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Čavojová, Vladimíra, and Eva Ballová Mikušková. "Does Intelligence Predict Academic Achievement? Two Case Studies." Procedia - Social and Behavioral Sciences 174 (February 2015): 3462–69. http://dx.doi.org/10.1016/j.sbspro.2015.01.1019.
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Beard, Karen Stansberry, and Sara I. Thomson. "Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success." Urban Education 56, no. 7 (January 9, 2021): 1067–105. http://dx.doi.org/10.1177/0042085920987284.
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This qualitative case study explored administrators’ perceptions of family and community engagement activities that enhanced student well-being and ultimately impacted academic achievement in one urban district. Template analysis of 11 semistructured interviews and observation notes employed the positive psychology well-being theoretical construct, PERMA(H). Illuminated was the administrations’ focused attention to student attendance, engagement, and well-being preceded academic achievement gains. The narratives addressing identified non-academic barriers informed six key findings. The findings are supported by 19 specific administrator activities that could be useful for other urban administrators desiring to address non-academic barriers to improve academic achievement.
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Iqbal, Muhammad Zafar, Muhammad Jamal Khan, Tariq Javed, Uzma Rao, and Jahan Ara Shams. "RELATIONSHIP BETWEEN SECONDARY STUDENTS’ CRITICAL THINKING AND ACADEMIC ACHIEVEMENT: A CASE OF PUBLIC SCHOOLS." Humanities & Social Sciences Reviews 9, no. 3 (June 24, 2021): 1166–74. http://dx.doi.org/10.18510/hssr.2021.93115.
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Purpose of the Study: The purpose of this research study was to study the relationship between critical thinking (CT) and academic achievement among secondary school students in a district of Gilgit-Baltistan.
Methodology: Correlation design was applied to study the relationship between critical thinking and academic achievement. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012) and students’ scores in annual examinations were taken as academic achievement (York, Gibson & Rankin, 2015). Descriptive and inferential statistics were used to analyze the data.
Main Findings: Findings of the study revealed that female students, rural school students, and science group students showed slightly higher critical thinking than male, urban, and arts group students. A markedly low positive relationship was found between critical thinking and academic achievement. The results were consistent with earlier studies having a positive relationship between these variables. There were also low and markedly low relationships found between constructs of critical thinking and academic achievement. Some results of this study were inconsistent with the earlier research based on the context of the students. The study revealed that there is a discrepancy in aligning critical thinking with academic achievement.
Application of this study: The findings of the study help understand the relationship between critical thinking and academic achievement at the secondary level. It will surely assist the teachers in designing their classroom activities and modifications in teaching methodologies. It will boost the teachers to enhance the critical thinking of secondary school students.
Novelty/Originality of this study: The study is original as not a single research study determined the relationship between critical thinking and academic achievement of secondary school students in the region of district Ghizar in Gilgit-Baltistan.
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Girma, Henok, Aregash Hassen, and Desalegn Garuma. "Adolescents Antisocial Behavior and Their Academic Performance: The Case of High Schools in Jimma Town." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (February 1, 2019): 110. http://dx.doi.org/10.18415/ijmmu.v6i1.575.
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The objective of this study was to analyze the relationship between antisocial behavior and academic achievement of high school students in Jimma town. Participants were 524 students 14-19 years old from government and private secondary schools. Cross sectional research designed was employed. Primary and secondary data were sources of this study. Results indicate that academic achievement was negatively associated with antisocial behavior. The result also shows that there is no significant difference between government and private schools in correlation of academic performance and antisocial behavior.The result also showed that there is a significant difference between male and female students’ academic achievement and antisocial behavior engagement, which is strong in male participants than female participants. To conclude the result showed there is a significant negative correlation between academic achievement and antisocial behavior. Therefore, the researchers recommends further studies to be conducted in the area, teachers also have to implement behavioral monitoring and modification strategies in secondary schools to minimize behavioral problem among students. Teachers, parents and other parties work together for better improvement of students’ academic and behavioral improvement.
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Khoiruddin, Muhammad. "The Influence of Tahfidzul Qur’an Program and Motivation against Student Academic Achievement: A Case Study of PKD and PKP University Students Juanda Bogor." Didaktika Religia 7, no. 2 (December 14, 2019): 207–33. http://dx.doi.org/10.30762/didaktika.v7i2.531.
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This study aims to gain an understanding of empirical data on the relationship of Tahfidzul Qur’an Program and Motivation, either individually or together with PKD Student Academic Achievement and PKP University Juanda Bogor. The research hypothesis is that (1) There is a strong and significant influence Tahfidzul Program Student Academic Achievement Qur’an against PKD and PKP University Juanda Bogor (2) There is a strong and significant influence on Academic Achievement Motivation and PKP University Students PKD Juanda Bogor. (3) There is the influence of Tahfidzul Qur’an Program and motivation to learn to academic Student Achievement. In this study, the authors used the survey method with the correlational approach that is implemented in the University Student Juanda Bogor involving PKD and PFM. The data collection is done through observation, interviews, questionnaires, and documentary studies. Data analysis is used correlation analysis with formula product-moment correlation technique. This article concludes that the Tahfidzul Qur’an program contributes positively to student motivation and academic achievement. For this reason, the Tahfidzul Qur’an program is very good to be continued and improved in its implementation.
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Genesee, Fred, and Kathryn Lindholm-Leary. "Two case studies of content-based language education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 3–33. http://dx.doi.org/10.1075/jicb.1.1.02gen.
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This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement. Suggestions for future directions are provided.
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Hua, Jie. "The Role of Study Habits in the Relationships Among Self-Esteem, Self-Control, and Academic Performance: The Case of Online English Classes." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 600–608. http://dx.doi.org/10.17507/jltr.1303.16.
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This paper investigates the influences of self-esteem and self-control on Chinese students' academic performance taking online English classes. This paper also studies the role of study habits in the relationships among self-esteem, self-control, and academic performance. Data were gathered through validated instruments utilized in the past literature from the 103 Chinese students taking online English classes. Our findings reveal that higher self-esteem and self-control have positive and significant implications for academic achievement. Moreover, study habit mediates the relationship between self-esteem, self-control, and academic achievement. Lastly, the importance and relevance of the determinants of academic performance have been elaborated.
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Robinson, Laura, Øyvind Wiborg, and Jeremy Schulz. "Interlocking Inequalities: Digital Stratification Meets Academic Stratification." American Behavioral Scientist 62, no. 9 (May 22, 2018): 1251–72. http://dx.doi.org/10.1177/0002764218773826.
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This article examines the effects of digital inequality in conjunction with curricular tracking on academic achievement. Capitalizing on an original survey administered to seniors (fourth-year secondary school students), our survey data ( N = 972) come from a large American public high school with a predominantly disadvantaged student body. The school’s elective tracking system and inadequate digital resources make for an excellent case study of the effects of a differentiated curriculum and digital inequalities on academic achievement. Multilevel random-effects and fixed-effects regression models applied to the survey data reveal the important role played by digital inequalities in shaping academic achievement as measured by GPA. As the models establish, academic achievement is positively correlated with both duration of digital experience and usage intensity regarding academically useful computing activities, even when students’ curricular and class placement are taken into account. In contrast, both leisure computing and smartphone usage are negatively correlated with academic achievement as measured by GPA. Also with regard to GPA, findings show that students in the higher curricular tracks benefit more from longer durations of digital experience than do students in lower curricular tracks. These results underscore the importance of focusing attention on the ways in which digital inequalities combine with curricular tracking in shaping academic achievement.
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Maree, Jacobus G., and Liesel Ebersöhn. "Emotional Intelligence and Achievement: Redefining Giftedness?" Gifted Education International 16, no. 3 (September 2002): 261–73. http://dx.doi.org/10.1177/026142940201600309.
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Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emotional stability, compassion and integrity. It is defined by Goleman, Salovey and Mayer, Bar-On and others as the ability to motivate oneself, to persist in the face of frustrations; to control impulse and delay gratification; to regulate one's moods, to keep distress from interfering with the ability to think; to empathize, to hope, to perform, to be creative. Two case studies are discussed in an attempt to facilitate a contribution to the understanding of some of the reasons for the often-found gap between a person's potential and his or her actual achievement.
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Kim, Kyung Ryung, and Eun Hee Seo. "The relationship between teacher efficacy and students' academic achievement: A meta-analysis." Social Behavior and Personality: an international journal 46, no. 4 (April 5, 2018): 529–40. http://dx.doi.org/10.2224/sbp.6554.
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We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.
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Abdel Jawad, Yousef Abdel Latif, and Basem Shalash. "The Impact of E-Learning Strategy on Students' Academic Achievement. Case Study: Al- Quds Open University." International Journal of Higher Education 9, no. 6 (August 25, 2020): 44. http://dx.doi.org/10.5430/ijhe.v9n6p44.
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The study examines the effect of e-learning on the students’ academic performance at Al-Quds Open University. 382 students have been randomly selected from the university's official records where a statistical analysis of the study variables was performed using the Statistical Package of Social Sciences program (SPSS.20). The study hypotheses were tested by Paired Samples T-tests.The study has revealed that there are statistically significant differences in the students’ academic performance over the implementation of the e-learning strategy with regard to the level of the vast majority of students, gender, educational program, as well as their academic level.The study recommends the necessity of enhancing the e-learning strategy in the higher education institutions to foster the students’ academic performance taking into account the specificity of some learning programs such as the Arabic language programs and the social studies.
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Dass-Brailsford, Priscilla. "Exploring Resiliency: Academic Achievement among Disadvantaged Black Youth in South Africa." South African Journal of Psychology 35, no. 3 (September 2005): 574–91. http://dx.doi.org/10.1177/008124630503500311.
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This study attempted to understand how a group of black youth in South Africa who experienced poverty achieved academic success and demonstrated a resilient trajectory. Through a qualitative research design that included ethnographic interviewing, case studies and observation, an insider's perspective was gained. This method was chosen for its ability to generate rich descriptive accounts and use multiple data sources. The results of this study indicated that this group of black students who achieved academic success in South Africa was high achieving, had strong initiative and motivation, was goal orientated and experienced the self as having agency. The atmosphere in the family, usually characterised by strong support also influenced a resilient response. Relationships with teachers, role models and supportive community members were viewed as protective factors. The findings of this research are helpful for educators; in the formulation of child and family policy, and for future comparative studies.
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Caldwell, Brian John. "Impact of school autonomy on student achievement: cases from Australia." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1171–87. http://dx.doi.org/10.1108/ijem-10-2015-0144.
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Purpose The purpose of this paper is to report four case studies in Australia that respond to the question: “How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement”? Design/methodology/approach A conventional case study methodology was adopted, framed by a review of evidence in the international literature. The studies were conducted in the Australian Capital Territory, Queensland and Victoria. Senior leaders in systems of public education in these jurisdictions nominated schools which have had a relatively high degree of autonomy for at least two years; have achieved high levels of student achievement, or have shown noteworthy improvement; and are able to explain how the link between autonomy and achievement had been made. The four schools chosen from these nominations represented different types as far as level and location were concerned. Triangulation of sources was a feature of the studies. Findings The findings reveal that the schools were able to explain the links and that it was possible to map the cause-and-effect chain. Schools used their autonomy to select staff and allocate funds in their budgets, each being capacities that came with a higher level of autonomy. Leadership was important. Research limitations/implications The paper cautions against generalizing the findings. Originality/value There is international interest in the extent to which granting public schools a higher level of autonomy than has traditionally been the case in various national settings has had an impact on student achievement. These case studies go part of the way in describing what schools do when they successfully take up a higher level of authority and responsibility as one strategy in efforts to raise levels of achievement.
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Reinke, Nicole B. "Promoting student engagement and academic achievement in first-year anatomy and physiology courses." Advances in Physiology Education 43, no. 4 (December 1, 2019): 443–50. http://dx.doi.org/10.1152/advan.00205.2018.
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Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students’ academic self-regulation and the use of remedial chemistry classes when learning physiology.
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Angelus, Michael, and Armanto Witjaksono. "Analysis of the Effect of Gender, High School Origin, Middle School Department, College Motivation on Academic Achievement of Students of Accounting and Finance Department: Case Study on One of Private University in Indonesia." Business Economic, Communication, and Social Sciences (BECOSS) Journal 4, no. 1 (February 1, 2022): 23–34. http://dx.doi.org/10.21512/becossjournal.v4i1.7784.
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This research aims to know the learning patterns and student’s abilities in education performance by identify and analyze the influence of gender, the high school origin, high school programs, motivation on academic achievement. The methods of data collection are carried out through the following methods of questionnaires, literature studies. This study is quantitative explanatory and retrieves important accounting items. Based on the data analysis was conducted, the results showed that gender, high school programs, college motivation are not significantly affected in the GPA While the origin of high school significantly affects the GPA. This study suggested that future studies adopt other methods of data analysis and take the dependent variable other than academic achievement.
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Harper, Shaun R., Edward J. Smith, and Charles H. F. Davis. "A Critical Race Case Analysis of Black Undergraduate Student Success at an Urban University." Urban Education 53, no. 1 (October 21, 2016): 3–25. http://dx.doi.org/10.1177/0042085916668956.
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Presented in this article is a case study of Black students’ enrollment, persistence, and graduation at Cityville University, an urban commuter institution. We combine quantitative data from the University’s Office of Institutional Research and the U.S. Department of Education with qualitative insights gathered in interviews with students, faculty, and administrators. We then use tenets, theses, and propositions from Critical Race Theory to analyze structural problems that undermine persistence and degree completion, sense of belonging, and academic achievement for Cityville’s Black undergraduates.
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Yang, Mu-Li, Hsueh-Hua Chuang, and Wen-Bin Chiou. "Long-Term Costs of Inflated Self-Estimate on Academic Performance among Adolescent Students: A Case of Second-Language Achievements." Psychological Reports 105, no. 3 (December 2009): 727–37. http://dx.doi.org/10.2466/pr0.105.3.727-737.
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Past studies suggest that the adaptive or maladaptive consequences of inflated self-estimate, one form of positive illusions, require further investigation. 308 freshmen at a junior college (164 women, 144 men; M age = 19.8 yr., SD = 1.1) participated in a longitudinal study during a 2-yr. period. There were three assessments of short- and long-term effects of overly positive self-estimates on second-language achievement. Students' overestimation of subsequent performance appears to be associated with lower achievement. Those students with apparently inflated self-estimates performed marginally better on the first assessment but worse in the second and final assessments. Students with more accurate self-estimates showed improvement on all assessments. The findings suggested that overinflated self-estimates, i.e., positive illusions, among adolescent students might lead to a lower achievement over the long term.
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Liou, Daniel D., and Erin Rotheram-Fuller. "Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance." Urban Education 54, no. 3 (January 12, 2016): 397–429. http://dx.doi.org/10.1177/0042085915623340.
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Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school’s pursuits of equity.
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Wijaya, Tommy Tanu, Imam Fitri Rahmadi, Siti Chotimah, Jailani Jailani, and Dhoriva Urwatul Wutsqa. "A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being." International Journal of Environmental Research and Public Health 19, no. 23 (December 5, 2022): 16247. http://dx.doi.org/10.3390/ijerph192316247.
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Psychology is one of the numerous factors that influences students’ mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students’ well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students’ mathematics achievement. Moreover, teachers have a more substantial effect than parents’ support, which does not significantly reduce the students’ stress levels. The academic and emotional support of teachers and parents reduces students’ stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students’ mathematics achievement at the secondary school level.
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Zhong, Yuhua. "The Influence and Possibilities of Migrant Children Educational Achievement—A Case Study in a Chinese NGO Institute." Studies in Social Science & Humanities 1, no. 3 (October 2022): 109–19. http://dx.doi.org/10.56397/sssh.2022.10.13.
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The academic achievement of migrant children has been widely concerned in the field of education and psychology. Both the external (school education) and internal environment (family education) has a great impact on their academic performance. Most of the pre-existing studies are qualitative, focusing on the impact of school education on migrant children’s academic performance and psychological development, leaving a void in the exploration on their family education. Based on the family pressure model and investment model, this study investigated the impact of family socioeconomic status on the academic performance of migrant children. The data sets mainly come from a questionnaire survey of 91 students from two NGOs (Non-Governmental organizations). Through a series of regression methods, it is obtained related research results. The results show that: 1) the family socioeconomic status of migrant children has a positive relationship with their math scores; 2) the family socioeconomic status of migrant children has a positive relationship with their Chinese scores; 3) the family socioeconomic status of migrant children has a positive relationship with their comprehensive performance. Finally, the paper analyzes the results of this research, summarizes the contributions and shortcomings of this research, and the enlightenment of the research conclusions to the education of migrant and urban children.
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Caraballo, Limarys. "Students’ Critical Meta-Awareness in a Figured World of Achievement: Toward a Culturally Sustaining Stance in Curriculum, Pedagogy, and Research." Urban Education 52, no. 5 (January 12, 2016): 585–609. http://dx.doi.org/10.1177/0042085915623344.
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Students’ academic experiences are often shaped by normalized conceptions of literacy that do not honor the interrelatedness of multiple identities, languages, and literacies. This qualitative case study in an urban middle school highlights students’ critical meta-awareness of their identities-in-practice in the figured world of their classroom via a narrative analysis of students’ writing, interviews, and focus group discussions. The author focuses on students’ internalization and/or resistance of the curriculum as a basis for developing culturally sustaining stances toward curriculum, pedagogy, and research that actively disrupt cultural, ethnic, racial, and epistemological hierarchies of power in academic contexts and beyond.
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Bulgarelli-Bolaños, Raquel María, José Antonio Rivera-Rodríguez, and Manuel Arturo Fallas-Vargas. "El proceso vocacional del estudiantado universitario en condición de logro y rezago académico: Un análisis desde el enfoque evolutivo de Donald Super." Revista Electrónica Educare 21, no. 1 (November 10, 2016): 1. http://dx.doi.org/10.15359/ree.21-1.1.
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This article is based on an investigation whose main purpose was to analyze students’ vocational development in statuses of achievement and academic lagging in Bachelor’s Degree in Industrial Chemistry at the Universidad Nacional de Costa Rica, during 2014, by implementing Donald Super’s evolutionary approach. A naturalist paradigm, a design of collective case studies of four people (two students from each academic status), four data gathering tools (in-depth interviews, semi-structured interviews, in-depth discussion meetings, and observation), and the categorical thematic analysis method were applied. It was found that there are differences in the vocational process of the four cases studied when referring to one academic status or the other, where the category of achievement is more leaning trend to a better vocational performance, even though it is not a predictor of this; while the academic lagging presents more difficulties in its different vocational stages. Therefore, it is recommended not to neglect academic, vocational and personal-social support to any of both populations, considering their particularities related to the specific vocational processes and the evaluations they carry out during the career.
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GEREZ CANTİMER, Gülşah, and Sare ŞENGÜL. "INVESTIGATION OF STUDIES ON CASE STUDY METHOD IN EDUCATION." IEDSR Association 7, no. 17 (January 20, 2022): 148–71. http://dx.doi.org/10.46872/pj.463.
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In this study, it is aimed to examine the researches on the case study method in education through systematic review. Thus, a general framework from the descriptive features of the relevant researches from their aims to their results, was drawn and their tendencies were evaluated. In this study, a total of 48 documents which consisted of 24 articles, 17 master’s thesis and 7 doctoral dissertations published between 2010-2020 were analyzed. The researches were analyzed by content analysis and examined within the scope of the education area, purpose, method, sample, data collection tools and results in which the case study method was used. The obtained data is presented by giving the frequencies on the tables. As a result of the study; as the education area where the case study method is used, the most researches are made in the fields of teacher education, chemistry education and Turkish education; quantitative research methods are mostly preferred; working with students and teacher candidates; it was determined that scale and achievement tests were used. When the analyzed studies are evaluated within the scope of their aims, the effects of the use of the case study method on academic achievement are related to critical thinking, creative thinking, social problem solving, decision making, etc. in the field of education. It was observed that the effect on gaining skills was tried to be determined. Within the scope of the results obtained, the findings regarding the effects of the use of the case study method on knowledge, skills and affective areas were determined. In this direction, interdisciplinary studies on the use of the case study method in the field of education and different studies can be designed with student groups at all levels, starting from younger age groups, instructors who are the practitioners of the method, teachers and teacher candidates. The effect size of the method can be increased with the participation of parents by moving the application process to the home environment.
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SuÁrez-Orozco, Carola, Allyson Pimentel, and Margary Martin. "The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth." Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (March 2009): 712–49. http://dx.doi.org/10.1177/016146810911100308.
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Background/Context Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose The aim of this study was to examine the role of school-based relationships in engagement and achievement in a population of newcomer immigrant students. Research Design The Longitudinal Immigrant Student Adaptation Study (LISA) used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Based on data from the last year of the study, we examine how the role of relationships mediates newcomers’ challenges with academic engagement and performance. We identify factors that account for patterns of academic engagement and achievement, including country of origin, gender, maternal education, English language proficiency, and school-based relationships. Findings Multiple regression analyses suggest that supportive school-based relationships strongly contribute to both the academic engagement and the school performance of the participants. Qualitative interview data and case studies serve to elucidate the relational processes inside and outside school that influence different academic outcomes.
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Green, Marissa, Alyssa Emery, Megan Sanders, and Lynley H. Anderman. "Another Path to Belonging: A Case Study of Middle School Students’ Perspectives." Educational and Developmental Psychologist 33, no. 1 (June 13, 2016): 85–96. http://dx.doi.org/10.1017/edp.2016.4.
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This qualitative study explored students’ experiences in a small, early-college secondary school in the United States that intentionally aims to create a culture promoting accelerated academic achievement, particularly in the areas of science, technology, engineering, and math (STEM). Past research in the fields of both educational and developmental psychology has suggested that students’ sense of belonging plays a significant role in their social and academic functioning. Few studies, however, have explored how students’ sense of belonging is supported in settings that emphasise accelerated academic performance. The present study focused on students’ own understanding of the factors that contribute to their sense of belonging in this academically rigorous environment and extends current accounts of belonging, most of which have been quantitative in nature. The results of the present study highlight a distinction between social and academic belonging. Social belonging originated from students’ descriptions of their relationships with teachers and friends, alongside a noted lack of bullying behaviour, and an open and accepting social environment. Academic belonging originated from students’ accounts of meeting rigorous expectations, participating in a range of educational opportunities, receiving academic support from teachers, and sharing similar academic interests with peers. Some students reported experiencing one type of belonging without the other, suggesting that social and academic belonging are distinct aspects of students’ overall sense of school belonging. Future research should examine whether academic belonging provides an alternative pathway to the sense of school belonging in academic environments beyond the context examined in the present study.
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Graves, Jennifer, Steven McMullen, and Kathryn Rouse. "Multi-Track Year-Round Schooling as Cost Saving Reform: Not Just a Matter of Time." Education Finance and Policy 8, no. 3 (July 2013): 300–315. http://dx.doi.org/10.1162/edfp_a_00097.
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In the face of school crowding and fears about inequality-inducing summer learning loss, many schools have started to adopt multi-track year-round school calendars, which keep the same number of school days, but spread them more evenly across the calendar year. This change allows schools to support a larger student population by rotating which students are on break at any point in time. While year-round schooling can save money, the impact on academic achievement is uncertain and only recently have large-scale studies become available for policy makers. This brief examines research on the effects of multi-track year-round schooling, focusing on two rigorously executed case studies. This research gives little support for claims that year-round schooling will boost student achievement. Except as a remedy for highly over-crowded schools, year-round schooling seems to have little impact on achievement, and has even been shown to decrease achievement, especially among the most high-risk student populations.
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McKerr, Lyn, Emma L. McConnell, Shelley A. Black, Julie McClelland, Julie A. Little, Kathryn J. Saunders, and Karola Dillenburger. "Meeting vision needs of children with special educational needs: Case studies of the impact on behaviour and academic achievement." British Journal of Learning Disabilities 48, no. 1 (January 19, 2020): 45–58. http://dx.doi.org/10.1111/bld.12313.
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McPhee, Iain, and Maria Eugenia Witzler D’Esposito. "Student assessment in higher education: embargo or empowerment?" Journal of Applied Research in Higher Education 10, no. 2 (April 9, 2018): 155–69. http://dx.doi.org/10.1108/jarhe-04-2017-0049.
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Purpose This study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement. Design/methodology/approach Using qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Using Freire’s concept of empowerment, and Bordieu’s concept of habitus, the authors explore student perceptions of assessment. Findings Results presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed. Research limitations/implications Shifting organisational patterns and modes of production within HE institutions have influenced the student experience of academic writing and assessment. Findings highlight the factors that impact on academic success in HE institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success. Practical implications The paper includes implications for curriculum designers, and self-reflective practitioners on issues related to academic success for non-traditional students. Social implications The study uses two case studies from two countries, Scotland and Brazil, both countries have invested heavily to address the twenty-first century learning agenda. Issues of widening access have increased student diversity, however, embargoes on academic achievement remain powerful factors that require further discussion and study. Originality/value This paper fulfils an identified need to study how issues of widening access can be mitigated, in particular for non-traditional students.
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Yavich, Roman, and Irina Rotnitsky. "Multiple Intelligences and Success in School Studies." International Journal of Higher Education 9, no. 6 (September 18, 2020): 107. http://dx.doi.org/10.5430/ijhe.v9n6p107.
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The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes.The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement. A case study was conducted in Israel, in a middle school, among seventh-graders and involved 158 students.Findings indicated that in excellent classes - 80.9% of students had logical intelligence, in at least one of the levels of dominance; in ordinary classes only 48.4% of students have logical intelligence, at least in one of the levels of dominance. We also examined the relationship between the amount of dominant intelligences among students in all classes, excellent and ordinary. Findings indicated that in excellent classes the percentage of students with two or three dominant intelligences was higher than the percentage in ordinary classes. It is important to note that these are not just the logical and verbal, but also all types of intelligences, such as spatial, musical, kinetic and others.In conclusion, the dominant intelligences that highly influence and measure achievement in the education system are not the logical-mathematical and the linguistic-verbal, but the only logical-mathematical. Moreover, the amount of intelligences at the dominant levels can predict and indicate student's success at school.
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Skuy, Mervyn, and Melissa Skuy. "Contribution of Intelligence and Cognitive-Affective Variables to University Grades among African, Indian, and White Engineering Students in South Africa." Journal of Cognitive Education and Psychology 5, no. 1 (January 2005): 25–46. http://dx.doi.org/10.1891/194589505787382568.
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In previous studies significant differences in measured intelligence between African and non-African first year engineering students have been found. Intellectual ability was found to correlate with academic performance, and black studednts had higher dropout and failure rates and performed less well than did their non-African counterparts. Given the low magnitude (r = 0.3), albeit significant, of the correlation between intelligence and academic performance, the question arose of the role of non-intellective factors, relative to intelligence, in determining academic performance of engineering students at University. Accordingly, 93% (n=100) of the second year Chemical and Metallurgical Engineering class were assessed on two measures of intellectual ability, and on measures of self concept, motivation, study attitudes and strategies, anxiety, locus of control, and autonomy. Whereas the intelligence test scores of non-African students (n=36) were significantly higher than those of African students (n=64), this was not the case for any of the non-intellective measures, or for academic achievement. Moreover, although the intellectual measures did not yield significant correlations with academic achievement, certain of the non-intellective measures did, and were able to differentiate between high and low academic performers. This was particularly true for the African group, suggesting that non-intellective variables can contribute significantly to academic performance, particularly in mitigating the effects of lower IQ.
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Chou, I.-Chia. "Helping Students Learn in EMI Courses Using Reciprocal Teaching: A Case Study of a Taiwan University." Asian Education Studies 1, no. 2 (May 17, 2016): 37. http://dx.doi.org/10.20849/aes.v1i2.57.
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Offering English-medium-instruction (EMI) courses in universities and colleges has gradually become a national policy in Taiwan. However, many students struggle in EMI courses. One possible reason is that Taiwanese students do not have sufficient English competence to understand academic text and academic lectures in English. Reciprocal teaching (RT) has been considered an effective way to increase students’ reading comprehension in many elementary and junior-high school language classrooms. Yet, few studies have been done for tertiary-level students. Thus, this small-scale pilot study was conducted to examine whether there was an effect of reciprocal teaching on students’ academic performance. A class of 62 students enrolling in Educational Psychology was taught first in a traditional lecturing style (about 2 months) and later in RT (about 2 months). Data was collected at four time periods (2 in-class quizzes and 2 achievement tests). Results of one-way repeated ANOVA showed that there was a significant difference on students’ test score before and after the intervention. This suggests that the RT technique may help Taiwanese students comprehend academic text and further help them learn in EMI courses.
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van Helvert, Korrie, and Femke Klomp. "Hergebruik in Onderzoek." Toegepaste Taalwetenschap in Artikelen 63 (January 1, 2000): 117–25. http://dx.doi.org/10.1075/ttwia.63.12hel.
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Most research on factors influencing educational achievement uses large-scale quantitative methods and statistics that show that different ethnic groups do vary in their educational achievement or success. The authors present the outcomes of three comparable qualitative multiple case studies focussing upon factors that are known to relate to the variation in educational achievement within ethnic groups. So what characteristics differ systematically for high and low achieving pupils? The three central concepts seem to be socio-cultural characteristics, language proficiency and academic success. This leads the authors to raise the question: do we exactly know what these concepts refer to, and how can they be measured best? In all three studies, these concepts lead to differing definitions and interrelations. Further qualitative explorative research in this field might shed light on the essence of these complex concepts and make it possible to construct instruments to measure them in a reliable way, and thus contribute to our shared knowledge and understanding.
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Afira, Cita Suci, Aliffah Aliffah, and Kuni Aminati. "The Influence of Parent’s Education Background on Learning Achievement of Class IV Students Elementary School 1 Mengkowo Academic Year 2019/2020." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 50. http://dx.doi.org/10.20961/shes.v2i1.36173.
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This research is motivated by the differences in grades of grade IV grade students at Mengkowo. The purpose of this study was to study the educational background of the fourth grade students' learning achievement at Mengkowo Elementary School. This research is a quantitative descriptive research. With conclusions obtained through data analysis and chi-square test. The research sample was all grade IV students at Mengkowo Elementary School which were obtained by 31 students, using saturated sampling techniques. Data collection techniques through questionnaires and documentation. Questionnaire to collect all data on parents' educational level, while collection to collect all student achievement data. The results of the study were among the background studies of parents with the fourth grade students' learning achievements in the Mengkowo State Elementary School. The higher the level of parental education, the higher the learning achievement (in this case the students of Elementary School Mengkowo)
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Ippolito, John. "Reading Interventionist Research in Two Urban Elementary Schools Through a Discursive Lens." Urban Education 53, no. 10 (November 18, 2015): 1265–90. http://dx.doi.org/10.1177/0042085915613550.
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In this study, I reframe the debate on minority parents and their children’s educators by moving beyond concerns around student academic achievement and toward the quality of relationships among adult stakeholders. Using an interpretive lens based on Foucault’s notion of discourse, I examine three research vignettes drawn from an interventionist research project in two urban elementary schools. This examination identifies and responds to interpersonal, inter-institutional, and inter-epistemological dysfunctions. I make a concluding case for the transformative potential in the interplay of discourses: When inequalities and exclusions are redressed in the research, the project realizes a discursive and ethical possibility.
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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.
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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
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Alayan, Rowaidah. "The Influence of School Practices on Academic Self-Efficacy Towards Mathematics Achievement." Studia Edukacyjne, no. 51 (December 15, 2018): 491–502. http://dx.doi.org/10.14746/se.2018.51.30.
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The purpose of this article is to specify whether there is any influence of school practices towards mathematics self-efficacy and mathematics outcomes. The studies about the effect of school practice on student achievement have a long history both domestically and abroad. However, the investigation of how the social context of school and practices affect student performance is not clear, especially in mathematics. To investigate this, I will chose al-touri secondary school where I teach as a case-study for my research. The instrument use for the article will be based on a questionnaire, which contains 2 sections. Section 1 will contain “School Level Environment Questionnaire” (SLEQ). Section 2 will contain “Mathematic Self-efficacy Questionnaire” (MSEQ). The mathematic scores of students will be taken for the first and second semester to compare between them and to see if there is a significant relationship between school practices and mathematics self-efficacy and mathematics outcomes. The findings indicate that there is a significant difference in students’ perception about their school practice and mathematic self-efficacy based on their achievement and according to ANOVA test, there is a relationship between school practices and mathematic self-efficacy. The result from this study can be generalized to the population of all schools in the Arab Sectors in Israel. Moreover, we can use the questionnaires obtained in the study to identify the strengths and weaknesses of schools in their teaching and learning process and to focus on improving their latter, at the same time maintaining the strength of their teaching strategies.
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Kovács, Karolina Eszter, Beáta Dan, Anett Hrabéczy, Katinka Bacskai, and Gabriella Pusztai. "Is Resilience a Trait or a Result of Parental Involvement? The Results of a Systematic Literature Review." Education Sciences 12, no. 6 (May 26, 2022): 372. http://dx.doi.org/10.3390/educsci12060372.
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Investigating parental involvement has moved to the foreground of research in the past two decades, and research results focusing on family engagement claim its positive impact on children’s academic and non-academic achievement. However, less is known about parental involvement in the case of families with children with special needs. In our systematic review, we collected studies focusing on parental involvement which emphasised the role of resilience. Using the EBSCO Discovery Service, a total of 467 abstracts from 85 databases were screened, of which 28 papers published between 1984 and 2021 met the research criteria. Papers vary according to methodology (interview, focus group conversation, survey, case study, intervention programme and good practice) and disability group (general or specific). Resilience is interpreted in two ways: as a personality trait or a consequence. Four types of papers could be detected which dealt with the target group, specifically papers focusing on children, parents, teachers and professionals, and intervention programmes with multiple focuses. In conclusion, resilience is an element of parental involvement, either as a personality trait or a result. It is indispensable for the successful development of children in terms of academic and non-academic achievement as well. Programmes providing a wider collaboration with actors involved in the development of children seem to be more effective. In general practice, whether the goal is to build upon resilience as a personality trait or target its development as a consequence, strong collaboration between the parents, teachers and professionals concerned in the process can significantly contribute to the child’s psychological, emotional and academic development.
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Attayib Umar, Abdul-Majeed. "The Effect of Classroom Environment on Achievement in English as a Foreign Language (EFL): A Case Study of Secondary School Students in Gezira State: Sudan." World Journal of English Language 7, no. 4 (December 24, 2017): 1. http://dx.doi.org/10.5430/wjel.v7n4p1.
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Classroom environment plays a significant role in determining students’ level of academic achievement and enhancingtheir holistic growth. For students, the classroom is not just an intellectual space, but also a social, emotional andphysical environment. The purpose of this study is to examine the effects of classroom environment on learningEnglish as a foreign language by a group of first grade students at Secondary Schools in Gezira State in the Sudan. Thisstudy indorses the experimental approach to realize its objective. Two groups of students are classified as theExperimental and the Control group and assigned to study under two different classroom environments. TheExperimental group consists of (122) students. These are accommodated in three well renovated classrooms; while theControl group which includes (135) students are assigned to study in non-renovated schools under relatively poorclassroom environments. The two groups are taught the same English language material by teachers with similarqualifications and experiences during the first term of the academic 2016. Scores in the English Final Examination forthe two groups are compared to check the classroom environment effect on the students’ achievement. These scores aretabulated and analysed using descriptive statistics. The results reveal that there are significant differences between theachievements of the Experimental and the Control group in English in favour of the Experimental group who havestudied under favourable classroom conditions. The researcher has also explored the administrators’ and teachers’viewpoints regarding the learning environment in the study zone and its possible impact on students’ achievement inEnglish. The study ends up with some recommendations including conducting further studies on the environmentaleffect on other school subjects and on female students’ achievement.
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Afua Nkrumah, Maame. "The Impact of Tertiary Students' Entry Characteristics and their Academic Performance." International Journal of African Higher Education 8, no. 3 (December 8, 2021): 73–100. http://dx.doi.org/10.6017/ijahe.v8i3.14163.
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This article examines the effect of tertiary students’ entry characteristicson academic performance using the ‘value added’ approach and METPolytechnic, Ghana as a case study. The input-process–output-contextframework presented in the Global Monitoring Report (2005) by Scheerenswas used to select appropriate variables for the study. The studyfocused on three generic courses - African Studies, Communicative Skills,and Computer Literacy. Data from different sources, including secondarydata and administrative records from the Polytechnic were analysed usingmultilevel analysis. The overall effect of the selected variables was mixedand outcomes specific. For example, English language impacted positivelyon African Studies but negatively on second-semester Computer Literacy,while age and gender had a negative effect on first-semester ComputerLiteracy. Although the findings may not directly benefit analogous institutions,several lessons, including the need to create appropriate institutionaldatasets for future comparisons across institutions can be learnt.
Key words: Age, gender, department context, previous achievement, SES,‘value added’.
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Sivan, Atara, and Gertrude Po Kwan Siu. "Extended Education for Academic Performance, Whole Person Development and Self-fulfilment: The case of Hong Kong." International Journal for Research on Extended Education 5, no. 2-2017 (July 30, 2018): 178–87. http://dx.doi.org/10.3224/ijree.v5i2.05.
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This paper examines the ways in which extended education is manifested in a place where schooling and academic achievement are of primary focus. Over the past few decades, the Hong Kong education system has undergone major reforms that have incorporated various forms of extended education to enhance students’ all-round development. Despite these changes, Hong Kong people continue to put an emphasis on academic excellence resulting in parent-directed activities in a form of private supplementary tutoring. At the same time, extended education is also demonstrated through students’ self-directed engagement in serious leisure activities that contribute to adolescents’ growth. The paper portrays and examines the different activities directed by schools, parents and students within school and out-of-school settings in light of the sociocultural context of Hong Kong. References are made to school based initiatives and studies on outside classroom learning and serious leisure among children and adolescents.
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Perry, Laura B., and Andrew Mcconney. "Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003." Teachers College Record: The Voice of Scholarship in Education 112, no. 4 (April 2010): 1137–62. http://dx.doi.org/10.1177/016146811011200401.
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Background/Context It is well established in the research literature that socioeconomically disadvantaged students and schools do less well on standardized measures of academic achievement compared with their more advantaged peers. Although studies in numerous countries have shown that the socioeconomic profile of a school is strongly correlated with student outcomes, less is understood about how the relationship may vary if both individual student and school socioeconomic status (SES) are disaggregated. Purpose/Objective/Research Question/Focus of Study This study examines the relationship between school SES and student outcomes in more detail by asking two research questions. First, how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for students from higher SES backgrounds? Second, how does the association vary across schools with different socioeconomic compositions? In other words, are increases in school socioeconomic composition consistently associated with increases in student academic achievement? Population/Participants/Subjects This study uses data from the Australian 2003 Programme for International Student Assessment (PISA). The sample includes over 320 secondary schools and more than 12,000 students from Australia. Research Design This study is a secondary analysis of data from the Australian 2003 PISA. Descriptive statistics are used to compare the average reading, mathematics, and science achievement of secondary school students from different SES backgrounds in a variety of school SES contexts. Conclusions The two main findings of the study are that increases in the mean SES of a school are associated with consistent increases in students’ academic achievement, and that this relationship is similar for all students regardless of their individual SES. In the Australian case, the socio-economic composition of the school matters greatly in terms of students’ academic performance.
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Anuddin, Fermina Omar. "Academic Performance and Procrastination: The Case of Education Students in MSU-Sulu." Indonesian Community Empowerment Journal 1, no. 2 (June 23, 2021): 35–40. http://dx.doi.org/10.37275/icejournal.v1i2.7.
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This kind of attitude among the university students stems out of laziness and lack of prioritization in their academic endeavor. Research says that 95% of American students purposely delay beginning or completing tasks and 70% engaged in academic procrastination. It is not impossible that Filipinos are actually expert in procrastination. In other words, procrastination largely accounts for the relationship of conscientiousness to performance, and that procrastination is strongly associated with distractibility, poor organization, low achievement motivation, and an intention-action gap. If one is not conscientious in his performance he will likely engage in procrastination. Additionally, agreeableness and sensation seeking traits generated low correlations with procrastination. One possible way to decrease procrastination for tasks is to increase expectancy of success, or self- efficacy by verbal persuasion, emotional arousal, and modeling. Despite of the advances in the education nowadays, and the challenging tasks that students faced day by day to cope up with the requirements of their respective courses, they are still in the realm of seemingly taking their studies for granted that as if it’s easy or simply put, procrastinating! In connection, it sought to answer this question: Is there a relationship between procrastination to the academic performance in GEC 104 (Mathematics in the Modern World) of the 2nd year students of the College of Education at Mindanao State University-Sulu?
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Anuddin, Fermina Omar. "Academic Performance and Procrastination: The Case of Education Students in MSU-Sulu." Indonesian Community Empowerment Journal 1, no. 2 (September 17, 2021): 23–28. http://dx.doi.org/10.37275/icejournal.v1i2.6.
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This kind of attitude among the university students stems out of laziness and lack of prioritization in their academic endeavor. Research says that 95% of American students purposely delay beginning or completing tasks and 70% engaged in academic procrastination. It is not impossible that Filipinos are actually expert in procrastination. In other words, procrastination largely accounts for the relationship of conscientiousness to performance, and that procrastination is strongly associated with distractibility, poor organization, low achievement motivation, and an intention-action gap. If one is not conscientious in his performance he will likely engage in procrastination. Additionally, agreeableness and sensation seeking traits generated low correlations with procrastination. One possible way to decrease procrastination for tasks is to increase expectancy of success, or self- efficacy by verbal persuasion, emotional arousal, and modeling. Despite of the advances in the education nowadays, and the challenging tasks that students faced day by day to cope up with the requirements of their respective courses, they are still in the realm of seemingly taking their studies for granted that as if it’s easy or simply put, procrastinating! In connection, it sought to answer this question: Is there a relationship between procrastination to the academic performance in GEC 104 (Mathematics in the Modern World) of the 2nd year students of the College of Education at Mindanao State University-Sulu?
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Crawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.
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Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.
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Kesmen, Yohanna, and Peter Mellemut. "Effects of Christian Religious Studies Literacy on Academic Performance and Achievement of Secondary Students on their Academic Achievement: A Case Study of Secondary School 1 Students in Quaan-Pan Local Government in Plateau State of Nigeria." African Journal of Education and Practice 7, no. 1 (January 30, 2022): 1–19. http://dx.doi.org/10.47604/ajep.1448.
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Purpose: This research is being carried out to critically examine the effects of Christian religious studies literacy on academic achievement with a particular reference to Quaan-pan Local Government Area of Plateau State of Nigeria. The researchers deem this research work necessary because of regular massive failure witnessed in CRS results in both WAEC and NECO. Most times, students have to depend on examination malpractices in order to pass exam in Quaan-pan LGA.
Methodology: In order for this objective to have been assessed, three research questions were formulated. The data that was collected is being analyzed by using simple percentages and tables for the research questions to be analyzed. A structured questionnaire is being used as the major instrument of data collection from the respondents in selected secondary schools in Quaan-pan Local Government Area of Plateau State to ascertain whether there is some level of knowledge that are acquired by Christian religious studies students in Quaan-pan Local Government Area of Plateau State.
Findings: The study found out that the effects associated with Christian religious studies prompted this study and the mass failure of students in CRS is due to lack of relevant effective teaching method for the subject. The challenges ranging from poor understanding of pedagogical and theological aims of the subject, societal moral decadence, lack of passion and love for students and the job, poor communication technique to vast and abstract nature of the subject. Solutions to these inadequacies have also been sought; hence the need to adhere strictly to the demands of stakeholders in education of children, because factors affecting teachers’ preparation and execution of their lesson plans effectively jeopardize the aim of establishing the subject.
Unique contribution to theory, practice and policy: The study is being concluded with some recommendations that would require school managers to not only organize, but encourage CRS teachers to attend workshops, conferences and seminars, because the task of molding human behaviour is dynamic; hence regular attendance to conferences, seminars and workshops will equip them with new approaches and methods for effective implementation of CRS curriculum among students.
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Sharma, Prayas, Ashish Kumar Singh, Víctor Leiva, Carlos Martin-Barreiro, and Xavier Cabezas. "Modern Multivariate Statistical Methods for Evaluating the Impact of WhatsApp on Academic Performance: Methodology and Case Study in India." Applied Sciences 12, no. 12 (June 16, 2022): 6141. http://dx.doi.org/10.3390/app12126141.
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Despite the increasing amount of research on social media, there are few studies on the use of WhatsApp to assess academic performance. Surprisingly, students use social media during lectures, causing a problem. According to the literature, students utilize WhatsApp throughout academic activities where it is prohibited. Researchers and policymakers must pay attention to this problem to understand its impact on academic achievement. In this paper, by using multivariate statistical methods, we investigate the impact of WhatsApp use on academic performance. We construct a questionnaire for this investigation and apply it to a case study based on a sample of 258 students of management from India. We determine the prevalence of WhatsApp employment among these students and note that many of them utilize the app for academic purposes. We found a positive association between time spent on WhatsApp and students’ grade point average (GPA) based on factor, principal component, correlation, and chi-square analyses. Answering questions on the app in class is related to the program’s ability to help students learn. More use of the app in class leads to a lower GPA. However, sometimes, using the app might help students learn and perform better. We identify that many students disseminate materials through the app for academic purposes, contributing to their academic performance. Furthermore, this app is utilized for communicating with their teachers. Computations were carried out with the R and SPSS software.
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Hidayah, Rifa, Elfi Mu’awanah, Arif Zamhari, Munardji Munardji, and Naqiyah Naqiyah. "Learning Worship as a Way to Improve Students’ Discipline, Motivation, and Achievement at School." Journal of Ethnic and Cultural Studies 8, no. 3 (July 25, 2021): 292. http://dx.doi.org/10.29333/ejecs/748.
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A discipline of worship and seems to be associated with the fact that students who apply discipline in worship should demonstrate more autonomy in school. This research used a case study design with a qualitative approach to data analysis. Participants in this study included four sixth-grade students, two teachers, and one principal from Tulungagung, East Java, Indonesia. The data for this study were gathered through direct observation and an in-depth interview. Direct observation was used to immerse students in how they perform their worship and Islamic beliefs at home and at school in order for them to be aware of their faith, worship, and application in their daily lives, and thus disciplines at schools, motivation to learn, and efforts to increase academic attainments are identified. Throughout the study, in-depth interviews with teachers, principals, and parents were conducted three times, and all were registered verbatim. To describe both numeric data and themes, data was analyzed using content analysis. The findings indicate that worships contribute significantly to internal and practical discipline efforts and behaviors. Students' future and proper insight into education opportunities and their future of existence are threatened by their knowledge of worship. Psychologically, students do well in terms of motivation and academic achievement. After receiving teaching worship, self-confidence, trust, spirit, belief, and self-efficacy all improve.
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Michaels, Erin. "Beyond Academic Achievement Outcomes: The Impact of School on the Immigrant Political Incorporation of Undocumented Latinx Youth." Youth & Society 52, no. 7 (April 4, 2020): 1285–311. http://dx.doi.org/10.1177/0044118x20913733.
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The immigrant political incorporation scholarship tends to stress the positive role that schools play in integrating undocumented Latinx youth. Yet, the racialization in school literature indicates that school is often a disempowering place for students of color. This study helps to explain this divergence. It draws from a case study of a struggling high school undergoing state-led reform in a new immigrant destination and analyzes data from school ethnography and student interviews. Deploying the concept of “critical bureaucratic incorporation,” this study explores how school reforms emphasizing high-stakes testing affected the students’ political incorporation. The findings show how these reforms disproportionately negatively affected the Latinx students, nearly all of whom were undocumented immigrants. The results suggest that future studies of immigrant political incorporation consider the case of struggling schools and insights from average students; and that the racialization in school literature address how school reforms affect students beyond academic achievement outcomes.
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Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.
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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.
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Hébert, Thomas P. "Gifted Black Males in an Urban High School: Factors That Influence Achievement and Underachievement." Journal for the Education of the Gifted 21, no. 4 (June 1998): 385–414. http://dx.doi.org/10.1177/016235329802100402.
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Many gifted African American males educated in large, urban high schools do not achieve at a level commensurate with their ability. The case studies reported in this article describe the experiences of two gifted African American males in an urban high school. Through a qualitative approach, the stories of Wallace, an achiever, and John, an under achiever, are told; and the factors that distinguished the school-life experiences of the two gifted Black young men are identified. The implications for fostering academic achievement in urban high schools are discussed, and recommendations are offered for educators and parents to encourage success in the lives of gifted African American young men.