hybrid business course that implemented the proposed gamification framework. Our findings indicate that all gamification elements of our proposed gamified hybrid courses positively enhance student engagement, achievement, and satisfaction. Ultimately, this paper not only contributes to the 'gamification in education' literature by providing a comprehensive framework for designing engaging and effective hybrid courses but also proposes a roadmap for the application of design science to embed gamification in business course curriculum design within the context of modern hybrid learning environments.

The Influence of Zakat Assistance on Academic Achievement Among University Students in Malaysia and Indonesia: A Pilot Study

It is well known that knowledge and education are the best solutions to abolish the Asnaf people from poverty. As a result, zakat institutions actively play an essential role in distributing zakat funds through educational assistance to the asnaf groups in Malaysia and Indonesia. This measure ensures that the asnaf groups receive educational opportunities and succeed like others. Dropping out of studies due to failure to pay tuition fees is among the issues that are often reported in most past studies. Therefore, this study was conducted to identify and analyze the influence of zakat assistance on the academic achievement of students at Universiti Teknologi MARA Terengganu Branch, Malaysia (UiTMCT) and Universitas Sains Al-Qur'an, Indonesia (UNSIQ). This study also provides recommendations to empower zakat assistance at UiTMCT and UNSIQ. This study used a quantitative research method involving data collection by distributing questionnaires to 54 students at UiTMCT and UNSIQ. The findings were analyzed using the Statistical Package for Social Science (SPSS) software (version 24). The t-test results showed a significant difference in academic performance and governance between UiTMCT and UNSIQ, with a p-value of less than 0.05. This study is anticipated to provide insight to the community on the efforts to empower zakat institutions to assist asnaf fisabilillah in higher education institutions (IPTs) in Malaysia and Indonesia.

Solo music performance assessment criteria: a systematic review.

Assessment is a crucial aspect of music performance. In pedagogical contexts, an effective assessment process can measure student achievement and inform instructional decisions that contribute to improving teaching and learning. However, music performance assessment is particularly challenging due to its inherent subjectivity, involving personal expression and interpretation, which can lead to divergent opinions. In this PRISMA systematic review (registration DOI: 10.17605/OSF.IO/CSM8Q), we aimed to delimit and analyze solo music performance assessment systems found in the literature to date, including their corresponding evaluation categories and descriptive criteria, rating methodology, and target audience. A search in three main scientific databases (Web of Science, Scopus, ERIC) was conducted using keywords associated with the topic of assessment in the field of solo music performance. Ultimately, 20 papers were selected and examined, resulting in 26 original assessment systems for analysis. Regarding sample characteristics, we found that studies mainly focused on evaluating high school and university students, with music teachers and faculty members serving as primary evaluators. Many assessment systems were designed to be applicable across various instruments, although some were tailored to specific instruments (e.g., piano, voice) and families (e.g., brass, woodwind). Systems typically structured evaluation around technical, interpretative/expressive, and various musical feature categories (e.g., pitch, rhythm, intonation), further elaborated with descriptive items. While five-point Likert scales were commonly used, recent studies indicated a shift towards rubrics for detailed feedback, which aids examiners' understanding and supports student progress. No differentiation was found in assessment criteria based on students' learning stages, suggesting an area for improvement in refining these assessment methods. This study identifies gaps and proposes improvements in existing assessment systems, providing a foundation for educators and policymakers to enhance curriculum design and instructional practices in music education.

Predicting Students' Academic Performances Using Machine Learning Algorithms in Educational Data Mining

In every culture and era, education is considered the most fundamental reality and rule that societies prioritize and deem essential. Throughout the process spanning thousands of years, from the emergence of writing to the present day, education has undergone various forms and formats of change. Education has been a continuous guide for shaping, influencing, sustaining societies, and maintaining its dynamics throughout these historical processes. The continuous evolution and growth of education systems and formats worldwide, with changes affecting the quality of education, have the potential to influence nations and societies in every field, ultimately leading to the emergence of an informed society, achievable only through quality education. In this study, the aim is to determine the factors affecting students' academic performance and predict students' end-of-term academic grades using machine learning algorithms within the scope of Earned Value Management (EVM). Such studies have great potential to increase efficiency in education, improve student achievement and improve education policies. With the use of machine learning algorithms, these goals can be achieved more quickly and efficiently. Five different machine learning algorithms, namely RF, KA, KNN, SVM, and NB, have been employed in the study. Binary and multiclass classification methods were used in prediction processes, and among these methods, the Random Forest (RF) algorithm achieved the highest success prediction rates of 0.97 and 0.93, respectively, in both classification methods.

The role of school management in ICT implementation on student achievement and teacher attitudes in the Arab sector in Israel

This study aims at evaluating the effectiveness of school management in the integration of ICTs within the schools with emphasis on students’ performance and teachers’ perception. The data were obtained from questionnaires and interviews conducted on 11 high schools in the Arab and Bedouin localities of Israel. This study shows that strategic management, structural design, and leadership enhance students’ performance especially in Mathematics and English. The schools that have well defined policies on ICT and good leadership achieved high levels of student engagement and better academic performance. However, the study reveals that some inequality prevails in the system; the northern schools are in a better condition as compared to the Bedouin schools in the south where inadequate resources and cultural barriers are also seen. Leadership was found to be the most important variable affecting the teachers’ perception on ICT use in teaching and learning process; particularly the hybrid leadership practices positively affected the teachers’ involvement and student achievement. The findings imply that more leadership and specific strategies are required to support effective integration of ICTs in the underprivileged areas

Correlation between Students’ Critical Thinking Ability and Self-Confidence on Junior High School

One way to improve students' affective and cognitive aspects is through a mathematics learning approach method at school. Achievement of learning objectives (CPL) is demonstrated by the extent to which students have achieved learning objective competencies through a series of criteria or indicators that can be seen from student achievement or learning outcomes. The method in this research uses a non-experimental correlational quantitative research method carried out on class VII students at one of the MTS in Soreang, Kab. Bandung. The aim of this research is to get an idea of how self-confidence influences critical thinking skills or the relationship between critical thinking skills and self-confidence. The results of this research show that the correlation between students' critical thinking skills and self-confidence has a "strong" influence on each other. The conclusion of this research is that Ho is rejected so that Hα is accepted: There is an influence between self-confidence and critical thinking on student achievement or learning outcomes, this means that students' self-confidence and critical thinking greatly influence learning outcomes with the regression model obtained Y = 32.788 + 0.399X1 + 0.391X2 Positive correlation occurs when the two variables are related to the same status (the linear regression coefficient has a positive sign). If one variable increases, the other variable also increases, and vice versa if it decreases.

UTILIZATION OF INSTAGRAM AS INFORMATION MEDIA IN SUPPORTING THE ACTIVITIES OF IBNU AQIL ISLAMIC BOARDING SCHOOL MEDAN

This study investigates the use of Instagram by the Ibnu Aqil Islamic Boarding School in Medan (Pondok Pesantren Tahfiz Ibnu Aqil Medan). Data was collected through interviews, observations, and documentation. Interviews were conducted with the school's head, admin/media team, guardians of students, and students. Observations were made of the school's use of Instagram on the @ponpesibnuaqil account. Documentation included screenshots of posts and literature related to the study. The results showed that the Instagram account, with 2,062 followers, effectively disseminates information about the school's latest programs, activities, and information. The content includes documentation of activities, student achievements, announcements, and creative videos. The admin and media team, including students and educators, manage the content creation process. Instagram not only improves communication and interaction with the public or followers but also promotes Islamic boarding schools, builds personal branding, and collaborates with other institutions. In conclusion, Instagram's use as an information media by the school is effective in supporting various activities and achieving informative goals.

The Effect of Quantum Learning Model on Attitude, Anxiety, and Achievement of Middle School Students Towards Mathematics

We conducted this research to investigate the impact of the Quantum Learning Model (QLM) on the academic achievement, attitudes toward mathematics, and anxiety levels of seventh-grade middle school students. A total of fifty-six 7th-grade students participated in the research. The research used a quasi-experimental model with a pretest-posttest control group. The experimental group used QLM during the research process, while the control group used the current learning approach. We conducted the research for 28 lesson hours. We collected data using attitude, anxiety scale, and academic achievement tests. We applied tests to both groups before and after the experimental procedure. We used independent-samples-T-tests and paired-samples-T tests in the analyses. We also evaluated the journals of students and the researcher. Accordingly, QLM had a positive effect on middle school students' academic achievement in mathematics. The posttest mean scores of attitudes decreased significantly in the control group. The experimental group experienced a decrease in post-test mean scores of anxiety, which was not statistically significant, whereas the control group experienced a statistically significant increase in post-test scores. Students and teachers have expressed positive opinions about the use of note-taking and mind maps, which enhance the durability of learning, the establishment of a classroom environment and atmosphere conducive to QLM, and the implementation of celebration activities.

Implementing Differentiated Instruction in Emancipated Curriculum: Narrative Review

The paper aims to provide a detailed description of the implementation of differentiated instruction in an emancipated curriculum. The purpose of this review was to provide a comprehensive summary of the current literature on a specific topic. Implementing differentiated teaching can be analyzed from four perspectives: learning material, instructional process, assessment, and learning environment. Through the implementation of differentiated instruction, teachers can actively involve students in the process of teaching and learning, hence enhancing students' academic performance. Therefore, diversified learning may accommodate the diverse needs, cognitive preferences, and abilities of each student in a classroom environment. This approach not only promotes equity but also enhances student engagement and achievement. Professional educators are recommended to employ differentiated instruction as a method to actively include pupils in the learning process.

Meningkatkan Kualitas Dan Minat Belajar Siswa Dengan Metode PBL Berbantuan Media Youtube Fase F Kelas XII SMA Negeri 1 Ronggurnihuta

Teachers are one of the main components that greatly determine the success of the teaching and learning process. Thus, teachers should create the right situations and conditions to enable the learning process in students by directing all sources and using the right teaching and learning strategies, which include approaches, methods and learning techniques. To overcome the low learning achievement of students, the researcher conducted a Class Action Research on students in class XII E SMAN. 1 Ronggurnihuta by applying the Problem Based Learning learning model assisted by YouTube. This research aims to improve the quality and interest of learning in students. This research was conducted in two cycles. Each cycle consists of several stages, namely planning, implementation of actions, observation and reflection. The data collection technique is carried out by means of tests and observations, with a descriptive approach. The results of the study increased from cycle 1 to cycle 2. In cycle 1 there are still students in the decent category in the learning achievement variable and the category begins to develop in the learning interest variable, then entering cycle 2 there is an increase with the absence of students in the decent category in the learning quality variable, and the category begins to develop in the learning interest variable

The effect of mind mapping on the level of student learning success in the Pancasila course: a study on students of the UNY English department

The quality of a nation's human resources can be measured from the learning achievements of students. Learning achievement is an indicator of student learning success and also an indicator of educator success in conducting learning. Learning success reflects the success of students in mastering learning concepts expressed by grades. One way to increase student understanding of concepts is by applying mind mapping. This study aims to determine the effect of mind mapping on the success rate of student learning in the Pancasila course. The method used in this research is Pre-Experimental with One Group Pretest-Posttest Design. The research sample consisted of 36 students majoring in English literature at UNY by choosing purposive sampling. Analysis of the learning outcomes obtained shows that the value of ha is accepted which means that the effect of applying mind mapping has on student learning success in the Pancasila course. While the Gain value (the average increase as an indicator of learning success) obtained results of 0.33 in the medium category. The implication of this research is as a source of information or a reference for educators that the application of mind mapping in learning can increase learning success.

Academic success centers at us universities as an effective factor in ensuring the quality of higher education

The aim of the work is theoretical analysis of the peculiarities of the activity of the Academic Success Centers in the U.S. universities. The methodological basis of the study are official websites of Academic Success Centers, scientific articles by Ukrainian and American researches and analytical reports. Results. The article is devoted to a review of the activities of Academic Success Centers in U.S. universities. It is found that there is no single definition of «Academic Success Center» due to the variety of services offered. It is determined that Academic Success Center is a structural institution that provides academic and social-psychological support to students, helps to reveal their potential and prepare them for a career. The author emphasizes the technologies of support for students of higher education institutions. The main support technologies are tutoring, mentoring, academic coaching and Supplemental Instruction. It is proven that these technologies contribute to the improvement of the academic achievements of students and increase students’ retention rate of the educational institution. Special emphasis is placed on the interaction of the Center with freshmen, who most often face a number of problems in a new academic environment for them. The Centers provide academic advising for students on choosing courses. Academic advising lasts from admission to graduation at the university. Moreover, Academic Success Centers provide an opportunity not only to learn, but also to teach. Seniors have the opportunity to become tutors, mentors and academic coaches. A special feature of Centers is career guidance work with applicants. Universities organize meetings of future first-year students with students, graduates, teachers and administration of the institution to provide complete information about admission, studies and further employment prospects. Conclusions. The conducted study proved the need for further thorough research of the basic principles and areas of activity of centers of academic success in US universities in order to introduce better experience into educational practice.

Анализ взаимосвязей предикторов академической успеваемости школьников методом сетевого моделирования

<p>The problem of studying the factors influencing students’ academic achievement does not lose its relevance in modern psychological and pedagogical science. Such interest arises due to current development of ideas about education as a way of developing human capital, increasing well-being and quality of life of people in modern society. The academic achievement of schoolchildren is largely determined by non-cognitive factors, including personality characteristics, motivational indicators and the development of self-regulation. The present work aims to analyze the relationships between non-cognitive predictors of academic achievement of middle and high school students using the network modeling method. Primary data was obtained using the following methods: V.I. Morosanova’s “The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)”, “Academic Motivation Scale - School (AMS-S)”, “Attitude towards learning in middle and high school”, “Big Five Questionnaire — Children version, BFQ-C”. The average score in Russian language and mathematics was used as an indicator of academic achievement. The sample consisted of 307 secondary school students (37.1% boys, age: 10-18 years). The statistical analysis included calculation of descriptive statistics for 28 indicators, and analyses of partial correlation networks, describing the relationships between regulatory and personality variables, as well as the academic achievement of students in grades 5-6, 7-9 and 10-11. The results revealed significant relationships between variables regardless of the period of education, and differences in the structure of partial correlation networks in grades 5-6, 7-8 and 9-11. It was found that the nature of the relationships between non-cognitive predictors and academic achievement varies depending on the period of study. The result showed that the achievement of students in grades 5-6 is significantly and directly correlated to the indicator of openness to new experience, while in grades 7-9 a direct correlation is also found with the general level of attitude towards learning, and in grades 10-11 - with cognitive motivation, neuroticism and conscious self-regulation. The results confirm the known relationships, and also reveal new ones that were not previously discovered in existing research: for example, a negative relationship between academic performance and cognitive motivation. The article concludes with directions for further research of moderator-mediator interactions between non-cognitive variables in their impact on students’ academic achievement.</p>

Meningkatkan Hasil Belajar Peserta Didik Melalui Metode Problem Based Learning pada Peserta Didik Kelas 2 Fase A SD Mardi Waluya Cibinong

At Elementary School Mardi Waluya Cibinong, it was found that the critical thinking ability and learning achievement targets of Catholic Religious Education especially in grade 2 were not optimal. This could be due to the use of less varied learning methods and the less optimal implementation of strategies that encourage active student participation. This research aims to improve the character dimension of critical thinking and student achievement targets by applying the Problem-Based Learning method in phase A of especially in grade 2. This classroom action research was conducted in two cycles with materials on the safety of God’s work through Kain and Habel, with each cycle consisting of four stages: planning, implementation, evaluation, and reflection. The research subject is students from Elementary school Mardi Waluya Cibinong with a total of 34 peoples. The results of the research show that the use of the PBL learning model can increase the character dimension of critical thinking in the Pancasila student profile (P3) from 70% to 84%. There was also an increase in student achievement outcomes, with mastery increasing from 20% to 68%, proficiency from 50% to 32%, and a decrease in appropriateness from 18% to 0%, which then increased to 12%. This indicates a significant decrease in the critical thinking dimension of the Pancasila students profile, which overall improves the critical thinking process and students achievement in grade 2 phase A. Recommendation: Teachers can focus on one dimension of P3 in the character development process by applying problem-solving learning methods.

Absenteeism and Achievement in Early Elementary Grades: A Multilevel Organizational Analysis

This paper presents empirical analyses illustrating the organizational relationship between chronic absenteeism and student achievement as estimated via a contextual model of school-level and student-level relationships. We conduct a series of descriptive analyses and multilevel hierarchical models (HLM) in which absenteeism is used to predict variation in student achievement for nearly 50,000 individual students in grades K-3 in 109 elementary schools in Delaware during the 2014–2015 through 2017–2019 school years. Results demonstrate that chronic absenteeism tends to be clustered in a subset of schools, and that the adverse contextual effects of absenteeism at the school level are many times larger than the negative effects at the individual level. Implications for education policy and interventions are discussed.