Relevant bibliographies by topics / Student achievement

Academic literature on the topic 'Student achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Student achievement"

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Parmin, Agus Yulianto, Eling Purwantoyo, Ibnul Mubarok, and Iwan Junaedi. "The Coaching Model for Prospective Science and Mathematics Teachers from the Achievement and KIPK Paths." Mimbar Ilmu 27, no. 2 (August 23, 2022): 183–87. http://dx.doi.org/10.23887/mi.v27i2.51340.

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Analysis of students' achievement in 2019 found new facts that there was a tendency to decrease in achievement from the achievement path and the Indonesian Smart College Card students. The percentage of students' achievement from both paths is less than 5%. This study aims to develop a student achievement coaching model for prospective science and mathematics teachers from the achievement and KIPK paths. The research uses research and development methods to develop a student coaching model involving education management experts to validate the model. The study obtained results where the student achievement coaching model was declared suitable for use by experts. The results of a large-scale model applicability test involve 240 prospective science and mathematics teachers. The percentage of students who made achievement for one semester from the achievement path was 16%, and from the KIPK path was 25%. The coaching model increased students' achievements, which was less than 5% for both paths. In conclusion, the student achievement coaching model from this research can be a new way to continue the culture to make achievements during school and college.
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Putri, Ida Ayu Sasmitha, Putu Ngurah Suyatna Yasa, and Ni Luh Anik Puspa Ningsih. "The Influence of Teacher Teaching and Guidance of Parents on Student Achievement with Mediation of Learning Motivation in Santo Yoseph Denpasar." Jurnal Ekonomi & Bisnis JAGADITHA 7, no. 2 (September 30, 2020): 138–47. http://dx.doi.org/10.22225/jj.7.2.2498.138-147.

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The study aims to determine the influence of teacher teaching methods on student achievement, the influence of teacher teaching methods on the motivation of Learning, the influence of parental guidance on the motivation of Learning, the influence of parental guidance on student achievement, the influence of motivation to learn to students ' achievements, how the motivation to learn to influence teacher teaching methods on student achievement. This study was conducted on the SMAK of Santo Yoseph Denpasar. In this research student achievement is influenced by teacher teaching methods, parental guidance and motivational learning. The respondent in this study was 120 students of SMAK Santo Yoseph Denpasar. Data analysis is done using PLS (partial least square). The results showed that teacher teaching methods are positively and significantly impactful to student achievement. Then, teacher teaching methods have positive and significant influence on student achievement, proven. Furthermore, parental guidance positively and insignificant towards learning motivation, on student achievement, not proven. Learning motivation positive and significant impact on student achievement. The motivation to learn to process the relationship between teacher teaching methods to student achievement, is not proven. The motivation to learn to publish the relationship between parents ' guidance on student achievement, proven.
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Khanifam, Prihandhika Ardhian. "The Effect of Student Engagement to Student Academic Achievement at Faculty of Industrial Engineering Telkom University." Jurnal Ilmu Sosial Politik dan Humaniora 3, no. 1 (March 26, 2020): 22–32. http://dx.doi.org/10.36624/jisora.v3i1.54.

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To get a superior quality, human resources is certainly not in spite of the achievements, accomplishments in educational institutions can certainly be measured by the value of academic and one of the factors that may affect the achievement of learning is student engagement because when learners are able to give all his efforts to understand the material provided they are likely to have a good record. This research was conducted at the Faculty of Industrial Engineering Telkom University with student engagement as independent variables and academic achievement as the dependent variable. The purpose of this study was to determine how high student engagement, academic achievement of students as well as, to examine how high the influence of student engagement to academic achievement in students of Industrial Engineering Telkom. The respondents are 310 active students at the Faculty of Industrial Engineering Telkom University. The analysis technique used is descriptive analysis and simple linear regression. Based on the results of the study showed that student engagement at the high category and learning achievement in honors. While the statistical test results obtained that student, engagement has no effect on academic achievement in students of Industrial Engineering Telkom University.
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Isnaini, Muhammad Yusuf. "HUBUNGAN PERSEPSI SISWA TENTANG GURU BAHASA INDONESIA, MINAT BELAJAR, DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR SISWA DI MTsN SEMANU GUNUNGKIDUL." Diksi 27, no. 1 (August 15, 2019): 56–64. http://dx.doi.org/10.21831/diksi.v27i1.26177.

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(Title: Perceptions About Indonesian Teachers, Learning Interests, and Learning Motivation with Student Learning Achievements in MTsN Semanu Gunungkidul). Teachers have a big role in fostering positive perceptions about Indonesian language learning. This positive perception will foster interest in students to learn Indonesian seriously. The purpose of this study was to analyze the relationship between students 'perceptions of Indonesian teachers, students' interests and motivations in learning Indonesian subject matter with the learning achievements of Gunungkidul's 3 MTsN students. The correlation between students 'perceptions of Indonesian language teachers, students' interests and motivation in learning Indonesian language material with the students 'achievement in Gunungkidul's MTsN 3 is evidenced by the students' perceptions of Indonesian Language teachers (X1), which are included in quite a category (63.10%). Student perceptions of Indonesian language teachers have a positive relationship with student learning achievement as indicated by the value of b1 of 0.413. The relationship between students' perceptions of Indonesian teachers and student learning achievement is significant as indicated by the value of tcount (8,352) greater than ttable (1,960).Keywords: perception, interest, motivation, learning achievement
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Hafid, Abd, Sri Asirrah, Sudirman Sudirman, and Muhammad Amran. "Hubungan Kreativitas Belajar dengan Prestasi Belajar Siswa Kelas V Gugus XVI Kecamatan Liliriaja Kabupaten Soppeng." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 5, no. 1 (March 31, 2022): 101. http://dx.doi.org/10.31100/dikdas.v5i1.1857.

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The problem in this study is the lack of students' ability to develop answers or not being able to think creatively, tend to have poor learning achievements. However, it is possible for students who have high creativity to have good learning achievements, while students who have low creativity have high and low learning achievements. This study is a quantitative study with a correlation design that aims to determine the relationship between the implementation of creativity and the learning achievement of class V Cluster XVI students, Liliriaja District, Soppeng Regency. The results showed that there was a significant relationship between learning creativity and student achievement in class V Cluster XVI, Liliriaja District, Soppeng Regency with a tcount value (5.7855) greater (>) ttable value (1.66792) which means H0 is rejected and H1 is accepted. Based on the analysis of the data above, it can be concluded that learning creativity will have an impact on students' learning habits in learning so that it will affect their learning achievement in the classroom. So the better the learning creativity, the better student achievement will be. From these conclusions, the impact of this research is that good learning creativity will increase student achievement.
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Wisudanto, Wisudanto, Prawitra Thalib, Mohamad Nur Kholiq, Tri Vena Putri, and Tri Veny Putri. "Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School." Airlangga Development Journal 6, no. 1 (June 27, 2022): 55–65. http://dx.doi.org/10.20473/adj.v6i1.32861.

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This article describes the social action of students' non-academic achievement. Student achievement in education is a measure of student success. Achievement has two categories, namely academic achievement and non-academic achievement. SMA Muhammadiyah 10 Surabaya has a gifted title. In accordance with this predicate, this school focuses on developing the potential interests and talents of students. This study uses social action theory by Max Weber in assessing the motivation for non-academic achievement goals. Researchers used qualitative methods through in-depth interviews and observation primary data, as well as secondary data through the development of student championship news on internet pages. The results showed that in achieving students' non-academic achievements, they achieved these goals through instrumental rational actions in the form of regular physical readiness exercises, value-oriented rational actions on aspects of spirituality, traditional actions on aspects of choosing extracurricular activities based on experience and advice from parents. , affective actions choose extracurricular activities because of feelings of pleasure and interest. The researcher hopes that this article can be a new contribution to society in the field of education and social affairs, especially the achievement of non-academic achievements which the community considers not a significant achievement for the future of students compared to academic achievement.
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Farida, Intan Nur, and Ratih Kumalasari Niswatin. "Penggunaan Algoritma Naive Bayes Untuk Mengevaluasi Prestasi Akademik Mahasiswa Universitas Nusantara PGRI Kediri." Jurnal Sains dan Informatika 3, no. 2 (November 30, 2017): 122–27. http://dx.doi.org/10.34128/jsi.v3i2.113.

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Students' academic activities result in achievements that can be known in each semester until the graduation stage. This study classifies student achievement in the appropriate graduation category or not in the fifth semester. As attributes used include attributes of origin, High School origin, employment and income of parents, Comrade Achievement Index (IPK) and Achievement Index (IP) semesters one to five. The purpose of this study is the application to obtain academic achievement of students Nusantara PGRI Kediri University uses the naïve bayes algorithm. Train data used is the data of student class 2010 to 2012 on the Faculty of Engineering, with a focus on Informatics Engineering courses. Next is calculated using naïve bayes algorithm to classify student achievement. While the test data using student academic data generation 2013. Research results Student's previous academic achievement. This research is useful to know the factors that influence student achievement that can be used to support the making of university policy, for example on the target of new student admission promotion.
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Satria, Muhammad Najib Dwi. "SISTEM INFORMASI PEMERINGKATAN PRESTASI SISWA BERBASIS WEB PADA SMK PELITA PESAWARAN." Journal of Social Sciences and Technology for Community Service (JSSTCS) 3, no. 1 (March 14, 2022): 114. http://dx.doi.org/10.33365/jsstcs.v3i1.1908.

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Pelita Pesawaran Vocational School is a university that has a myriad of achievements by students, both academic and non-academic. In reporting every year there is an increase in terms of the number of achievements that have been achieved, so that some adjustments to conditions are needed. Student achievements that have been achieved should actually be archived into a system that can be processed in order to obtain accurate and relevant results. Therefore we need a system that can process achievement data accurately and integrated and can display the ranking of student achievement at the level of study programs, faculties and university levels. With the creation of a system entitled Web-Based Student Achievement Rating System at Pelita Pesawaran Vocational School, it is hoped that it will be able to help Pelita Pesawaran Vocational School in processing achievement data every year and be able to rank student achievement so that Pelita Pesawaran Vocational School can obtain accurate and relevant information on outstanding students in accordance with the data provided. there is. The Web-Based Student Achievement Ranking System at Pelita Pesawaran Vocational School is designed using PHP, CSS, JavaScript, and HTML programming languages which are used as interfaces while for data storage media using MySql.languages which are used as interfaces while for data storage media using MySql.
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Thaher, Shadi, and Ibrahim El Saied. "The School Improvement and the Role of Principal on Enhancing Student Learning Outcomes." Journal of Education and Culture Studies 4, no. 2 (March 24, 2020): p22. http://dx.doi.org/10.22158/jecs.v4n2p22.

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This article reviews literature related to school principals and their role in improving student learning outcomes, by presenting and providing many information and evidence provided by academic research related to the principals and their role in student achievement. The article emphasizes that the managers are able to play a positive role in improving students’ achievement and results. Although the academic materials indicate indirect influence of managers on student achievement, this indirect influence is important and necessary and contributes greatly to the development of the students and to raising their achievements.
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Jafari, Sakineh, and Ali Asgari. "Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation." Integration of Education 24, no. 1 (March 31, 2020): 62–74. http://dx.doi.org/10.15507/1991-9468.098.024.202001.062-074.

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Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.
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Dissertations / Theses on the topic "Student achievement"

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Odom, Natalie. "Elementary School Student Achievement: An Analysis of School Size and Student Achievement." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2983.

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Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Odom, Natalie M. "Elementary school student achievement an analysis of school size and student achievement /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002696.

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Wall, Gabrielle Julya Howard. "What Affects Student Achievement." Thesis, University of Canterbury. Psychology, 2010. http://hdl.handle.net/10092/4978.

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This study aimed to identify student-level variables that influence academic outcomes, and to determine the extent of their influence. In Study 1, final year secondary students (N = 654) completed a questionnaire gathering demographic information and measuring possible influencing variables. A number of these variables predicted academic achievement, including demographic, attitudinal, personality, study strategy and intelligence variables. Mathematical intelligence was the strongest predictor of achievement for all three achievement variables used, and was followed by school decile. Openness to experience and critical reasoning intelligence were the next strongest predictors of two achievement variables (proportion of Merit and Excellence credits attained and Level 3 attainment), while the third achievement variable (credits attained) was next best predicted by participant sex and verbal intelligence. Self-regulation skills were more beneficial when used by high intelligence participants. Likewise, critical thinking skills were more beneficial for high intelligence participants, high socio-economic participants and non-Māori participants. These interactions and the influence of participant openness to experience were further explored in a subsequent study, in which a second group of final year secondary students (N = 122) participated in a year-long study. Participants were divided into three groups: one group was taught critical thinking skills; a second group was taught strategies relating to the facets of openness to experience; and the third group was a control group. The control group was taught peer learning skills, which the previous study found did not relate to student achievement. The results of the interventions did not show a change in either the target variables or in student achievement for any of the three groups. Study 3 aimed to identify the student-level variables that influence academic outcomes for first year tertiary students and to determine the relative influence of each variable. This longitudinal study involved students at a New Zealand tertiary institution (N = 62) who had previously participated in Study 1 during their Year 13 year. Participants completed a questionnaire that collected demographic, attitudinal, personality and study strategy variables. Year 13 achievement and the use of critical thinking skills were the strongest predictors of student achievement.
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Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.

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Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.
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Edwards, Nicole C. "School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.

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Deevers, Matthew D. "Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.

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Eddy, Lisa. "THE EFFECT OF STUDENT MOBILITY ON STUDENT ACHIEVEMENT." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/177.

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Student mobility and its relationship to academic success have been researched since World War II with varied findings (Goebel, 1978). Establishing the relationship between mobility and achievement is difficult due to the fact that mobility is related to many factors. Mobility has been found to be prevalent among students who traditionally demonstrate achievement gaps (specifically students of low-income status) (Long, 1992; Smith, Fien & Paine, 2008). Mobility’s relationship to achievement is complex. Led by a single definition of mobility, admittance to more than one school in the given district over the period of one academic year, this research study sought to determine the effect of mobility on academic achievement. Specifically, the research focused on mobility’s effect on students classified as low-income and the effect of school mobility level on academic achievement of its students. This study used a quantitative design; student records were obtained for mobility data, and criterion referenced test scores in mathematics and language arts were utilized to measure academic achievement. Findings revealed that mobile students performed below non-mobile students, low-income status affected mobile students negatively, and mobility level of the school attended had a negative effect on the academic achievement of its students.
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Cate, Jessica W. "Students to Computer Ratio, Socioeconomic Status, and Student Achievement." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3284.

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The purpose of this study was to determine if there was a relationship between the students to computer ratio and 6th grade student achievement in Math and Reading during the 2013-2014 and 2014-2015 school years as compared by socioeconomic status at each of 562 schools in Tennessee. The independent variables in the study were the ratio of students to computer (low/middle/high), the change in ratio of students to computer from 2013-2014 to 2014-2015, and socioeconomic status (low/non-low). The dependent variables in the study were 6th grade mean Reading scores for 2014-2015, 6th grade mean Reading gain scores from 2013-2014 to 2014-2015, 6th grade mean Math scores for 2014-2015, and 6th grade mean Math gain scores from 2013-2014 to 2014-2015. There was not a significant difference between the mean TCAP scores in Reading and Math and low, middle, or high technology schools. There was no correlation between the changes in ratios and TCAP Reading and Math scores. There was no significant difference between low, middle, and high technology schools as compared by their low or non-low SES. There was no significant difference in TCAP Reading or Math scores for low, middle, or high technology schools as compared by their low or non-low SES. There was no significant difference in the change in TCAP Reading and Math scores as compared by low, middle, or high technology and their low or non-low SES. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in low SES schools. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in non-low SES schools.
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Prehoda, Lauren. "Teacher unions and student achievement." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4158.

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Books on the topic "Student achievement"

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Improving student achievement. Arlington, Va: American Association of School Administrators, 1993.

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National Board for Nursing, Midwifery and Health Visiting for Northern Ireland. Assessing student achievement. Belfast: National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 1990.

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Terri, Bianco, ed. Tapping student effort, increasing student achievement. Cadiz, KY: Performance Learning Systems, 2007.

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Barkley, Stephen G. Tapping student effort, increasing student achievement. Edited by Bianco Terri. Cadiz, KY: Performance Learning Systems, 2007.

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Gronlund, Norman Edward. Assessment of student achievement. 9th ed. Upper Saddle River, N.J: Pearson, 2009.

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Assessment of student achievement. 7th ed. Boston: Allyn and Bacon, 2003.

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1920-, Gronlund Norman Edward, ed. Assessment of student achievement. 6th ed. Boston: Allyn & Bacon, 1998.

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Assessment of student achievement. 8th ed. Boston: Pearson/A and B, 2006.

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1920-, Gronlund Norman Edward, ed. Assessment of student achievement. Boston: Pearson, 2013.

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Sustaining extraordinary student achievement. Thousand Oaks, CA: Corwin Press, 2009.

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Book chapters on the topic "Student achievement"

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Schleicher, Andreas. "Student Achievement." In Encyclopedia of Quality of Life and Well-Being Research, 6403–7. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2889.

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Maehr, Martin L., and Ryoko Yamaguchi. "Cultural Diversity, Student Motivation and Achievement." In Student Motivation, 123–48. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_7.

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Mills, Carmen, and Trevor Gale. "Student Achievement in Context." In Schooling in Disadvantaged Communities, 29–41. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3344-4_3.

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Owings, William A., and Leslie S. Kaplan. "Spending and Student Achievement." In American Public School Finance, 269–94. Third Edition. | New York : Routledge, 2019. | “First edition published by Wadsworth Publishing 2005”—T.p. verso. | “Second edition published by Cengage Learning 2013”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351013796-11.

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Glasman, Naftaly S., and David Nevo. "Coordinating Student Achievement Testing." In Evaluation in Decision Making, 143–56. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2669-1_10.

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Zanellati, Andrea, Stefano Pio Zingaro, and Maurizio Gabbrielli. "Student Low Achievement Prediction." In Lecture Notes in Computer Science, 737–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11644-5_76.

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Jussim, Lee, Stephanie Madon, and Celina Chatman. "Teacher Expectations and Student Achievement." In Applications of Heuristics and Biases to Social Issues, 303–34. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9238-6_16.

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Catalano, Amy J. "Student Achievement, Retention, and Attrition." In Measurements in Distance Education, 153–60. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315229447-6.

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Đerić, Ivana, Ines Elezović, and Falk Brese. "Teachers, Teaching and Student Achievement." In IEA Research for Education, 151–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85802-5_7.

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Kettler, Todd, and Cheryl Taliaferro. "Personalized Learning and Student Achievement." In Personalized Learning in Gifted Education, 53–73. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003237136-4.

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Conference papers on the topic "Student achievement"

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Aufa, Minzani, and Akhmad Liana Amrul Haq. "Implementation of Model Student Team’s Achievement Divisions to Student Achievement." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.074.

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Astuti, Pudji, Fakhruddin, Fatah Syukur, and I. Made Sudana. "Optimization of Achievement Culture Through New Student Orientation Supporting Student Achievement." In Proceedings of the 1st Vocational Education International Conference (VEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.023.

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Lukkarinen, Anna, and Paula Koivukangas. "Relationship between student guidance and academic achievement." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8180.

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We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.
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Abdullah Rozak, Lili, Sumarto, Aan Komariah, and Evy Segarawati Ampry. "Principal Leadership and Student Achievement." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.009.

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Pearman, Francis. "Gentrification, Displacement, and Student Achievement." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439160.

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Podungge, Robiyati, Mintarti Rahayu, Margono Setiawan, and Achmad Sudiro. "Teacher Competence and Student Academic Achievement." In 23rd Asian Forum of Business Education(AFBE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200606.011.

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Sugianto, St Budi Waluya, and Nuriana Rachmani Dewi. "Student's mathematic communication ability review from student achievement motivation." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096134.

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Huda, Nadia Nurul. "Student Team Achievement Division (STAD) and Students’ Attitude Towards Writing Achievement at SMP N 34 Pekanbaru." In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.026.

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Coffman, Joel, Justin M. Hill, Shannon Beck, Adrian A. De Freitas, and Troy Weingart. "Good Students are Good Students Student Achievement with Visual versus Textual Programming." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962693.

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Sullivan, N. G. "Improving student achievement in math and science." In IGARSS '98. Sensing and Managing the Environment. 1998 IEEE International Geoscience and Remote Sensing. Symposium Proceedings. (Cat. No.98CH36174). IEEE, 1998. http://dx.doi.org/10.1109/igarss.1998.702867.

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Reports on the topic "Student achievement"

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Boyd, Donald, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff. Teacher Preparation and Student Achievement. Cambridge, MA: National Bureau of Economic Research, September 2008. http://dx.doi.org/10.3386/w14314.

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Hoffmann, Florian, and Philip Oreopoulos. Professor Qualities and Student Achievement. Cambridge, MA: National Bureau of Economic Research, October 2006. http://dx.doi.org/10.3386/w12596.

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Ronfeldt, Matthew, Hamilton Lankford, Susanna Loeb, and James Wyckoff. How Teacher Turnover Harms Student Achievement. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17176.

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Hanushek, Eric, John Kain, Jacob Markman, and Steven Rivkin. Does Peer Ability Affect Student Achievement? Cambridge, MA: National Bureau of Economic Research, October 2001. http://dx.doi.org/10.3386/w8502.

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Fitzpatrick, Maria, and Michael Lovenheim. Early Retirement Incentives and Student Achievement. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19281.

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Boyd, Donald, Pam Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff. Who Leaves? Teacher Attrition and Student Achievement. Cambridge, MA: National Bureau of Economic Research, May 2008. http://dx.doi.org/10.3386/w14022.

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Graham, Bryan, Geert Ridder, Petra Thiemann, and Gema Zamarro. Teacher-to-Classroom Assignment and Student Achievement. Cambridge, MA: National Bureau of Economic Research, July 2020. http://dx.doi.org/10.3386/w27543.

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Zamarro, Gema, Petra Thiemann, Geert Ridder, and Bryan S. Graham. Teacher-to-classroom assignment and student achievement. The IFS, July 2020. http://dx.doi.org/10.1920/wp.cem.2020.3620.

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Bates, Michael, Michael Dinerstein, Andrew Johnston, and Isaac Sorkin. Teacher Labor Market Equilibrium and Student Achievement. Cambridge, MA: National Bureau of Economic Research, February 2022. http://dx.doi.org/10.3386/w29728.

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Baker, Michael. Industrial Actions in Schools: Strikes and Student Achievement. Cambridge, MA: National Bureau of Economic Research, March 2011. http://dx.doi.org/10.3386/w16846.

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