Journal articles: 'Low achievers'

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Drifte, Collette. "Literacy for low achievers." 5 to 7 Educator 2010, no. 61 (January 2010): viii—xi. http://dx.doi.org/10.12968/ftse.2010.9.1.45708.

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Drifte, Collette. "Maths for low achievers." 5 to 7 Educator 2010, no. 61 (January 2010): xiv—xvii. http://dx.doi.org/10.12968/ftse.2010.9.1.45710.

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Hom, Harry L., and Marilyn D. Murphy. "Low Need Achievers' Performance." Personality and Social Psychology Bulletin 11, no. 3 (September 1985): 275–85. http://dx.doi.org/10.1177/0146167285113004.

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Giles, David. "Logo With Low Achievers." Journal of Research on Computing in Education 26, no. 1 (September 1993): 28–39. http://dx.doi.org/10.1080/08886504.1993.10782075.

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Nayan, Surina, and Hariharan N Krishnasamy. "Low achievers and vocabulary learning strategies." Jurnal Intelek 14, no. 2 (November 29, 2019): 117–25. http://dx.doi.org/10.24191/ji.v14i2.226.

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This is a conceptual paper on low achievers and vocabulary learning strategies. The paper focuses onwhat vocabulary is, its importance, types of vocabulary learning strategies, low achievers and theirvocabulary learning, the importance of explicit teaching of vocabulary learning strategies to lowachievers and also studies done on them. Low achievers need to be made aware of the existence of thesestrategies and employ them in their learning. This is because they have less motivation to learn Englishas they are weak in this subject. Learners should also be taught on these strategies explicitly so that theyare able to be autonomous in their learning. The knowledge on the strategies that they get will be helpfullater in the work place as they will encounter various types of vocabulary that are related to their job.The paper ends with the conclusion and recommendations on ways to help low achievers to enhance theirvocabulary knowledge. Keywords: language learning strategies, vocabulary learning strategies, low achievers, explicit vocabulary teaching

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Singh, Dr Shashi Kala. "Anxiety and Adjustment Pattern of High and Low Academic Achievers." Global Journal For Research Analysis 2, no. 1 (June 15, 2012): 25–26. http://dx.doi.org/10.15373/22778160/january2013/78.

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Wigzell, Roy, and Saif Al-Ansari. "The Pedagogical Needs of Low Achievers." Canadian Modern Language Review 49, no. 2 (January 1993): 302–15. http://dx.doi.org/10.3138/cmlr.49.2.302.

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Kriner, Lon S., and Arthur Shriberg. "Counseling Center Interventions with Low Achievers." NASPA Journal 30, no. 1 (October 1, 1992): 39–42. http://dx.doi.org/10.1080/00220973.1992.11072289.

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정애진 and LEE KIL-JAE. "A comparative study of K-WISC-IV profile for low science achievers, science achievers and high science achievers." Journal of Science Education 39, no. 3 (December 2015): 418–33. http://dx.doi.org/10.21796/jse.2015.39.3.418.

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Wahidiyati, Irra. "The Effectiveness of Teachers’ Corrective Feedback in Enhancing Students’ Ability to Recount Text Writing." JOEEL: Journal of English Education and Literature 1, no. 1 (March 16, 2020): 1–10. http://dx.doi.org/10.38114/joeel.v1i1.24.

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Most junior high school students get some difficulties in recount text writing. The purpose of this research is to explain the kind of corrective feedback that is more effective for high achievers’, for low achievers, and for mixed groups of high and low achievers in enhancing their ability in recount text writing and explain the interaction between corrective feedback, students’ prior achievement, and ability in recount text writing. The samples are eighth-graders of SMP Agus Salim. The experiment group receives direct corrective feedback while the control group receives indirect corrective feedback. And from both groups, the researcher divides again into two groups of high and low achievers. Finally, direct feedback is more effective for mixed groups of high and low achievers. The sum of means score of the experimental group is 63.75. While the total means score of the control group is 63.50. The mean score of the high achievers that received direct corrective feedback is 62.00, while the low achievers were 65.5. And from the control group, the high achiever group mean is 66.00 while the low achiever group means is 61.00. So direct corrective feedback is better used for low achievers.

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Lenton, Pamela. "Routes to educational success for low achievers." Journal of Economic Studies 40, no. 2 (May 10, 2013): 222–39. http://dx.doi.org/10.1108/01443581311283682.

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El-Shara, Ibrahim A., and Adnan S. Al-Abed. "Mathematics Teachers’ Attitudes toward Low Achievers in Mathematics." Journal of Educational and Psychological Studies [JEPS] 6, no. 1 (January 1, 2012): 133. http://dx.doi.org/10.24200/jeps.vol6iss1pp133-146.

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The present study aimed at identifying mathematics (math) teachers’ attitudes toward low achievers in mathematics, and the degree to which these attitudes are affected by their: sex, stage of school they teach in, years of experience, and their qualifications. For the purpose of the study, the Math Teachers’ Attitudes toward Low Achievers in Mathematics Scale (MTALAMS) was developed. The scale consisted of 30 items, distributed over 3 subscales: feelings, beliefs, and behavior. Validity and reliability of the scale were established. The sample of this study consisted of 217 male and female mathematics teachers in Amman, Jordan in the academic year 2011. The ratio weight of the total of the math teachers’ attitudes toward low achievers in mathematics was (62.3%). The results of the study revealed statistically significant differences in the mean scores of math teachers’ attitudes toward low achievers in mathematics attributed to their years of experience; but no significant differences attributable to the other variables of the study were recorded. A number of suggestions and recommendations were provided.

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Kotob, Mazen Muhieddine, and Malak Ali Abadi. "The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms." International Linguistics Research 2, no. 2 (May 4, 2019): p8. http://dx.doi.org/10.30560/ilr.v2n2p8.

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The present study aims at describing the influence of differentiated instruction on the academic achievement of English Language Learners low achievers and high achievers in a mixed ability classroom. It explores the strategies used by teacher to apply some principles of differentiated instruction in mixed ability classrooms and how pupils including low achievers and high achievers progress academically in English classrooms and how much they benefit taking into consideration teacher's time and effort. A total of 20 students from one intact English class were used as a sample of this experimental study that was conducted on 10 low achievers and 10 high achievers. In order to obtain the data, the achievement test pre-test and post-test was used as an instrument to gauge the low achiever's and high achiever's academic performance. In this experimental class, the researcher used differentiated instruction as an intervention. This intervention class was able to improve their academic score from pre-test to post-test. Therefore, the results revealed a marked improvement in the low achiever's academic scores following the implementation of differentiated instruction in a great way. But for high achievers, their scores were somehow stable between the pre-test and post-test following the implementation of this process. It is evident that differentiated instruction is a strategy that has a great influence on the academic achievement of low achievers in a great way.

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Leondari, Angeliki. "Comparability of Self‐concept among Normal Achievers, Low Achievers and Children with Learning Difficulties." Educational Studies 19, no. 3 (January 1993): 357–71. http://dx.doi.org/10.1080/0305569930190309.

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Kajamies, Anu, Marja Vauras, and Riitta Kinnunen. "Instructing Low‐Achievers in Mathematical Word Problem Solving." Scandinavian Journal of Educational Research 54, no. 4 (July 19, 2010): 335–55. http://dx.doi.org/10.1080/00313831.2010.493341.

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Hong, Eunsook, Maggie Sas, and John C. Sas. "Test-Taking Strategies of High and Low Mathematics Achievers." Journal of Educational Research 99, no. 3 (January 2006): 144–55. http://dx.doi.org/10.3200/joer.99.3.144-155.

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Dean, Caroline M. "Peer tutoring in French: Improving performance amongst low achievers." Evaluation & Research in Education 4, no. 1 (January 1990): 11–16. http://dx.doi.org/10.1080/09500799009533273.

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Lumpkins, Bob, Fred Parker, and Hurst Hall. "Instructional Equity for Low Achievers in Elementary School Mathematics." Journal of Educational Research 84, no. 3 (January 1991): 135–39. http://dx.doi.org/10.1080/00220671.1991.10886006.

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Jacobs, R. L. "Learning Styles of Black High, Average, and Low Achievers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 6 (February 1990): 253–54. http://dx.doi.org/10.1080/00098655.1990.9955778.

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Vannest, Kimberly J., Richard Parker, and Nicole Dyer. "Progress Monitoring in Grade 5 Science for Low Achievers." Journal of Special Education 44, no. 4 (December 21, 2010): 221–33. http://dx.doi.org/10.1177/0022466909343121.

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Salili, Farideh, and Po Ha Tse Mak. "Subjective meaning of success in high and low achievers." International Journal of Intercultural Relations 12, no. 2 (January 1988): 125–38. http://dx.doi.org/10.1016/0147-1767(88)90044-2.

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Hermes, Henning, Martin Huschens, Franz Rothlauf, and Daniel Schunk. "Motivating low-achievers—Relative performance feedback in primary schools." Journal of Economic Behavior & Organization 187 (July 2021): 45–59. http://dx.doi.org/10.1016/j.jebo.2021.04.004.

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Batool, Tahira. "Feedback Impact in High, Average and Low Achievers’ Mathematics Engagement in High Schools’ Classrooms." Review of Economics and Development Studies 6, no. 1 (March 31, 2020): 167–78. http://dx.doi.org/10.47067/reads.v6i1.194.

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The present study has interrogated the effect of feedback on different ability groups’ engagement in mathematics. The sample of this quasi-experimental research study was consisted of 87 grade nine students. The control group was consisted of 43 students whereas experimental group has total 44 students. Some feedback techniques and strategies were used in teaching during intervention. Students’ engagement (cognitive, affective and behavioral) was measured by administering a questionnaire at the start and end of the intervention. Results has shown that intervention has a noteworthy effect on average and low achievers cognitive engagement but it has no significant effect in case of high achievers cognitive engagement. Results also have shown that intervention has significant effect on high, average and low achievers’ affective engagement. Similarly, intervention has a noteworthy effect on of high achievers, average achievers and low achievers’ behavioral engagement. Students in experimental group who were more engaged and spent more time on homework and extra work. These results highlighted the importance of feedback in mathematics classroom therefore further research on components of engagement is required.

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Adimora, Dorothy Ebere, Edith Nwakaego Nwokenna, and Monica Obiageli Omeje. "Application of Comprehension Monitoring Strategy for Achievement and Interest of Low- Achievers in Reading Comprehension." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 347–62. http://dx.doi.org/10.18844/gjhss.v3i3.1582.

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Jena, Prakash Chandra. "Effect of Smart Classroom Learning Environment on Academic Achievement of Rural High Achievers and Low Achievers in Science." International Letters of Social and Humanistic Sciences 3 (September 2013): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.3.1.

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The present study is an experimental one and conducted in Jalandhar district of Punjab. The investigators has taken 60 secondary school students from Royal Convent School by using simple random sampling technique. For conducting experiment the investigator has used two group randomized pre-test and post-test design. For collection of data the investigator has used an achievement constructed and standardized by the investigator and t-test has also used for analysis and interpretation data. The result of the study reveals that smart class learning environment is better to teach both low achievers and high achievers than traditional class.

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Ojonugwa, Dominic Solomon, Janet Ngozi Igbo, Hosea Abalaka Apeh, and Eric Chima Ndukwu. "Efficacy of Differentiated Instruction and Conventional Methods on Low Achievers’ Interest in Learning and Gender." ABC Research Alert 8, no. 3 (October 3, 2020): 115–28. http://dx.doi.org/10.18034/abcra.v8i3.489.

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The need to seek for innovative teaching methods to enhance the interest of mathematics low achievers necessitated this study. This study examined the effect of differentiated instruction on low achievers’ interest in mathematics based on gender. The sample size for the study consists of 66 males and 80 females identified mathematics low achievers. The researchers used multi-stage sampling technique. Mathematics Interest Rating Scale was the instrument used in collecting data. The pre-test and post-test data were analyzed using mean, standard deviations and Analysis of Covariance. Results revealed that the use of differentiated instruction in teaching mathematics low achievers in primary school increased their interest in mathematics than conventional method. Influence of gender on interest of mathematics low achievers is significant. The interaction effect of instructional strategies and gender on mathematics interest of low achievers is not significant. The study provided empirical evidence that differentiated instruction acted as valuable tool for enhancing interest and achievement in mathematics therefore, researchers may benefit from the outcome of this article for further research. The data could serve as reference point for empirical study. Curriculum designers and text books authors may include information on the method in children’s’ text book.

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Candraloka, Olyvia Revalita. "The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran." JELE (Journal of English Language and Education) 1, no. 2 (December 10, 2015): 108. http://dx.doi.org/10.26486/jele.v1i2.165.

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The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast

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Wan Yusoff, Wan Mazwati. "The Impact of Philosophical Inquiry Method on Classroom Engagement and Reasoning Skills of Low Achievers." Journal of Curriculum and Teaching 7, no. 1 (April 2, 2018): 135. http://dx.doi.org/10.5430/jct.v7n1p135.

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This research project attempted to investigate the impact of applying philosophical inquiry method of teaching onclassroom engagement and reasoning skills of low achievers. Low achievers are those who have the potential tosucceed but lagged behind because of several factors that demotivate them to perform at their highest ability. In thisstudy, low achievers were students who failed or obtained the lowest grades in previous standardized schoolexamination. They were 22 students aged 12-13 years old from a school in Gombak district, Malaysia. The studentswere observed and video recorded while participating in discussing the questions they had formulated in response tothe given stimulus materials. Many assumed and projected that these students would not succeed in school and life;and would not have the intelligence to engage in discussion that employed higher order thinking. However, thefindings revealed that when low achievers were given opportunities to voice out their opinions in dialogic pedagogy,they demonstrated the ability to be focused and engaged in classroom discussion. Furthermore, this pedagogy hasproven effective in stimulating higher order thinking or reasoning skills among low achievers. Specifically, this studyfound indicators of behavioral, emotional and agentic engagement among low achievers; and demonstrated that lowachievers were capable of asking higher order thinking questions, clarifying meanings, giving examples, makingconclusion and inductive reasoning, distinguishing and classifying ideas.

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Noprianto, Eko. "REMEDIAL TEACHING PROGRAM FOR LOW-ACHIEVERS: AN EFL TEACHER’S PERCEPTION." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 283. http://dx.doi.org/10.24252/eternal.v52.2019.a9.

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In schools like in Indonesia in which the majority of the classrooms are dominated by students coming from various cultures, different personality, different learning strategies, different background knowledge, and different pace in learning as well, it is certainly difficult for the teachers to accommodate all students' needs which then results to have students who cannot reach the learning objectives. Thus, remedial teaching program is demanded to address those failing students. However, the debate on whether or not remedial teaching was effective for low-achievers continued among scholars. Besides, the attention on remedial teaching program in Indonesian context was also limited. This case study involving one EFL teacher of a Junior High School in Riau was conducted to explore her perception on remedial teaching program and to find out what problems she encountered in conducting it. Using an interview supported with documents analysis, the researcher found that although the teachers admitted that low-achievers benefited from remedial teaching program, it was difficult for the teacher to design and conduct effective remedial teaching program mainly due to time limitation. Besides, the difficulty in simplifying teaching materials, students’ learning overload and lack of school support were seen to be other problems encountered by her in conducting the program.

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Singh, Preeti, Akanksha Kumari, Dr A. K. Sinha, and Nachiketa Rout. "Grapheme-Phoneme Association Skill in High And Low Academic Achievers." IOSR Journal of Dental and Medical Sciences 15, no. 08 (August 2016): 91–96. http://dx.doi.org/10.9790/0853-1508079196.

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Braio, Ann, T. Mark Beasley, Rita Dunn, Peter Quinn, and Karen Buchanan. "Incremental Implementation of Learning Style Strategies Among Urban Low Achievers." Journal of Educational Research 91, no. 1 (September 1997): 15–25. http://dx.doi.org/10.1080/00220679709597516.

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Barak, M., R. Yehiav, and N. Mendelson. "Advancement of Low Achievers within Technology Studies at High School." Research in Science & Technological Education 12, no. 2 (January 1994): 175–86. http://dx.doi.org/10.1080/0263514940120206.

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Jin, Sung-Hee, Kowoon Im, and Tae-Hyun Kim. "Educational Effectiveness of Academic Improvement Program for Undergraduate Low Achievers." Asian Journal of Education 20, no. 3 (September 30, 2019): 671–94. http://dx.doi.org/10.15753/aje.2019.09.20.3.671.

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Navarro, Jose I., Manuel Aguilar, Esperanza Marchena, Gonzalo Ruiz, Inmaculada Menacho, and Johannes E. H. Van Luit. "Longitudinal study of low and high achievers in early mathematics." British Journal of Educational Psychology 82, no. 1 (August 9, 2011): 28–41. http://dx.doi.org/10.1111/j.2044-8279.2011.02043.x.

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Chen, Sufen, Chih-Chi Huang, and Te-Lien Chou. "The Effect of Metacognitive Scaffolds on Low Achievers’ Laboratory Learning." International Journal of Science and Mathematics Education 14, no. 2 (October 29, 2015): 281–96. http://dx.doi.org/10.1007/s10763-015-9691-9.

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Cardelle-Elawar, Maria. "Effects of metacognitive instruction on low achievers in mathematics problems." Teaching and Teacher Education 11, no. 1 (January 1995): 81–95. http://dx.doi.org/10.1016/0742-051x(94)00019-3.

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Zhang, Baoshan, Jun-Yan Zhao, and Guoliang Yu. "The influence of concealing academic achievement on the self-esteem of adolescents with low achievement." Social Behavior and Personality: an international journal 37, no. 6 (July 1, 2009): 805–10. http://dx.doi.org/10.2224/sbp.2009.37.6.805.

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An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.

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Chieng, Yen Yun, Muhammad Asyraf Che Amat, and Zeinab Zaremohzzabieh. "OBSTACLES PREVENTING HIGH ACHIEVERS FROM LOW SOCIOECONOMIC BACKGROUNDS TO ENTER UNIVERSITIES: A REVIEW." International Journal of Education, Psychology and Counseling 6, no. 42 (September 5, 2021): 133–44. http://dx.doi.org/10.35631/ijepc.642011.

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All students, regardless of socioeconomic status, deserve equitable access to universities. However, many high-achieving students are excluded from this privilege, most of whom come disproportionately from families on the lower rungs of the socioeconomic ladder. This study aims to identify the barriers that influence high achievers from disadvantaged socioeconomic backgrounds to pursue higher education. A total of ten relevant articles from prominent publication databases were chosen for this review. The results show that the majority of researchers believe that parents' negative attitudes, parents' low expectations, first-in-family, vogue career identity, financial factor, and thinking style factor are the primary impediments to high achievers from disadvantaged socioeconomic backgrounds attending university. The results also enable university career counsellors to assist high achievers from disadvantaged socioeconomic backgrounds to overcome any obstacles to effectively join universities and fulfil their educational goals.

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Nishida, Tamotsu, and Kimihiro Inomata. "Function of Achievement Motivation in Learning Rotary Pursuit Tracking." Perceptual and Motor Skills 60, no. 3 (June 1985): 851–57. http://dx.doi.org/10.2466/pms.1985.60.3.851.

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To examine the effectiveness of achievement motivation on motor skill learning, 15 high and 15 low need-achievers as selected by the Mehrabian scale performed rotary pursuit tracking. The high need-achievers showed significantly higher scores on the time on target and relatively higher scores on the goal discrepancy and heart rate in trials of the task than the low need-achievers. It was concluded that the high need-achievers showed greater learning of the motor skill than the low need-achievers.

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Bellil, Nedia. "Communicative Sessions in Mixed-abilities Classroom: The Big Challenge for Low Achievers." Journal of English Language Teaching and Applied Linguistics 2, no. 5 (December 30, 2020): 61–75. http://dx.doi.org/10.32996/jeltal.2020.2.5.7.

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Theoretically speaking, the communicative approach, and the communicative sessions based on it may seem to be suitable to all teaching contexts. However, in real classroom context, realities may be different especially in mixed abilities classes. This study is an attempt to bring awareness of the different kinds of difficulties low achievers face during the communicative sessions in mixed abilities classrooms. It tries to build links between the principles on which those sessions are built and the difficulties engendered by mixed-abilities classes. Data were collected by means of a questionnaire and an interview for both students and teachers of English, in addition to an observation of a number of communicative sessions in the Tunisian ELT context. The study revealed that the majority of low-level students are unable to cope with those sessions. They are highly demanding for them especially in a mixed-abilities context. They negatively affect low achievers’ self-esteem and motivation to learn English. The findings of the study can be used to enrich and support other researches dealing with similar issues. They can also help in deciding on the adequate solutions to low achievers’ problems with communicative activities in mixed-abilities learning context.

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Shartika, Mira. "TEXTUAL ENHANCEMENT: THE EFFICACY OF PROMOTING NOUN PHRASE ACQUISITION." PARADIGM 1, no. 2 (September 27, 2020): 127–42. http://dx.doi.org/10.18860/prdg.v1i2.10100.

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This study investigated the improvement of students' abilities in identifying forms of noun phrases through textual enhancement, the difference in results between the high and low achievers in identifying forms of noun phrases through textual enhancement, and the relationship between textual enhancement and the ability of students who have high and low grades in identifying forms of noun phrases. The quantitative design was applied in order to obtain information. The project involved 44 EFL learners taking Intermediate English Grammar subject in one of Islamic universities in Malang, Indonesia. The participants were divided into 2 classes consisting of high and low achievers. The high achievers were the experiment group, and the low achievers were the control group. The results revealed that there was significant difference in the students’ achievement in noun phrase acquisition between those who were taught by using textual enhancement (experimental group) and those who were taught by not using textual enhancement (control group). Second, there was significant different achievement between the high achievers and the low achievers of control and experimental group in learning noun phrase. Finally, there was an interaction found between Textual Enhancement (TE) and students’ initial abilities (high achievers and low achievers).

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Kuo, Yen-Ruey, Hsiao-Lin Tuan, and Chi-Chin Chin. "Examining Low and Non-low Achievers’ Motivation Towards Science Learning Under Inquiry-Based Instruction." International Journal of Science and Mathematics Education 17, no. 5 (June 22, 2018): 845–62. http://dx.doi.org/10.1007/s10763-018-9908-9.

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Tang, Lihua. "On Metacognitive Strategy Use for College Students in English Listening Teaching." Theory and Practice in Language Studies 6, no. 7 (July 1, 2016): 1437. http://dx.doi.org/10.17507/tpls.0607.15.

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The frequencies of low achievers’ metacognitive strategy use are examined in this study and in addition, it is proposed that a metacognitive strategy training model would be effective for low achievers. For these purposes, 146 students from China West Normal University were involved in a comprehensive research. The results indicate that language high achievers and language low achievers vary considerably in metacognitive strategy use and it is necessary to carry out the metacognitive strategy training to enhance the language listening proficiency.

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Jalaluddin, Ilyana, Lilliati Ismail, and Ramiza Darmi. "Developing Vocabulary Knowledge among Low Achievers: Mobile Augmented Reality (MAR) Practicality." International Journal of Information and Education Technology 10, no. 11 (2020): 813–19. http://dx.doi.org/10.18178/ijiet.2020.10.11.1463.

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Difficulty in learning gives huge impact to the process of language discovery among school children. LINUS students are categorized in this group and regarded as Low Achiever (LA) regardless of their education level. Currently, schools are provided with traditional learning materials such as textbook prepared by the Ministry of Education and it is up to the teachers’ own creativity and initiative to turn the materials into a more interesting learning source [1], [2]. However, depending solely on these learning materials alone is not enough as these children will easily lose their attention as they become bored and finally lost interest to proceed with the learning process [3]. Therefore, there is a need to utilize the elements of technology in order to motivate and facilitate these LINUS students in learning vocabulary in English. This experimental study aimed to explore the effectiveness of using mobile augmented reality (MAR) application in vocabulary learning among LINUS students. 45 students were involved and the development of MAR in vocabulary learning in this study was investigated based on the ADDIE Instructional Design (ID) method as a framework. As a form of measurement, British Picture Vocabulary Scale (BPVS) III was used and findings showed that there was a significant improvement in the post test after 6 months of MAR implementation. Although this study showed an encouraging results, there was still lack of skills in terms of writing the words learnt via augmented reality. The results of this study provide the discussion on the practicality of using Augmented Reality to help the struggling learners to cope with acquiring and learning English language in ESL context.

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Cheng, Ching-Mei. "Individual Differences: How Remedial Teaching Transforms Low-achievers When Learning English." Journal of Modern Education Review 4, no. 11 (November 20, 2014): 859–77. http://dx.doi.org/10.15341/jmer(2155-7993)/11.04.2014/001.

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Schwartze, Manuel M., Anne C. Frenzel, Thomas Goetz, Anton K. G. Marx, Corinna Reck, Reinhard Pekrun, and Daniel Fiedler. "Excessive boredom among adolescents: A comparison between low and high achievers." PLOS ONE 15, no. 11 (November 5, 2020): e0241671. http://dx.doi.org/10.1371/journal.pone.0241671.

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Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawing conclusions about students’ behavior and personality. We, therefore, investigated if low- vs. high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavioral (social and emotional problems, positive/negative affect, cognitive reappraisal, and expressive suppression), and personality variables (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low vs. high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for all variables. In conclusion, our results suggest that high boredom can occur in both low- and high-achieving students and that bored low- and high-achievers show similar behaviors and personality profiles.

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Dalal, Ajit K., and Anita Sethi. "An Attributional Study of High and Low Need Achievers in India." Journal of Social Psychology 128, no. 1 (February 1988): 55–64. http://dx.doi.org/10.1080/00224545.1988.9711684.

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Proctor, Briley E., Randy G. Floyd, and Renee B. Shaver. "Cattell-Horn-Carroll broad cognitive ability profiles of low math achievers." Psychology in the Schools 42, no. 1 (2004): 1–12. http://dx.doi.org/10.1002/pits.20030.

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Armour-Thomas, Eleanor, and Brenda A. Allen. "Componential analysis of analogical-reasoning performance of high and low achievers." Psychology in the Schools 27, no. 3 (July 1990): 269–75. http://dx.doi.org/10.1002/1520-6807(199007)27:3<269::aid-pits2310270315>3.0.co;2-z.

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O'Shea, Lawrence J., and Greg Valcante. "A Comparison over Time of Relative Discrepancy Scores of Low Achievers." Exceptional Children 53, no. 3 (November 1986): 253–59. http://dx.doi.org/10.1177/001440298605300309.

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The accurate differentiation of learning disabled (LD) students from other low achieving students and the provision of effective remedial services continue to be important issues in the field of learning disabilities. Despite numerous criticisms, the calculation of a discrepancy between ability and achievement is used widely in the identification of students with learning disabilities. In the present investigation, the stability of discrepancies for LD and non-LD, low achieving students was examined. A differential change in relative descrepancy scores was found between the two groups of students from grades two to five. LD and non-LD groups did not differ significantly in second grade but did differ significantly in fifth grade in terms of relative discrepancy. Results and the implications for service delivery models are discussed.

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Journal articles on the topic 'Low achievers'

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