Variance In Academic Achievement Research Articles

The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills

This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014–2015 academic year. Experimental and control groups were formed. CR practices were followed in the experimental group and teaching practices appropriate to the curriculum were used in the control group. Data were collected with the “Multiple-Choice Academic Achievement Test” to determine the students’ academic level in the “Human and Environment Unit: The Science Performance Level Test” to determine their science performance level and the “Logical Thinking Group Test” to determine the level of their problem-solving skills. The variables of academic achievement and science performance levels were labeled “Academic Performance.” Independent samples two-way ANOVA was applied to analyze the data using SPSS 18.0 software. The results revealed that the students in the experimental group, who were taught science using CR practices, were significantly more successful than the students in the control group, whose teaching was appropriate to the current curriculum in terms of academic achievement, science performance level, and problem-solving skills. It is of critical importance to use such innovative practices, which combine various disciplines, to allow students to excel at reading, which is a basic skill, at all educational levels in order to raise contemporary and social individuals.

The Role Realization and Its Relationship with Personal Responsibility among the Trainee Counselors

The study aimed to identify the levels of realization of the role and personal responsibility among trainee counselors. It also highlighted the relationship between them to know the differences between the levels of the role realization and personal responsibility according to the academic achievement variable. To achieve this, they conducted the study upon (132) male and female trainee counselors who were selected by the intentionally randomized method. The researchers applied the two scales of the role realization and personal responsibility to the study sample. The researchers developed the role realization scale by making use of the tasks and duties of the educational counselor in the Jordanian Ministry of Education. Also, the researchers used the scale of personal responsibility prepared by (Ali and Ahmad, 2016) [5] to comprise 24 items. The results showed that the levels of the role realization and personal responsibility of the trainee counselors were at a high level. And there was no statistically significant difference between the levels of the role realization and personal responsibility because of the academic achievement variable. Besides, the results showed the existence of a statistically significant positive relationship between the role realization and personal responsibility of the trainee counselors.

Adolescent Achievement: Relative Contributions of Social Emotional Learning, Self-efficacy, and Microsystem Supports

This study examined the role of select intrapersonal and microsystem factors in high school adolescents’ academic achievement. A combination of factors, derived from an ecological framework, were hypothesized to be unique in their ability to explain greater proportions of variance in academic achievement in adolescents. Participants included 379 high school students (176 males, 193 females) from a mid-western high school in a large metropolitan area with a 53% poverty rate that enrolls approximately 1,500 students. A variety of variables emerged as significant predictors of academic achievement, with social emotional learning, self-efficacy, socio-economic status, parental involvement, peer support, and teacher support all explaining significant proportions of variance in achievement, and some to stronger degrees than others. This lends support to the notion that learning is shaped by a myriad of ecological factors. These findings are discussed with regard to their usefulness in understanding ways in which to target each of the investigated variables to ultimately increase academic achievement in adolescents.

Is Grit the Best Predictor of University Students’ Academic Achievement?

This paper investigated the predictors of academic achievement of university students in two courses for second-year students in a public university in Ghana. Using a quantitative design, data were collected from 154 second-year trainee teachers (for the 2019/2020 academic year), randomly selected from the said public university. The study showed a direct significant relationship between gender, age, motivation to study, and academic achievement in two education courses. Again, age, gender, motivation, and grit were significant predictors of student academic achievement in two education courses, with grit as the best predictor contributing to 67% variability in student academic achievement. Based on the results, the study recommended that university authorities, among other things, should, through their academic and quality assurance sections, determine students' grit levels, identify those likely to have challenges, initiate appropriate measures to enhance perseverance and retention, thereby, improving academic achievement. Keywords: grit, economics, office management, academic achievement, motivation DOI: 10.7176/JEP/11-29-08 Publication date: October 31 st 2020

Investigation of the Relationship between Pre-service Music Teachers’ Attitudes towards Teaching Profession and their Self-efficacy Beliefs

This study aimed to examine the attitudes of pre-service music teachers towards teaching profession and their teaching self-efficacy beliefs. The attitudes and self-efficacy beliefs of pre-service music teachers towards teaching profession were compared based on the variables of gender and academic achievement. The research sample consists of 262 pre-service music teachers studying in the faculties of education in Turkey. Personal information form, attitude scale towards teaching profession and teacher self-efficacy beliefs scale were used in the research. The findings showed that the pre-service teachers’ attitudes and self-efficacy beliefs towards teaching profession are high. In addition, pre-service teachers’ attitudes and self-efficacy beliefs towards teaching profession differ according to their gender and level of academic achievement. A significant relation was found between pre-service teachers’ self-efficacy beliefs and attitudes towards teaching profession.

Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities

Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child’s ability and future success. The goal of this study was to analyze the mediating role of teachers’ expectations and teachers’ perceptions of parents’ expectations between previous academic achievement and variables in students with Specific Learning Disorders (SLD) that are significant for school learning. The participants were 230 students with SLD from Spain, between 10 and 14 years old. Extrinsic variables influenced the students’ intrinsic variables even more than the students’ own experiences of academic success or failure. The way in which teachers in the child’s academic life respond to prior results and the expectations they form can affect their instruction and, ultimately, the children’s motivation, involvement, and persistence in learning.

Types of motivation and eudemonic well-being as predictors of academic outcomes in first-year students: A self-determination theory approach.

Grounded in self-determination theory (SDT), the purpose of this study is to analyze how academic outcomes, such as hedonic well-being and achievement, are affected by the students' reasons for attending university. Additionally, the extent to which eudemonic well-being predicts academic outcomes beyond the types of motivation is also explored. In an initial sample of 3,392 first-year students, the motivation and well-being variables were measured at the beginning of the course (Time 1); and after the end of the academic year (Time 2) the academic achievement variables were collected from 366 participants belonging to the initial sample. Hierarchical regression analyses reveal that the types of motivation and eudemonic well-being differentially predicted hedonic well-being; the results related to academic achievement show the predictive power of intrinsic motivation and amotivation although these remain less conclusive. The implications for both research and practice are included.

Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder

Objective: The purpose of the study was to identify profiles and predictors of academic and social functioning in a sample of school-age children with autism spectrum disorder. Method: The study included 178 children (88% boys, 75% Caucasian, ages 10–11) who completed a standardized measure of academic skills and whose teachers completed a related measure. Measures of both academic and social performance were used to construct profiles of school functioning. Measures of language, nonverbal IQ, autism symptom severity, behavior difficulties, and early social-communication skills between ages 3 and 4 were used to examine predictors of profile membership. Latent Profile Analysis was used to identify and describe profiles of children’s academic and social school functioning. Profile membership was then regressed on each of the predictors using a series of multinomial logistic regression models. Finally, a multivariate model that included all significant predictors was built to examine the best fitting constellation of profile predictors. Results: Four profiles – reflecting variation in academic achievement, school engagement, socialization skills, pragmatic language use, and social relationships – captured the diverse school functioning outcomes of the sample. Profile membership was predicted by variation in imitation, responding to joint attention, language ability, nonverbal IQ and behavior difficulties between ages 3 and 4 years. However, in a multivariate model, only language and behavior difficulties emerged as significant predictors. Conclusions: A person-centered approach to targeted early intervention that reduces behavior difficulties and enhances social-communication and language abilities may prove especially important for the promotion of later academic and social functioning at school.

The Direct and Indirect Role of School Attitude Alienation to School and School Burnout in the Relation between the Trust in Teacher and Academic Achievements of Students

The present study aimed to examine the relationships between the variables of trust in the teacher, attitudes towards the school, alienation from school, and school burnout and the relationship between these variables and the academic achievement of high school students. The sampling of the study consisted of 2.291 students who were determined with the Stratified Random Sampling Method by considering the gender and grade levels of the students who were studying at Anatolian high schools in Battalgazi District of Malatya province. In the study, a data collection tool that include five scales was used as the data collection instrument. The first part of the data collection tool that was used in the study included the demographic information, the second part included the Maslach Burnout Inventory-Student Form (MBI-SF) , the third part included the School Attitude Assessment Survey , the fourth part included the “ Student Alienation Scale ,” and the fifth part included the “ Trust in Teacher Scale .” The study data were analyzed by structural equation modeling. In the research, ten hypotheses were developed for the test model based on the theoretical knowledge and for the three models developed as an alternative to the first model. Conducted analyses demonstrated that eight hypotheses were accepted and two were rejected. As a result of the analysis of the model created in the current study using the structural equation model, it was determined that trust in teacher, attitudes towards the school, alienation of the school and school burnout variables directly or indirectly predicted the academic achievement of the students. Trust in the teacher, attitudes towards the school, alienation from the school, and school burnout variables explained 12% of the variance in academic achievement together.

Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6

ABSTRACT Research has shown that cognitive flexibility plays a critical role in students’ learning and academic achievement. However, the unique contribution of cognitive flexibility to academic achievement across schooling is not fully understood. Thus, this study tested whether cognitive flexibility explained a significant amount of variance in academic achievement (i.e., literacy and mathematics outcomes) across Grades 2, 4, and 6, above and beyond fluid intelligence, inhibitory control, working memory, attention, and planning. The sample included 243 second graders, 284 fourth graders, and 203 sixth graders. For Grades 4 and 6, we found that better performance on the flexibility score was associated with better academic outcomes after controlling for fluid intelligence, attention, inhibitory control, working memory, and planning. This effect was not observed for Grade 2. Our findings showed that cognitive flexibility is a key component for school achievement, particularly for older students.

Relationships Between Physical Activity Level, Health-Related Fitness, Academic Achievement, and Academic Self-Concept

Recently, the time allocated for physical education and physical activities in schools is gradually decreasing. Because schools, in order to get high scores on national standardized academic achievement tests, devote more time to other academic courses instead of devote time for physical education or physical activity (Rasberry et al., 2011). In Turkey, this problem is mostly seen at eighth grades that is the transition class from middle school to high school. The purpose of this study is to examine the relationship between physical activity level, health-related fitness, academic achievement and academic self-concept at eight grade students who will attend the national standardized academic achievement test. In this research, the descriptive research method and purposeful sampling were used to determine the direction and level of change between the variables involved in the study. The relationship between variables was analyzed by Pearson correlation analysis (Karasar, 2017). The socioeconomic level that could affect physical activity and academic achievement variable were equalized. After the equalization process, seventy-six girls (51,7 %), seventy-one boys (48,3%) totally 147 eighth grade student have participated in the study. The personal information form, physical activity questionnaire for adolescents, Fitnessgram Test Battery, national standardized academic achievement test and the academic self-concept subdomain of Self-concept inventory-I was used for data gathering tools. In conclusion, there was a statistically meaningful, positive but weak correlation between physical activity, academic achievement, and academic self-concept level. In addition, there was a positive correlation between health-related physical fitness parameters and academic achievement score, while there was no significant relationship between health-related fitness parameters and academic self-concept scores in both girls and boys.

Correlation between Multiple Intelligence and English Academic Performance of EFL Learners of 11th Grade Students Senior High School

The main purpose of this study was to review intelligence types that students employ in relation to their foreign language learning. This correlational study aimed to investigate the correlation of multiple intelligences and students’ academic performance. The population of this study was 205 student’s 11th grade of senior high school of 03 SELUMA. The data was collected by using total sampling learning English class eleventh senior high school. Data analyzed this study of to investigate the correlation between the multiple intelligences and the academic achievement score of senior high school students. Data was analyzed by descriptive statistics the results from Pearson Correlation of intelligence and academic achievement variables. Based on the data analysis it was found between two variables was 0.348, results showed that low correlation existed between multiple intelligences and academic performance. As a consequence, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. This indicates that multiple intelligences did not significantly affect academic performance. It seems that multiple intelligences were not the only factor that affects the achievement. Intrapersonal the leading intelligence type and the musical intelligence was the least common intelligence type employed by the students who participated in this research.

ASSERTIVENESS PREDICTS SELF-ESTEEM, ACADEMIC ACHIEVEMENT, AND STRESS: A STUDY OF KASHMIRI ADOLESCENTS

Purpose of the study: The adolescence period holds a special significance because this period marks multi-developmental changes in an individual. The present study was conducted to find out the association between assertiveness, self-esteem, academic achievement and stress among the students.
 Methodology: Correlational design was employed for the present research. Participants of the study comprised 120 high school students with an equal number of male and female students and the age range of 12 to 19 years. The scales used for data collection are namely-Rathus assertiveness schedule (RAS), Rosenberg self-esteem (RSE), perceived stress scale (PSS), and academic achievement scale.
 Main Findings: Correlation coefficient and hierarchical regression were employed as statistical techniques. Hierarchical regression analysis indicated in step one that gender and residence predicted 15.50 percent of the total variance in self-esteem while in step two assertiveness predicted 00.30 percent of change in self-esteem. The findings also reported that gender and residence predicted 04.00 percent of the total variance in academic achievement while in step two, assertiveness predicted 01.40 percent of a total change in academic achievement. In another finding, gender and residence predict 19.60 percent of a total change in stress while in step two assertiveness predicted 00.30 percent of change in stress.
 Applications of this study: The findings of the study exhibit that assertiveness has little role in predicting factors such as self-esteem and academic achievement. Implications: Further researches may be conducted to figure out the correlates possess significant magnitude to state about self-esteem, academic achievement,, and level of stress.
 Novelty/Originality of this study: The study is the first of its kind among the students in a conflict-ridden area of Kashmir and comparative in nature to add to the existing knowledge.

The Influence of Additional Educational Support on Poverty-Stricken Adolescents’ Resilience and Academic Performance

Resilience can be viewed as successful adaptation despite challenging or threatening circumstances (e.g. poverty). This article reports on an investigation of which the primary aim was to establish how additional educational support enhances adolescents’ resilience and academic performance. A quantitative approach was followed using two schools. One was a poverty-stricken school where additional educational support was officially offered, while the other school offered normal required tuition and was located in a middle class suburb. In total, 117 Grade 9 and 10 learners participated in the research. The results indicated that resilience related positively to academic performance and to other factors which are associated with academic performance such as teacher-learner relationships, parental involvement and study methods. Additional educational support to poverty-stricken learners resulted in higher resilience and academic achievement. Amongst the variables used in the investigation, additional educational support explained the largest proportion of the variance in academic achievement, followed by resilience and cognitive development.

Physical activity, mental health and academic achievement: A cross-sectional study of Norwegian adolescents

BackgroundThe purpose of this study was to describe associations between physical activity (PA), mental health and academic achievement in a Norwegian adolescent cohort. MethodsIn total, 1001 adolescents were invited to participate, of whom 599 (54.4% female, mean age ± SD 13.3 ± 0.3y) entered the study. PA was measured objectively using accelerometers, variables on mental health were assessed through an online questionnaire and academic achievement was assessed using grade point average (GPA) collected through school records. The associations between PA, mental health and academic achievement were modelled using multiple linear regression. ResultsPA was positively associated with mental wellbeing (p ≤ .05), self-perception of athletic competence (p ≤ .001) and self-perception of social acceptance (p ≤ .001). It was not associated with global self-esteem or mental health complaints. No significant association between PA and GPA was found. However, results showed a significant association between PA and grade in physical education among girls (p ≤ .001). ConclusionPA was associated with mental wellbeing and domain specific self-esteem although the causal significance of the association requires further investigation. The current study does not support associations between PA and mental health problems or PA and academic achievement. Further studies are necessary to investigate the longitudinal relationship between PA, variables of mental health and academic achievement amongst adolescents.

Interrelationship of physical exercise, perceptual discrimination and academic achievement variables in high school students.

Many studies results suggest how can we improve the academic performance for our kids. The purposes of this study were to examine how physical activity could affect both academic achievement and fluid intelligence in adolescence. We measured the three variables (physical, cognitive, academic) and try to find the correlations between them. A total of 167 adolescents (mean age = 16.34 years SD = 1.2) from Morocco are participating in this study. The cardiorespiratory fitness was measured with the20 m endurance shuttle-run test. We also assessed the Resistance capacity with 500m sprint test. The academic achievement was assessed by school grades. The fluid intelligence was assessed by using Raven's Standard Progressive Matrices. We examined the correlation between all variables. This study indicates that the academic achievement was positively associated with the Fluid Intelligence and also with the Resistance Capacity and not with Cardiorespiratory Fitness (VO2peak). We can conclude that the professionals and researchers in sports and education have to promote physical activity at the school age for a public health purpose.

Intrinsic motivation and perceived utility as predictors of student homework engagement

The value students place on tasks, including utility, underlies their choices and the extent of their engagement, effort and persistence in learning activities, and ultimately explains academic achievement. This study attempts to verify how far the value students place on homework and their perceptions of its utility can be significant predictors of their behavioral engagement. With a sample of 730 secondary school students, via path analysis, the results generally confirm the hypothesis underlying the model. Intrinsic motivation and the perceived utility of homework were significantly and positively associated with student engagement with them, and this engagement was also positively related to academic achievement. The amount of variance in academic achievement that is explained by the five homework-related variables was only 8.6%. The main contribution of the study is that, when students are interested in working on homework and believe that it is useful for their learning, they are more involved in the homework. The purpose of learning and the perception of utility become explanatory factors for the level of students’ engagement with homework.

A Study on the Relationship between the Levels of Loneliness and Smartphone Addiction of Students who are Studying at the Faculty of Sports Science

The main purpose of this study is to investigate the relationship between loneliness and smartphone addiction of students studying at the faculty of sports sciences. The study was conducted with the correlational survey method. The study group consisted of a total of 281 students, 61 females (21.7%) and 220 males (78.3%). In the study, Mobile telephone addiction scale developed by Sar, Ayas, and Horzum (2015) was used to investigate the mobile phone addiction levels of the participants. Loneliness scale developed by Demir (1989) was used to measure loneliness levels. According to the results of the study, there was no statistically significant difference between loneliness and smartphone addiction of students according to gender and academic achievement variables. On the other hand, there was a significant difference between loneliness and smartphone addiction according to the departments of the students. Looking at the relationship between loneliness and smartphone addiction levels, it was concluded that there was a statistically significant positive correlation between all sub-dimensions of smartphone addiction and smartphone addiction total score.

Examining the Multiple Intelligence Types Based on Academic Success, Age, Gender and Job Experience of Physical Education Teachers in State Schools in Turkey

The current approach to education has highly changed compared to the past approach where individual differences and potentials were overlooked. Today, there is an education system that reveals the potentials of individuals, shapes the strong sides and supports the weak sides. This approach is based on the multiple intelligence theory. The aim of this study is to examine the profiles of educators based on the multiple intelligence theory. This is a scan model descriptive research. It was carried out in 2017 in four cities in Turkey (Istanbul, Ankara, Samsun, Gaziantep) with the participation of 110 physical education teachers (46 female, 64 male) whose ages were 22-42 (an average age of 31,98). To collect data, the reliability index was determined as .81, and the “Multiple Intelligences Inventory”, translated into Turkish by Oral (2001) was used. The significance level was considered as (p<0.05). To compare the multiple intelligence type points based on the gender and age variables, the t test and Mann Whitney U test were used for paired comparisons while the Kruskal Wallis and OneWay ANOVA test was used for multiple comparisons. The significance level was considered as (p<0.05). As a result of the study, a statistically significant difference was not detected in multiple intelligence point averages based on gender, job experience and academic achievement variables while a positively significant difference was found in the social intelligence type based on the age variable.

Assessing the Impact of Cafeteria Food Related Problems on the Academic Achievement of Students in Debre Berhan University

Education is a process through which mankind transmit experience, new findings and value accumulate over time with the aim of individuals and societies, to make all around participation in the development process. Sufficient healthy intake of food is essential to brain function. Moreover, maximizing brain function is a prime factor in seizing appropriate cognitive capability for example, ability to focus, comprehension, evaluation, and application in learning. Therefore, food is advisable take account for quality and stuffiness of food to protect our students from different infection and declining on their academic performance. The study was trying to assess the impact of Debre Berhan university cafeteria food related problems on the academic achievement of students. The general objective of the study is to analyze statistically the impact of food related problems on academic achievement of students. The study used well organized questionnaire and the source of data is primary data which will done by direct contact of respondents and secondary data which will be obtained from the registrar of Debre Berhan university. The collected data is analyzed by using descriptive and inferential statistics. The sample size determination is made by using statistical formula. Descriptive statistics and multiple linear regression analysis is applied to examine the relationship between the dependent variable academic achievement and food related problem independent variables. Multiple linear regression model is a mathematical equation that provides prediction of the value of dependent variable based on known value of independent variables. The analysis of multiple linear regression revealed that the academic achievement of students was mostly affected by adequacy of food supply, quality of cafeteria sanitation, health related problem, food sanitation and personal hygiene of cafeteria workers, time of cafeteria and those factors affect the academic achievement of students.