Academic Achievement Test Research Articles

Exploring The Impact of Digital React Applications

This study examines the effects of teaching the "Reproduction, Growth, and Development in Living Organisms" unit from the 7th-grade science curriculum using digital REACT applications on students' academic performance, attitudes towards science and digital technology, motivation for learning science, and knowledge retention. Conducted in a secondary school in Mersin's Akdeniz district during the 2022-2023 academic year, this quasi-experimental research involved 66 seventh-grade students. The students were divided into three groups: one control group and two experimental groups. The first experimental group participated in digital REACT activities, while the second group used the REACT strategy without digital tools. The control group followed the standard curriculum. Data collection instruments included the "Academic Achievement Test," the "Science Course Attitude Scale," the "Attitude Scale Toward Digital Technology," and the "Motivation Scale for Learning Science." The findings showed that digital REACT activities significantly improved students' academic achievement and knowledge retention. However, no significant changes were observed in their attitudes towards science or digital technology and their motivation for learning science. Based on these results, recommendations were made for future research and for consideration by the Ministry of National Education.

Effect of the quantum learning model on attitude, anxiety, curiosity, academic achievement and retention in science course

The aim of this research was to examine the effect of quantum learning model on students' attitudes, curiosity and anxiety towards science course and its effect on their academic achievement and retention of success. A pretest-posttest control group quasi-experimental design was used in this research. The research was conducted in fall semester of 2019-2020 academic year at a public school in Kastamonu/Turkey. The study group of research consisted of a total 58 students, including experimental and control groups. Science Curiosity Scale, Science Anxiety Scale, Attitude Scale and Achievement Test were used as data gathering tools. In the analysis of data, independent t-test was applied to determine the difference between groups. When the findings were examined, it was determined that there was not a significant difference between the curiosity scale pre-test scores of experimental and control groups. However, according to curiosity scale post-test results after experimental application, it was determined that there was a significant difference in favor of experimental group. It was determined that there was not a significant difference between the anxiety scale pre-test scores of experimental and control groups. However, according to the anxiety scale post-test results after experimental application, it was determined that there was a significant difference in favor of experimental group. It was determined that there was not a significant difference between science attitude scale both pre-test and post-test scores of experimental and control groups. While there was not a statistically significant difference between the academic achievement test pre-test scores of experimental and control group students, it was determined that the difference between post-test scores was significant in favor of experimental group. In addition, according to the results of retention test, it was determined that there was a significant difference between the scores of experimental and control groups in favor of experimental group.

Effectiveness of Web-supported Videos on Students’ Academic Achievement, Critical Thinking Skills and Three-dimensional Learning

While traditional teaching methods such as face-to-face lectures, training, and mentoring have been utilised in the educational process, the importance of web-supported materials was better underscored with the advent of the pandemic. Documentary videos, prepared with scientific data, serve as significant web-supported materials. The aim of this research was to find out the effectiveness of web-supported videos on associate degree school students' academic achievement, critical thinking skills, and three-dimensional learning in science. The study employed a pre-post-test design, a type of quasi-experimental research, involving 42 associate degree school students enrolled in a child development programme. Data were collected using academic achievement tests, critical thinking skill tests, and three-dimensional learning scales, and analysed using non-parametric techniques. The two-month training revealed that web-supported videos contributed to the academic achievement and three-dimensional learning skills of students in understanding the concepts of the moon, sun, earth, and planets, though they did not have a significant effect on students' critical thinking skills.

Fostering Cultural Awareness and Academic Engagement through Poetry Analysis in Kazakh Educational Contexts

This study investigated the effects of activity-based and traditional analysis methods on students’ attitudes toward poetry, academic achievement, and cultural identity. A pre-test-post-test control group experimental design—a quantitative research method—was employed. The class using activity-based analysis methods for poetry analysis was designated as the experimental group, while the class following the traditional analysis method served as the control group. Participants were second-year students from the Kazakh Literature Department at a university in Almaty, Kazakhstan. The study spanned eight weeks and involved 18 female and 15 male students in the experimental group, with 17 female and 15 male students in the control group. All students provided informed consent to participate voluntarily. The Scale of Attitude toward Poetry, Poetry Analysis Skills Academic Achievement Test, and Cultural Identity Perception Scale were administered to measure the study variables. The findings revealed that activity-based analysis methods positively impacted students’ attitudes toward poetry, with the experimental group demonstrating a more favorable approach than the control group. Additionally, students in the experimental group achieved higher academic performance in poetry analysis skills than those in the control group. Although both groups showed a general improvement in their cultural identity perception, no significant difference was found between them. These results support the potential of activity-based approaches in poetry education to increase student achievement and attitudes. Consequently, integrating such methods should be actively encouraged in future educational practices.

Investigating the Effect of Internet-Based Applications on Secondary School Students' Academic Achievement in Science, Motivation and Awareness of Web 2.0 Tools

In this study, the effect of internet-based applications on the academic achievement, motivation, and awareness of Web 2.0 tools of 6th grade middle school students on "Matter and Heat" was examined. The study group consisted of 73 (experimental: 50, control: 23) 6th grade students from a public school in Istanbul, Turkey. The study was conducted with an experimental design with pretest-posttest control group among quantitative research models. In the experimental group, science lessons were taught with the support of web 2.0 tools such as Nearpod, Canva and Quizizz, while in the control group, no additional application was made and the lessons were taught as specified in the curriculum. The data of the study were collected with the “Motivation Scale in Science Education”, “Matter and Heat Achievement Test” and “Awareness Scale for Web 2.0 Tools”. T-test and one-way factor analysis (ANCOVA) test were used to analyze the data. The results of this study showed that the academic achievement test scores of the experimental group students were higher than the control group and there was a significant difference between the academic achievement test scores of the experimental and control groups. The results showed that the science motivation scores showed a significant difference in favor of the experimental group and the science motivation scores of the experimental group students who were supported with web-based applications were higher than the control group. In addition, according to the results of the one-way analysis of covariance regarding the awareness of web 2.0 tools, there was a significant difference between the experimental group and the control group in favor of the experimental group in the post-test scores. In this study, the importance of planning and implementing science lessons supported by internet-based applications at the secondary school level was revealed.

The Effect of Using Technology-Assisted Drama Method in Teaching the Central Nervous System Subject on Academic Achievement and Attitude

The aim of this research is to examine the effect of technology-supported drama method applications on students' academic achievements regarding the central nervous system and their attitudes towards biology. In the research, quasi-experimental design with pre-test post-test control group, one of the quantitative research methods, was used. The sample of the research consists of a total of 50 students studying in biology course at a state university, in 2 classes determined by the convenient sampling method. The subjects covered within the scope of the research were taught with the traditional teaching method in the control group and with the technology-supported drama method in the experimental group. As a data collection tool in the research, the "Academic Achievement Test" developed by Akman (2023) and Geban, Ertepınar, Yılmaz, Altın, were used to measure the academic achievements of the students. and the Biology Attitude Scale, developed by Şahbaz (1994) to determine students' attitudes towards chemistry and modified as a biology attitude scale by Pekel (2005), were used. SPSS 22.0 package program was used to analyze the data. As a result of the research, it was determined that the course carried out with the technology-supported drama method generally positively increased the academic success and attitudes of the students.

The Effect of Historical Places Through Virtual Museums on Students' Academic Achievement And Attitudes Towards The Course In Social Sciences Course Concept Teaching

This research, 7. the classroom social studies course was conducted in order to determine the effect of historical sites on students' academic achievements and attitudes towards the course through virtual museums in concept teaching. In line with the aim, 20 concepts included in the social studies curriculum were selected. A 20-question academic achievement test was prepared and applied to be applied to students in relation to these concepts. In addition, a 35-item attitude scale was applied to determine the students' attitudes towards the Social studies course. The study group of the research consists of 40 7th grade students (20 experimental, 20 control). The study was carried out over a total period of 3 weeks. The experimental group was taught concepts through virtual museums in historical places, and the control group was taught according to the Social Studies curriculum. SPSS, which is a statistical analysis program, was used for the analysis of quantitative data. In the measurements related to the research, dependent and independent variable t test, mean, standard deviation values were calculated. According to the results of the analysis, it has been determined that the use of virtual museums with historical sites in social studies course concept teaching enables more effective learning compared to traditional methods and creates significant differences in students' attitudes towards social studies course.

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.

Meningkatkan Prestasi Akademik dan Keterampilan Kerja Sama Peserta Didik Menggunakan Model Problem-Based Learning (PBL) pada Materi Manusia Berkembang Berkat Peran Sesama di Kelas VII SMP Negeri 4 Kayan Hilir

This study aims to improve the academic achievement and teamwork skills of 7th-grade students at SMP Negeri 4 Kayan Hilir by using the Problem-Based Learning (PBL) model on the topic of "Human Development Through the Role of Others." The research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects of the study were 20 7th-grade students. Data collection instruments included academic achievement tests and teamwork skills observation sheets. The results of the study showed an increase in academic achievement, from an average score of 64 in the pre-cycle to 81 in cycle II. Additionally, the students' teamwork skills improved from the "sufficient" category to "good" in cycle II. Thus, the PBL model was effective in improving both the academic achievement and teamwork skills of the students.

The Effect of Cooperative Learning on Academic Performances and Computational Thinking Skills in the Computational Problem-Solving Approach

In this study, we aimed to investigate the impact of cooperative learning on the computational thinking skills and academic performances of middle school students in the computational problem-solving approach. We used the pretest-posttest control group design of the quasi-experimental method. In the research, computational problem-solving activities regarding 6th graders' goals of the "heat and matter" unit, were applied individually by Group 1 and cooperative learning by Group 2. These activities required students to use computational thinking skills and code using the Python programming language. The study involved 34 students from the 6th grade of a private middle school located in the capital city of Turkey. The Computational Thinking Test (CTt) and an academic achievement test were used as pre-tests and post-tests to monitor students' computational thinking skills and academic performances. Additionally, computational problem-solving activities were scored to track the progress of students' computational thinking abilities. Non-parametric Mann Whitney U and Wilcoxon T-tests were utilized to analyze the progression of pupils' computational thinking abilities and academic success, and ANCOVA was used to analyze CTt scores. Qualitative data were collected through semi-structured interviews at the end of the process to determine students' views on the computational problem-solving process. Results revealed a significant increase in students' academic achievement and computational thinking skills in both groups. A comparison of post-test scores showed no significant difference between groups. It is anticipated that the research results will make meaningful contributions to the literature concerning the progress of computational thinking skills in secondary school students.

Teacher effectiveness in English-medium instruction and students’ academic achievement: A value-added model in action

This study aimed to investigate the association between general science teachers’ effectiveness in teaching through English and students’ academic success in Debre Birhan City. In addition, it sought to determine which dimensions of English as a medium of instruction (EMI) accounted for the greatest variability. Furthermore, it examined whether demographic variables such as sex, qualification, and experience co-variated with students’ academic achievement (SAA). A non-experimental correlational design was employed. The study sample included 45 randomly selected teachers and 1575 students in 45 classrooms. A teacher effectiveness questionnaire and an academic achievement test were used as data collection tools implementing the principle of the value-added model. The findings revealed a strong relationship between teachers’ effectiveness in teaching science through English and SAA, with pedagogical knowledge being the highest contributor and experience co-variating with SAA. The unstandardized coefficient output also reveals that SAA increases by a certain percentage as every scale of EMI increases. The study recommends on-the-job training for EMI teachers. Additionally, experienced teachers should work in pairs with younger teachers and share fresh perspectives on teaching methods and effective language use. The introduction of EMI implementation policies is also recommended.

Insights into undergraduate medical student selection tools: a systematic review and meta-analysis

Evaluating medical school selection tools is vital for evidence-based student selection. With previous reviews revealing knowledge gaps, this meta-analysis offers insights into the effectiveness of these selection tools. A systematic review and meta-analysis were conducted applying the following criteria: peer-reviewed articles available in English, published from 2010 and which include empirical data linking performance in selection tools with assessment and dropout outcomes of undergraduate entry medical programs. Systematic reviews, meta-analyses, general opinion pieces, or commentaries were excluded. Effect sizes (ESs) of the predictability of academic and clinical performance within and by the end of the medicine program were extracted, and the pooled ESs were presented. Sixty-seven out of 2,212 articles were included, which yielded 236 ESs. Previous academic achievement predicted medical program academic performance (Cohen’s d=0.697 in early program; 0.619 in end of program) and clinical exams (0.545 in end of program). Overall aptitude tests predicted academic achievement in both the early and last years (0.550 & 0.371, respectively). Within aptitude tests, verbal reasoning and quantitative reasoning best predicted academic achievement in the early program (0.704 & 0.643, respectively). Neither panel interviews, multiple mini-interviews, nor situational judgement tests (SJT) yielded statistically significant pooled ES. Current evidence suggests that learning outcomes are predicted by previous academic achievement and aptitude tests. The predictive value of SJT and topics such as selection algorithms, features of interview (e.g., content of the questions) and the way the interviewers’ reports are used, warrant further research.

The Impact of Using Writing-to-Learn Activities and Literary Products on Students’ Academic Achievement in Social Studies Course

The present study aims to investigate the impact of using writing to learn activities and literary products on students’ academic achievement by employing a quasi-experimental pre-test/post-test control group design and was con-ducted with 101 seventh graders in a secondary school affiliated to the Ministry of National Education in Erzurum, Türkiye, in the 2022/23 academic year, with 2 classrooms selected as the experimental group and 1 as the control group. For teaching the subject matter related to the course unit of “Culture and Heritage”, writing-to-learn activities were engaged in for the purpose of teaching one of the groups (EG1, n=35), while activities based on literary products were used in the other (EG2, n=33), yet curriculum-based teaching was sustained for the control group (CG, n=33). The Culture and Heritage Academic Achievement Test developed by the researcher was used as a data collection tool in the study. While no statistical significance was noted between the groups considering the pre-test results before the experimental study, the post-test results obtained after the experimental activities demonstrated a statistical significance in favour of the experimental groups. It was concluded that the use of writing-to-learn activities and literary products for learning purposes in the social studies course had a positive impact on students’ academic achievement.

Development of Academic Achievement in Systemic Anatomy Course Through Flipped Classroom Teaching

Background and Aims: With the rapid development of modern information technology, the popularization of computers and networks not only changes the way of entertainment but also has a profound impact on the reform of teaching. With the diversification of knowledge acquisition methods, traditional teaching ideas and teaching methods have to face reform. The traditional infusing teaching method does not give play to the students' subjectivity, but also seriously blows the students' enthusiasm for learning. The flipped classroom teaching approach, on the contrary, pays more attention to the principal position of students, transforms the one-way transfer of knowledge in traditional teaching into a two-way interaction between teachers and students, to help students better understand and master knowledge, promotes the internalization of knowledge, and enhance students' learning initiative. The purposes of this study were; 1) To develop learning activities for the flipped classroom teaching approach in the Systemic anatomy course and 2) To compare academic achievement scores between pre-test and post-test using the flipped classroom teaching approach. And 3) To study the students’ satisfaction with the flipped classroom teaching approach in the Systemic anatomy course. Methodology: The sample consisted of 40 first-year students of Luzhou Vocational College of Medical Devices. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, academic achievement tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1) The development of learning activities for the flipped classroom teaching approach in the Systemic anatomy course has an average suitability value for all plans equal to 4.31, which is at a high level. 2) Students who studied using flipped classroom teaching approach learning activities had higher academic achievement scores post-test than pre-test at a statistical significance of.05 and 3) Students who learned using the gamification teaching model had overall satisfaction at a high level. Conclusion: The Systemic Anatomy course's flipped classroom teaching strategy greatly increased students' academic progress and garnered high marks from them, according to the study. The post-test results were much higher than the pre-test results, and the learning activities that were devised were highly appropriate.

Evaluation of The Flipped Classroom Model on Students' Academic Achievement and Retention in MAN 1 Ambon

This study evaluates the impact of computer simulation and animation instructional packages in natural sciences on high school student's academic achievement and retention in a flipped classroom setting. Using a quasi-experimental pre-test and post-test design, 30 students used the computer simulation package, and 29 students used the computer animation package. Data were collected via academic achievement and retention tests and analyzed using descriptive statistics and independent sample t-tests. The results showed significant improvements in academic achievement for both groups. The average post-test score increased from 28.52 to 70.35 in the computer simulation group and from 25.74 to 64.23 in the computer animation group. The t-test indicated no significant difference in academic achievement between the two groups (t = 1.98, p = 0.79). Retention scores showed a slight decrease from post-test to retention test but remained high, with average retention scores of 68.74 for the simulation group and 61.15 for the animation group. The t-test also revealed no significant difference in retention between the groups (t = 1.12, p = 0.66). The implications of this study suggest that using educational technology, such as computer simulations and animations, in a flipped classroom setting can significantly enhance students' academic achievement and knowledge retention. It underscores the importance of integrating technology into the educational curriculum to create a more inclusive, interactive, and effective learning environment. Additionally, these findings allow educators to choose the teaching methods that best suit their instructional needs and contexts, whether in resource-limited situations or when teaching complex concepts.

EXPERIMENTAL LABORATORY SET VIA INTERNET SYSTEM ON ELECTRICAL INSTRUMENT AND MEASUREMENT COURSE OF HIGHER VOCATIONAL CERTIFICATE PROGRAM OF RAJAMANGALA UNIVERSITY OF TECHNOLOGY ISAN, SAKON NAKHON CAMPUS

Development qualities, efficiency, and user satisfaction of the experimental laboratory set via internet system are electrical instrument and measurement course of the Higher Vocational Certificate Program of the Rajamangala University of Technology Isan, Sakon Nakhon campus. The research sample group consists of 21 first-year students in the Electronics Engineering Department, Higher Vocational Certificate Program, Rajamangala University of Technology Isan, Sakon Nakhon campus, and the choose a specific type. The research tools were the experimental laboratory set via internet system on electronic measurement tools course of Higher Vocational Certificate Program of Rajamangala University of Technology Isan, Sakon Nakhon campus., content and media production technical quality evaluation forms, academic achievement test and practice evaluation form, and user satisfaction evaluation form. Statistics used in this research were mathematical mean (x̄), standard deviation (SD), and percentage. The research results found that the experimental laboratory set via the internet system on electronic measurement tools course of Higher Vocational Certificate Program of Rajamangala University of Technology Isan, Sakon Nakhon campus have the content quality was good level (x̄ = 3.96, SD = 0.79) and the media production technical quality was good level (x̄ = 4.20, SD = 0.66).

Reading skills over time among children with Duchenne muscular dystrophy

ABSTRACT Duchenne muscular dystrophy (DMD) is an X-linked progressive neuromuscular disorder with a distinct cognitive profile including decreased verbal span. Children with DMD are also at risk for lower scores on academic achievement tests and increased behavioral problems. Longitudinal analyses generally reveal a stable intellectual profile, although attention and behavioral problems may negatively impact longitudinal IQ scores. To date, no study has reported on reading over time in DMD. Reading performance was assessed longitudinally in children with DMD, examining for potential contributions to the trajectory. Retrospective data analysis on assessments completed at baseline, year 2, and year 4 on 26 boys with DMD and 27 unaffected sibling controls (age at baseline: DMD 8 ± 1.4, controls 9 ± 2.6) indicated that children with DMD performed slightly, yet significantly, worse than controls on reading skills, but the longitudinal trajectory of reading skills for children with DMD and controls was not significantly different. Verbal span at time 1 was uniquely associated with later reading skills in children with DMD. Behavior was not associated with declines. The results confirm that children with DMD underperform on reading tasks and align with previous research suggesting that cognitive skills in DMD are stable over time.

Coh-Metrix 시스템을 통한 고등학교 영어 모의시험 독해지문의 학년 내 연계성 분석

This corpus-driven research aims to examine the intra-grade continuity of reading passages within high school English mock exams, specifically the national academic achievement tests for seniors in 2023. These tests were conducted quarterly by four regional educational offices: Seoul in March, Incheon in April, Gyeonggi Province in July, and Seoul in October. A corpus of 100 reading passages, 25 from each test, was analyzed via a range of Coh-Metrix measures, including word features, lexical diversity, connectives, readability, referential cohesion, syntactic complexity, semantic cohesion, and so on. These Coh-metrix results demonstrated that there was no compelling evidence to support strong intra-grade continuity, highlighting the necessity for meticulous calibration of text difficulty, which should incrementally escalate with successive test administrations. The analysis of basic metrics, lexical frequency and diversity, syntactic complexity, and readability revealed no consistent trends across test administrations. Additionally, lexical attributes such as concreteness, familiarity, imagery, and age of acquisition did not show significant continuity. Moreover, the analysis of syntactic complexity also showed no consistent pattern. The current inconsistency in text difficulty suggests that students may not be receiving the progressive challenge needed to develop their reading comprehension skills effectively. Drawing upon these findings, theoretical and pedagogical implications are elucidated.

The Effects of Flipped Classroom Model on Academic Achievement, Academic Motivation and Cognitive Absorption

The purpose of this study is to investigate the effects of flipped classroom model on academic achievement, academic motivation and cognitive absorption. The study was conducted with a group of 68 freshman students studying at a vocational school’s “Computer Programming” department in the 2019-2020 academic year. A quasi-experimental framework with pre-test/post-test was employed in the research and the participants were randomly assigned to the experimental group and the control group. In the experimental group (n=38), flipped classroom model was utilized and in the control group (n=30), the traditional classroom model was employed. The experimental process of the study continued for 5 weeks, 4 weeks of training and 1 week of orientation. Demographic Information Form, Academic Achievement Test, Academic Motivation Scale and Cognitive Absorption Scale were used for data collection. To analyze the data, Independent Samples T-Test, Paired Sample T-Test, Wilcoxon Signed Ranks Test, Spearman Correlation and Mann-Whitney U Tests were used. The findings showed that the experimental group had higher levels of academic achievement compared to the control group. Besides, it was found that there is no discrepancy between in-group and intergroup academic motivation. Although the pre- and post-test results of the experimental group students, who took cognitive absorption scale, did not show a statistically significant difference, the results indicate a modest level of connection between cognitive absorption and academic motivation.

A content analysis of graduate dissertation using the flipped learning method

The aim of this study was to make a situation assessment by examining the postgraduate theses on flipped learning in Turkey between 2014-2023 in terms of thematic, methodological, and analysis techniques. In the study, the systematic review method, which is one of the literature review methods, was used, and data were collected by document analysis method with 177 graduate dissertation samples sourced from the National Thesis Center of the Council of Higher Education. Thematic examination revealed that the many of studies were completed in 2019 at the master’s level within programs at Gazi University, primarily in the Institute of Social Sciences and focusing on the discipline of foreign language education. Methodologically, mixed research methods were frequently used, with the pretest-posttest control group design being prevalent, and a university-level sample size ranging from 1 to 50. Academic achievement tests were the preferred quantitative data collection tools, while interviews were commonly used for qualitative data. In terms of analysis techniques, the t-test dominated quantitative data analysis, while content analysis was the primary method for qualitative data analysis.