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Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 28 липня 2024

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Статті в журналах з теми "Achievement tests – Study guides"

1

RADU, MIRUNA, and CHRISTOPHE LOUÉ. "MOTIVATIONAL IMPACT OF ROLE MODELS AS MODERATED BY "IDEAL" VS. "OUGHT SELF-GUIDES" IDENTIFICATIONS." Journal of Enterprising Culture 16, no. 04 (December 2008): 441–65. http://dx.doi.org/10.1142/s0218495808000223.

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This experimental study tests the hypothesis that symbolic role models' impact on entrepreneurial self-efficacy and behavioural intention varies according to whether models appeal to the observers' "ideal self" or "ought self". We measure the effects of exposure to role models narratives appealing to the desire of either self-achievement or self-commitment as motivators to engage in an entrepreneurial project while still in the university and to start a business after graduation. 44 French undergraduate students enrolled in an entrepreneurial curriculum participated to this research during the Fall 2006.
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2

Phaiboonnugulkij, Malinee, Rujira Srisupha, Mayuree Kanta, and Wijitporn Janpong. "English for Geotourism Speaking Achievement of the Youth Guides at Khorat Geopark Area in Nakhon Ratchasima via Language Instruction Innovation." Advances in Language and Literary Studies 12, no. 4 (August 31, 2021): 79. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.79.

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This study aims to compare the youth guides’ speaking scores before and after learning through English for Geotourism Instruction Innovation at Khorat Geopark Area in Nakhon Ratchasima, investigate the differences among their tasks’ mean scores and their speaking components. The sample group consists of 109 youth guides who are Grade 11 English-major students from, Mueang Nakhon Ratchasima, Sung Noen and Chaloem Phrakiat Districts. The instruments include lesson plans for English for Geotourism Youth Guides, Students Manual, English Instruction Innovation for Geotourism Communication at Khorat Geopark Area Nakhon Ratchasima, and Pre-post speaking tests for English for Geotourism Youth Guides. Paired-samples t-test, One-Way ANOVA, descriptive statistics including minimum, maximum, means and standard deviations are used in data analysis. Results showed that the youth guides had a significant difference between pre-and post-test scores at.00 level in English for Geotourism. They gained significantly higher post-test scores than that of the pre-test scores. A significant difference indicates that learning through English for Geotourism Instruction resulted in higher post-test tasks scores. The significant differences are also found in pre- and post-task scores and the speaking components’ scores at.00 level. These findings confirm that this language innovation instruction is an effective open learning resource that can facilitate self-regulated learning and languages used in English for Geotourism. The findings can be applied to construct language innovation instruction to exclusively develop speaking skill in other English for specific purposes field.
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3

Nugraheni, Putranty Widha. "Collaborative Guided Inquiry for Chemistry Learning Outcomes Improvement on Solubility Product Concept." PSEJ (Pancasakti Science Education Journal) 7, no. 1 (August 1, 2022): 31–40. http://dx.doi.org/10.24905/psej.v7i1.134.

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This research aims to know the implementation of the learning model and the effect of the performance of the guided inquiry collaborative learning model on the students' achievement on solubility and solubility product concepts. This study used the design of experiments and was conducted in 11th grade at Malang High School in the group's pretest and post-test design. Data were collected using a multiple-choice test and analyzed using descriptive and inferential statistics (t-test). Student worksheets and proficiency tests in solubility and solubility product concepts were classified as valid and very effective. In addition, each learning phase of the timetable was adequately implemented. The study showed an effect of implementing the guided inquiry cooperative learning model on the students' achievement on solubility and solubility product. The student's cognitive achievements taught by collaborative guided inquiry had higher achievement (the average score was 80.83) than those led by guided inquiry (the average score was 70.93).
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Mutisya, Muthusi Francis, David M. Mulwa, and James M. Muola. "AN ASSESSMENT OF THE INFLUENCE OF MATHEMATICS TEACHERS’ TRAINING ON USE OF QUESTIONING TECHNIQUE AND STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN MWALA SUB-COUNTY, MACHAKOS COUNTY, KENYA." Journal of Education and Practice 3, no. 2 (November 25, 2019): 41. http://dx.doi.org/10.47941/jep.352.

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Purpose: Mathematics’ teachers play an important role in teaching of concepts in mathematics and ensuring that students register good grades in tests. However, in Mwala Sub-county, the scenario is different with many students registering low achievement in mathematics. Thus, the purpose of this study was to assess the influence of mathematics’ teachers training on use of questioning technique on students’ achievement in mathematics in public secondary schools in Mwala Sub-county, Machakos County, Kenya.Methodology: The study was guided by the learning theory. This study adopted mixed methodology and thus applied concurrent triangulation research design. Questionnaires were used to gather quantitative data from mathematics’ teachers whereas interview guides were used to collect qualitative data from principals. Qualitative data were analyzed thematically based on study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics and inferentially using linear regression analysis in Statistical Package for Social Sciences (SPSS Version 23) and presented using tables.Findings: The study established that many mathematics’ teachers have basic training on how to use the questioning technique in teaching mathematics. However, this has not improved students’ achievement in mathematics.Contribution to theory, policy and practice: The study recommends that mathematics’ teachers should undergo many in-service trainings on how improve the questioning technique skills. Mathematics’ teachers interact more with experienced colleagues by attending seminars and workshops designed to improve their experience and levels of exposure to different approaches of questioning. The Ministry of Education should create room for more in-service trainings for the newly recruited mathematics’ teachers.
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Chehade, Hanadi Mohammed, and Said Taan EL Hajjar. "An Empirical Study to Examine the Effect of Realistic Job Preview on Expectancies, Personal Goals and Performance." International Journal of Business and Management 11, no. 2 (January 25, 2016): 164. http://dx.doi.org/10.5539/ijbm.v11n2p164.

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<p>Several research studies confirmed that the administration of job preview information (J.P.I) guides to such desirable organizational outcomes as augmented satisfaction and reduced firing among new employees. Fewer studies have discovered the effects that J.P.Is hold other outcome variables such as attrition from the recruitment process, managerial commitment, and performance. The purpose of the present paper discovers the influences of J.P.I on outcome expectations and on performance through personal goals. An empirical study takes the opportunity to implement this case study on two well-known communication companies in the Kingdom of Bahrain that explores the effect of Management people on the relationship between expectancies and job achievement. The results of the Chi –square tests partially support the main hypothesis of this study which asserts that expectancies and goals that individuals set for themselves are not independent. </p>
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Yudho, Firdaus Hendry Prabowo, Dikdik Fauzi Dermawan, Rekha Ratri Julianti, Rahmat Iqbal, Dhika Bayu Mahardhika, Akhmad Dimyati, Setio Nugroho, and Citra Resita. "The Effect of Motivation on Increasing Students’ Cognitive Ability Through Guided Discovery Learning." European Journal of Education and Pedagogy 4, no. 1 (January 30, 2023): 78–83. http://dx.doi.org/10.24018/ejedu.2023.4.1.559.

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Motivation becomes a very important aspect in various activities carried out by everyone, including students while studying in college. Many works of literature and publications have revealed the relationship between motivation and learning outcomes at the school level with traditional methods and this study tries to explore the topic again by using the Guided Discovery Learning (GDL) method which is different from traditional/classical learning methods. To find out differences in achieving learning outcomes through the method are based on the level of achievement motivation of students at the college level of physical education program. This study uses a quasi-experimental method with a sample of 38 college students, and the learning process is 12 offline face-to-face meetings. The level of students’ motivation was measured using a motivational questionnaire consisting of 38 questions regarding achievement motivation, and students’ cognitive abilities were measured using three lecture material tests conducted at the beginning, middle, and end of the class term. The results of the study were processed quantitatively using statistical software to see the descriptive and inferential analysis in concluding the significance of the difference between low and high-motivated samples in their achievements in sports nutrition lectures. This study reveals a significant difference in the achievement of the sample after going through GDL learning based on the level of motivation. The results of the Student T-test and Wilcoxon’s statistical difference test on the Low-Motivated (LM) sample showed an insignificant difference on the 1–2 test, and a significant difference in the achievement of tests 2–3 and 1–3 at the level of α.05. The High-Motivated (HM) sample showed the consistency of significant changes in each test carried out (1–2, 2–3, and 1–3) at the level of α.05.
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7

Rini, Rini, Mery Napitupulu, and Tri Santoso. "Implementation of the Guided Inquiry Learning Model with High and Low Achievement Motivation on Student Learning Outcomes in Acid Base Material in Class X Depertement of Computer and Network Enginering (TKJ) in Vocational High Schools." Jurnal Riset Pendidikan MIPA 6, no. 2 (December 30, 2022): 69–76. http://dx.doi.org/10.22487/j25490192.2022.v6.i2.pp69-76.

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The aims of the study were to describe: 1. the application of the guided inquiry learning model, 2. student interaction in the guided inquiry learning model between high and low achievement motivation, 3. student responses to the application of the guided inquiry learning model, 4. improvement in student learning outcomes with achievement motivation high and low, and 5. student learning outcomes using guided inquiry learning models on acid-base material. The research method used is quasi-experimental. Data collection through learning achievement tests, achievement motivation questionnaires and student responses as well as observation sheets. The results showed that: (1) the application of the guided inquiry learning model was well implemented, (2) there was student interaction in the guided inquiry learning model between high and low achievement motivation as indicated by the sig value (0.000) < a (0.05), (3) student responses were very high, both those with high and low achievement motivation, (4) there was an increase in the learning outcomes of students who had high and low achievement motivation, and (5) there were differences in learning outcomes before and after using the guided inquiry learning model. acid-base material.
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8

Awad, Amal. "The Effect of Guided Imaginary Strategy on Improving Achievement in Science among the Fifth Grade Students and their Level of Spatial Perceptions." Hebron University Research Journal (HURJ): B- (Humanities) 15, no. 2 (December 31, 2020): 56–90. http://dx.doi.org/10.60138/15220203.

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This study investigated the effect of guided imaginary strategy on improving achievement in science among Grade five students in Al- Natheif Girl School No:2 and their level of spatial perceptions. The sample of the study consisted of (74) students enrolled in (2) sections (A & B) of Grade five in Al - Natheif Girl School No:2 in the school year 2018/2019. A test of (38) items was used to assess students’ achievement in science after verifying the validity of its content by a group of experts, and its reliability using Kuder Richardson-20 (KR-20) equation, and 2 tests of the spatial perception tests prepared by Okström et al, arabized by (Kasaji, 2010), were used after verifying its validity and reliability. The results of the study indicated the effect of guided imaginary strategy in improving the achievement of Grade five students in science and developing their spatial perception abilities. In light of these results, the researcher recommends conducting more research on using guided imaginary strategy in teaching other subjects, and testing their impact on other variables like creative thinking and reflective thinking.
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Hartini, Mimi. "PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN PARTISIPASI DAN PRESTASI BELAJAR PESERTA DIDIK (Studi Pada Mata Pelajaran Fisika Kelas X TR SMK Negeri Pagar Alam)." Diadik: Jurnal Ilmiah Teknologi Pendidikan 11, no. 1 (October 14, 2021): 264–79. http://dx.doi.org/10.33369/diadik.v11i1.18388.

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This study aims to describe the application of the Guided Inquiry learning model to increase the participation and learning achievement of students, as well as describing the effectiveness of the Guided Inquiry learning model application that can improve student learning achievement. This research is a Classroom Action Research (CAR) which is carried out in three cycles then followed by a quasi experiment. Each cycle consists of four stages, namely planning the action, implementing the action, observing, and reflecting. The subjects of this study were students of class X TR at SMK Negeri Pagar Alam in the academic year 2020/2021. The technique of collecting data through observation and tests. Technique of data analysis using the mean formula and t test. From the research results it can be concluded that the application of the Guided Inquiry learning model can increase the participation and learning achievement of students, as well as effectively improve the learning achievement of class X TR students at SMK Negeri 1 Pagar Alam.
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Lin, Su-Ching, and Hsiao-ping Lee. "The Impact of Process-oriented Guided Inquiry Learning on Students’ Academic Achievement and Capacities for Collaboration and Problem-solving." Journal of Social Science Studies 10, no. 2 (December 22, 2023): 111. http://dx.doi.org/10.5296/jsss.v10i2.21548.

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This study investigates the impact of Process-oriented Guided Inquiry Learning (POGIL) on students' academic performance, collaboration, and problem-solving capacities. This study adopted a two-group experimental design comprising an experimental group that received POGIL pedagogy and a control group that received traditional pedagogy. The 98 seventh-graders from a junior high school in central Taiwan comprised 51 experimental and 47 control group students. The data were collected over one semester using tests to assess academic achievement and scales to measure collaboration and problem-solving. This study used descriptive statistics: distribution frequencies, percentages, mean values, standard deviations, and inferential statistics: ANCOVA to analyze data. The results revealed that the experimental group acquired significantly higher scores on the collaboration and problem-solving scales and academic tests than the control group, indicating that POGIL pedagogy is more effective than traditional pedagogy at improving students' academic achievement and capacities for collaboration and problem-solving. The study confirmed that POGIL pedagogy positively affected student academic achievement, collaboration, and problem-solving capacities.
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Дисертації з теми "Achievement tests – Study guides"

1

Fiser, Timothy Paul. "Impact of Teacher Feedback on the Development of State Issued Scoring Guides for Science Inquiry and Engineering Design Performance Assessments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/991.

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In 2010, Oregon Department of Education (ODE) developed a set of rubrics designed to score a state required performance assessment targeting Science Inquiry (SI) and Engineering Design (ED) skills. During the development of the rubrics, ODE invited six panels of teachers to provide feedback on an early draft of the rubrics. This case study analyzed the teachers' feedback and the revisions of the rubrics to identify the types of feedback teachers offered and how ODE used that feedback to develop the rubrics. The results showed the teachers' feedback focused on defining the skills students were asked to demonstrate and distinguishing levels of student performance. There was clear evidence that the teachers' feedback had a substantial impact on the development of the rubrics. These results suggest that teachers can add substantial value during the development of a state issued assessment tool.
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2

Lai, Chan-pong. "Item bias in the 2nd IEA mathematics study." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626445.

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3

Amos, Zachary Scott. "The relationship of readability on the science achievement test a study of 5th grade achievement performance /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237770679.

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4

Hurley, Noel P. "Resource allocation and student achievement: A microlevel impact study of differential resource inputs on student achievement outcomes." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9724.

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This study examined the relationships between resource allocation and student achievement using a modified version of a conceptual model designed by Bulcock (1989) within a general model proposed by Guthrie (1988). Five research questions were developed from a review of literature to investigate the relationship between microlevel student input variables and student output variables--both cognitive and affective. The mediating effects of the student perceptions of the quality of school life on student achievement outcomes were also examined. Multiple regression analyses were utilized and data were analyzed at both the individual and school levels. Models were used to investigate the indirect effects of the quality of school life on student achievement outcomes. Substantively meaningful relationships were identified between linguistic resources, language usage and reading outcomes; socioeconomic level, gender, linguistic resources, language usage, and mathematics achievement; gender, student attitudes, and student well-being. All grade eight Newfoundland students (10,146) were the subjects of the study. Participants in the study completed the Canadian Test of Basic Skills (CTBS) and the Bulcock Attitudinal Inventory (BAI). Females scored higher than males on every test of the CTBS and also had more favourable attitudes towards school as measured using the BAI. Urban students outperformed rural students by the equivalent of nearly one year on the CTBS scores. A variable was constructed to test Bernstein's (1961) theory of language discontinuity. Bernstein contended that the further an individual's language code departed from the standard language code in use in that society, the greater the difficulty that person would have in learning. The language code variable was constructed using the language usage score from the CTBS to create a continuous variable. This language code variable proved to be highly explanatory in that it explained a large percentage of the variance in reading achievement outcomes and in mathematics achievement outcomes. The measure for students' perceptions toward their schooling experiences explained a large percentage of the variance of student well-being. Two other noteworthy findings in the present study arose from relationships identified between mathematics achievement and independent variables. A strong relationship was identified between mathematics achievement and socioeconomic level. In general, the higher one's socioeconomic level the greater were the outcome measures in mathematics achievement. Indirect effects analyses produced a significant relationship between gender and mathematics achievement that favoured girls. The construction of the educational production function in the present study proved to be an accurate model. The present study contributed to research in several ways. This is one of the first studies that has employed Quality of School Life indicators as developed in the BAI in an educational production function model. A second contribution was the inclusion of microlevel student linguistic resources as predictors of cognitive achievement outcomes. The third contribution of the present study was the high percentage of variance of cognitive achievement outcomes explained by the modified Bulcock model.
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5

Hinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs." THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.

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Navajo school students, it is believed, underachieve at school in terms of school attendance, dropout rates, and standardized performance tests. Among the many reasons proposed to explain the persistent school underachievement is that school culture is largely based on individualism, interpersonal competition, and other Western norms and values. These, it is argued, are an anathema to Native Americans. Hence, school culture may predispose many Navajo High School students to failure. To test this belief I constructed a model of school achievement motivation drawn from Western conceptualizations of achievement motivation described Navajo High School students achievement motivation. Using confirmatory factor analyses tests of equivalency were conducted that contrasted non-traditional Navajo students and females with near traditional Navajo students and males. Using structural equation modeling, I examined the relations of the language, location, and gender variables on the achievement goal factors, mediated by school measures of achievement, ability beliefs, social goals and achievement goals. I concluded that non-traditional and near traditional Navajo students are more similar than dissimilar. Clearly this raises concerns regarding the making of policy based on assumptions regarding presumed differences between non-traditional and near traditional Navajo High School students. I also concluded that, school achievement measures, the ability beliefs, and the social approval and social concern goals are important factors that influence the school achievement goals Navajo students emphasize. This has implications for the manner in which schools and teachers emphasize these factors in classrooms.
Doctor of Philosophy (PhD)
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Phillips, Jori K. "The Study of the Impact of Professional Learning Communities and Student Achievement." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621758.

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The purpose of this study was to determine if a difference existed between student learning, using the Missouri Assessment Program (MAP), and Professional Learning Community (PLC) implementation within fifth-grade populations in the state of Missouri. The following research questions were utilized to drive the research: What is the difference in MAP communication arts scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What is the difference in MAP math scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What are the perceptions of administrators of Missouri PLC districts regarding the Missouri PLC program and student achievement? Three years of math and communication arts data were analyzed in this study. Yearly mean scores were compared by applying a t-test to determine if a statistical significance existed between PLC implementation and student learning. Missouri PLC exemplary schools' data were analyzed and compared to data of like-demographic, non-PLC implementing schools. The data revealed, in the area of communication arts, no statistical significant difference in student achievement between PLC exemplary schools and non-PLC schools. These findings led to the decision to not reject the null hypothesis and not support the alternative hypothesis. A statistical significant difference was found in the area of math, and an overall conclusion was drawn that supported the alternate hypothesis and rejected the null hypothesis. In addition, interviews were conducted with Missouri PLC exemplary school administrators to gain perspectives into the daily successful workings and effect of the Missouri PLC model on student achievement. Administrators from the PLC exemplary schools attributed gains in student achievement to PLC implementation.

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7

DiAntonio, Stephanie L. "A study of the predictive validity of the Gates-MacGinitie Reading Test and the New Jersey Assessment of Skills and Knowledge at the 4th, 5th and 6th grade levels /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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Cushing, Katherine Susan. "The effect of formal instruction in test taking skills using the Riverside "Improving Test Taking Skills" materials on standardized achievement test scores of students in fourth and fifth grade." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184472.

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Researchers have suggested that knowledge of how to take a test decreases the validity of achievement test scores as measures of content knowledge. Further, teaching students test taking skills generally improves student achievement test scores. However, little research exists regarding the efficacy of commercially prepared materials for formal test-wiseness instruction. Fourth and fifth grade students in 15 elementary schools participated in this study. Students in the Volunteer Selected group received instruction in test taking skills using the Riverside Improving Test Taking Skills materials. Students in the Volunteer Not-Selected group received whatever test taking skill instruction their teachers provided as a result of wanting, but not being selected, to participate in the study. Students in the Control group received what was considered "normal" instruction in test taking skills. A gain score ANOVA of NCE scores from standardized testing was used to determine statistical significance on the Composite Battery and the Reading and Mathematics subtests. When reliable differences were indicated effect sizes were calculated. Formal instruction in test taking skills resulted in significant effects for fourth grade students on the Composite battery and the Mathematics subtest. However, average gains for students in the Volunteer Not-Selected group were as great as for students who received instruction using the Riverside materials. Significant effects for the Reading subtest were indicated only for achievement level. Positive effects were indicated for fifth grade students in the Volunteer Not-Selected group on the Composite and Mathematics subtest. At the fourth grade differential effects were indicated for achievement level, sex, and SES, but not for ethnicity. At the fifth grade achievement level, sex, SES, and ethnicity resulted in differential effects for students in all three groups. In summary, test taking skill instruction appeared beneficial to fourth grade students regardless of whether the instruction was delivered using the Riverside materials or using teacher made or teacher collected materials. At the fifth grade data the results were less clear cut. Further research must be conducted before policies can be established and educators can use with confidence, or not use at all, commercially prepared test taking skill instructional materials.
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Lai, Chan-pong, and 黎鎮邦. "Item bias in the 2nd IEA mathematics study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626445.

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10

Geraci, Sanford A. "Effective mathematics placement testing strategies a study of mathematics placement test retake policy at a two-year public community college in Florida /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/2985.

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Thesis (D.A.)--George Mason University, 2008.
Vita: p. 72. Thesis director: Stephen H. Saperstone. Submitted in partial fulfillment of the requirements for the degree of Doctor of Arts in Community College Education. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. 69-71). Also issued in print.
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Книги з теми "Achievement tests – Study guides"

1

Board, College Entrance Examination, and Educational Testing Service, eds. Four popular achievement tests. [New York, NY]: The Board, 1988.

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2

Juliana, Fazzone, ed. SuperCourse for College Board achievement tests. New York: Prentice Hall, 1991.

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3

Midgley, David A. How to prepare for College Board achievement tests. 8th ed. New York: Barron's Educational Series, Inc., 1990.

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4

Juliana, Fazzone, and Martinson Thomas H, eds. SAT II subject tests SuperCourse. 2nd ed. New York: Macmillan, 1994.

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5

Dulan, Steven W. Mcgraw-Hillś 10 act practice tests. 3rd ed. New York: McGraw-Hill, 2010.

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6

Gruber, Gary R. Gruber's complete preparation for the new SAT: Featuring critical thinking skills. 7th ed. New York: HarperPerennial, 1996.

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7

Juliana, Fazzone, and Martinson Thomas H, eds. SAT II subject tests. 4th ed. [Lawrenceville, NJ?]: ARCO/Thomson Learning, 2001.

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8

Juliana, Fazzone, ed. SAT II subject tests. 5th ed. [Lawrenceville, NJ?]: Thomson/ARCO, 2002.

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9

Dulan, Steven W. McGraw-Hill's 10 ACT Practice Tests. New York: McGraw-Hill, 2008.

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Association, Research and Education, ed. REA's biology builder for admission & standardized tests. Piscataway, NJ: Research and Education Association, 1994.

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Частини книг з теми "Achievement tests – Study guides"

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Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference, 562–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.
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Bacci, Silvia, Bruno Bertaccini, Alessandra Petrucci, and Valentina Tocchioni. "Assessing the predictive capability of Invalsi tests on high school final mark." In Proceedings e report, 11–16. Florence: Firenze University Press and Genova University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0106-3.03.

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Educational achievement can be considered a multifaceted issue, which comprises different domains of learning. In Italy, on one hand the INVALSI tests administered to students through the schooling years aim to measure the ability of students in numeracy, literacy and English reading and listening competencies, separately. On the other hand, the high school final mark may be considered an overall performance outcome, formed by the combination of several marks in different subjects. Finally, at university academic achievement may be represented by the number of credits earned during the first year of enrolment, usually considered a good predictor of successful academic performances. The aim of the present work is to understand if the INVALSI scores, the high school final mark and the number of credits earned in the first academic year are associated. More specifically, our objective is twofold: first, we intend to verify if and how the INVALSI scores are associated with students’ high school final mark; second, we aim to check if the INVALSI scores and / or the high school final mark are predictive of students’ career in terms of credits earned in the first year. We will interpret our results concentrating our attention on eventual differences depending on type of school, university, field of study, student’s geographical area of residence. We use the MOBYSU.it database, selecting nearly 200.000 students who obtained their high school diploma in Italy in 2019 and enrolled in an Italian university in academic year 2019/2020. For the first objective, we estimate a multilevel ordered logit models, with students nested within high schools; as for the second objective, we estimate a cross-classified multilevel models, with students nested within high schools and athenaeums. We interpret our results in the light of assessing eventual divergences in students’ performances during the transition from high school to university.
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Engdal Jensen, Ragnhild. "Implications of Changing the Delivery Mode on Reading Tests in Norway—A Gender Perspective." In Equity, Equality and Diversity in the Nordic Model of Education, 337–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_13.

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AbstractWhat can be seen as a digital shift in society is also visible in the Norwegian educational system, as the use of digital devices has increased in both teaching and learning activities. Together with some practical and logistical reasons, the former has very much facilitated the change of delivery mode of the Norwegian National Assessment of Reading Literacy. At the same time, a concern arose regarding whether the test will continue to measure the same underlying concept of reading as before. Furthermore, from the equity perspective, it is important that the change of mode is not disfavourable to any particular group of students. As a solution to this, the format of the test is preserved using fixed, as opposed to dynamic, texts, assuming that fixed texts are consumed in the same way regardless of whether they are presented on paper or on screen. Building on this, this chapter reports on a field trial study for the 2016 Norwegian National Assessment in reading. Nine hundred seventy-three eighth graders from nine different schools participated in completing reading tests on either paper or screen. The main aim of the study is to explore to what extent delivery mode seems to influence students’ outcomes. In particular, we investigate whether the change in delivery mode affects boys’ and girls’ results on reading comprehension tests in the same way. For the purpose of analysis, the Rasch model will be used as a measure of student ability and a multiple regression model will be used to investigate gender differences across the modes. Based on the research so far, we assume that the change in mode will not have a significant impact on student performance relative to gender. The results will be discussed in the light of the gender gap in reading achievement present in the Norwegian educational system.
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Bungaro, Luca, Marta Desimoni, Mariagiulia Matteucci, and Stefania Mignani. "The joint estimation of accuracy and speed: An application to the INVALSI data." In Proceedings e report, 221–26. Florence: Firenze University Press and Genova University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0106-3.39.

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In Italy, the National Institute for the Evaluation of the Education and Training System (INVALSI) every year administers standardized tests via computer-based testing (CBT) to students attending grades 8, 10, and 13. The CBT mode allows to collect data not only on the students’ response accuracy (RA) based on item responses, but also on their response times (RT). By using these data, it is now possible to estimate the speed ability of examinees, besides the usual ability (e.g. Italian language, mathematics or English ability). In this study, we use the 2018 mathematics data for grade 10 to estimate the ability and speed of students following the fully Bayesian approach of Fox et al. (2021), who implemented in the R package LNIRT the models of van der Linden (2007) and Klein Entik et al. (2009). In a second step, we use the estimated mathematics ability and speed in a bivariate multilevel model, where the first-level units are represented by students and the second-level units are represented by classes. Covariates such as gender, school type, immigrant status, economic, social, and cultural status, prior achievement, grade retention, student anxiety, class compositional variables, and geographical area are included in the model. The main results show that the ability and speed are inversely proportional, e.g. as ability increases, speed decreases. Also, differences in the students performance by gender and school type are significant for both ability and speed.
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Wang, Chuang, Qimeng Liu, Jian Liu, and Tianxue Cui. "THE RELATIONSHIP BETWEEN STUDENT’S APPROACHES TOWARD LEARNING AND ACADEMIC ACHIEVEMENT IN THE CHINESE CONTEXT." In Advances in Education and Educational Trends Series, 3–14. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead01.

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This study examined the relationship between Chinese high school students’ approaches toward learning and their academic achievements. Participants consisted of 14,021 eleventh graders from an eastern province in China. They took the National Standardized Test in three subject areas: Chinese language, mathematics, and English language. The total score was used as an indicator of their academic achievement. Students’ approaches toward learning were measured in three aspects: self-confidence in learning, learning interests, and study habits. Questionnaires of self-confidence in learning and learning interests were adapted from PISA 2006 and PISA 2012. Study habits were measured with the questionnaire adapted from Academic Adjustment Inventory (AAT). The Pearson correlation and hierarchical linear regression results showed that the dimensions of students’ approaches toward learning weresignificantly related to academic achievements. Results of analysis of variance after the control of student gender and socioeconomic status suggested that the top 25% of students in dimensions of approaches toward learning scored significantly higher than the bottom 25% of students with small effect sizes in their performance on the final examinations. This study suggests that helping students build good approaches toward learning may improve their academic achievements. Educators are recommended to put more effort into helping students cultivate learning confidence and developing interests in learning. Classroom teachers are advised to guide students in fostering good study habits and make study plans.
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Shaver, Elizabeth Ann, and Arine Lowery. "Are We Teaching the Whole Story?" In Handbook of Research on Race, Culture, and Student Achievement, 287–316. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5705-4.ch015.

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This chapter examines the incorporation of marginalized Americans in high school American history state standards and selected curriculum guides in three southern states: Florida, North Carolina, and Tennessee. Using critical race theory (CRT) as a lens, this study examines marginalized narratives and historic events within the standards and curriculum guides, specifically seeking to understand two big ideas: How are the narratives and experiences of marginalized Americans represented in high school American history standards and curriculum guides? and Which marginalized Americans, and events involving them, appear in the standards and curriculum guides? The findings suggest that even into the second decade of the 21st century, content coverage in these three states' high school American history curricula continues to trend toward over-representation of conditions of oppression and resistance to it rather than examples of ingenuity, creativity, and cultural contributions.
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Prosenjak, Bojan. "How to construct your test: The influence of test length on students’ achievement." In Kompetencje XXI wieku: certyfikacja biegłości językowej / Competences of the 21st century: Certification of language proficiency. University of Warsaw Press, 2020. http://dx.doi.org/10.31338/uw.9788323546917.pp.80-92.

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Our study investigated the difference in achievement between two groups of high school students – those who took shorter tests more frequently, and those who took longer tests less frequently. Both tests types tested listening, reading and writing skills. Th e results showed no statistically significant difference between the two groups, and the participants’ preferences as to the length and frequency of tests indicated a difference of only just above fi ve percentage points in favour of shorter and more frequent tests. Teachers should thus examine their students’ attitudes and motivation, adapt their revision lessons and teaching material accordingly, and construct the most appropriate instrument for testing their students’ achievement.
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Loukson, Ives S., and Helen Chwienui Ghogomu Gayelle. "Management of Dyscalculia and Dyslexia for a Democratic Education in Cameroon." In Closing the Educational Achievement Gap for Students With Learning Disabilities, 1–13. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8737-2.ch001.

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The study is a contribution to a more democratic education in Cameroon. “La Gaieté” School Complex works as a control panel from which a reliable visualisation of the situation in Cameroon as a whole is at hand. The study shows how undemocratic it is when teachers continually intervene in class unaware of learner's natural and effective disabilities. Dyscalculia and dyslexia are two examples of these natural disorders at stake in the study. Several management methods are suggested and also discussed in relationship with democratic education. The idea of democratic education by John Dewey, Paulo Freire, Henry Giroux, and Amy Gutmann as it includes diversity, equality, participation, choice, and cohesion guides the study theoretically.
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Karademir Coşkun, Tugra. "Unlocking the Future." In Advances in Educational Technologies and Instructional Design, 229–52. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3015-9.ch015.

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In this study, the aim is to determine the effect of the digital learning material development process on university students' 21st-century competencies. Eighty-five university students voluntarily participated in the study, and the research was designed using a sequential exploratory design. Quantitative data were collected through achievement tests, while qualitative data were gathered using an interview form. Achievement tests were administered before and after an eight-week training program, and interviews were conducted at the end of the training sessions. Students were given various tasks during the training process. The obtained quantitative data were subjected to cluster analysis, while the qualitative data underwent content analysis. As a result of the cluster analysis, the group with a low achievement score from the two divided groups reported the development of 21st-century competencies in 12 themes, while the group with a high achievement score reported the development in 15 themes.
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Haseski, Halil İbrahim, Ulaş Ilic, and Ufuk Tuğtekin. "Computational Thinking in Educational Digital Games." In Advances in Early Childhood and K-12 Education, 256–87. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3200-2.ch013.

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In our age, computational thinking is a required skill for the 21st century that guides individuals' systematic behavior towards resolving the problems they face. Today, it could be argued that one of the tools that could be used with the students to achieve this skill is the educational digital games. Literature review revealed no measurement tools that scrutinize the readiness levels of educational digital games for the students to achieve computational thinking skills. Thus, the present study aimed to develop a checklist to determine the competency of educational digital games in promoting the achievement of computational thinking skills determined by ISTE and CSTA (2011) by the students. It was considered that the developed measurement tool would facilitate the assessment of educational digital games for achievement of computational thinking skills and guide the designers. At the end of the study, recommendations for future research and applications are presented.
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Тези доповідей конференцій з теми "Achievement tests – Study guides"

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Khalaf, Nicola. "The Impact of Instructor-Provided Study Guides on Student Academic Achievement in Undergraduate Gateway Courses." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2107178.

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Sakai, Rena, and Christine Bakke. "Student Ownership of Learning: A Student’s Experience." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4992.

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Aim/Purpose: This study reports the outcome of Student Ownership of Learning (SOL) through developing a shopping application. This research aims to describe embedding agile career-like experiences into software development courses in order to improve perceived educational value. Background: Many classes consist of lectures, homework, and tests; however, most students do not remember what they learn through passive instruction. The re-searchers of this study believe that SOL and Scrum can be combined to guide students as they take an active and leading role in their learning. Methodology: This study implemented SOL and Scrum to promote learning through teacher and student collaboration. Iterative development of an ill-defined and complex software project progressed through goal setting, task determination, prioritization, and timeboxing. Following Scrum, the complex project was first broken down into small units. The development followed short periods of independent work followed by meetings; each timeboxed development cycle is modeled after a Scrum sprint. Weekly instructor-student meetings emphasized planning and reflection through code review, discussions of progress and challenges, and prioritization for the next iteration. The project followed the agile philosophy of soft-ware development flow through iterative development rather than focusing on a defined end date. Contribution: This study provides a practical guide for successful student learning based on SOL and Scrum through project details such as project successes and iterative challenges. Findings: This study found that SOL, when combined with Scrum, can be used to provide a career-like software development experience. Student perceptions reflect regular interactions with a subject matter expert for the development of a complex software project increased willingness to learn, helped clarify goals, and advanced development of independent programming skills. Recommendations for Practitioners: Practitioners can share this research with faculty members from different faculties to develop the best solutions for SOL using Scrum. Recommendations for Researchers: Researchers are encouraged to explore different disciplines and different perspectives where SOL and Scrum methods might be implemented to increase active learning through teamwork or project-based learning. Impact on Society: This study is beneficial for creating or redesigning a course to include career-like experiences. Readers can understand that the high level of engagement and achievement achieved through SOL and Scrum are the driving forces for project success. Future Research: Practitioners and researchers can expand the current body of knowledge through further exploration of Scrum and SOL in educational settings where the emulation of real career experiences is desired. Future research examining best practices, tools, and methods for embedding complex software development projects into programming courses would benefit instructional faculty in many technical disciplines.
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Frias-Navarro, Dolores, Hector Monterde-i-Bort, Nuria Navarro-Gonzalez, Olaya Molina-Palomero, Marcos Pascual-Soler, Jose PerezGonzalez, and Claudio Longobardi. "Statistics anxiety in university students in assessment situations." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7990.

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Many students have feelings of state anxiety when exams, and these feelings probably affect their performance. Statistics courses have been identified as producing the most anxiety. The purpose of our study is to measure statistics anxiety throughout an academic course (pre-test and three assessments) in order to observe its change and analyze the relationship between statistics anxiety and academic achievement. The sample is composed of 30 Psychology students taking a course in research designs and statistics (26.7% men and 73.3% women) with a mean age of 20.31 years (SD = 3.76). The results show that the students begin with a high level of statistics anxiety that gradually declines as the course progresses and they study the course materials. Moreover, the final achievement in the subject maintains an inverse relationship with the level of statostics anxiety. The recommendation is to present the detailed contents of the teaching guide on the first day of the course in order to reduce students' anxiety and uncertainty when beginning a statistics course.
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M. Lago Carrera, Jose, and Aida Badaoui. "COMPARATIVE STUDY THROUGH TESTS OF THE DIFFERENT CONCRETE PAVEMENT SYSTEMS." In 12th International Conference on Concrete Pavements. International Society for Concrete Pavements, 2021. http://dx.doi.org/10.33593/m7sz8uu7.

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When the design of a concrete pavement is addressed, one of the most important points is to determine which type is the most appropriate to satisfy the requirements. Based on the classification of concrete pavements indicated in ACI 360[1] (Plain concrete, continuously reinforced (bars or welded wire reinforcement), fiber reinforced concrete, shrinkage- compensating and post-tensioned), a series of tests have been developed that allow us to establish a comparison at the level of load capacity. To evaluate the capacity to bending and shear a battery of tests were performed including a beam test and square slab testing. Different systems were designed: Continuously reinforced, steel and macro-synthetic fibers, combined solutions, post-tensioned and shrinkage-compensating concrete pavement. The results show that with an equal amount of steel the load capacity of the continuously reinforced is more than 50\% higher than the fiber, and this difference increases when increasing thickness. With equal volume of fiber, the capacity with steel fiber is 25\% higher than the synthetic. In Shrinkage-compensating, an expansion of 300 microns/meter was generated, increasing the flexural strength at 0.3 Mpa, improving load capacity and energy absorption. In the post-tensioning system, an effective post-tensioning tension of 2 Mpa was introduced and, consequently, this increase was observed in the appearance of the first crack. In the square slab test the formation and development of the yield lines was observed. Based on the results of the tests and having analyzed the ACI 360 and TR34 to determine the moment capacity of fiber-reinforced concrete and continuously reinforced, it is considered that in the case of continuously reinforced the guides should incorporate a nonlinear method with plasticity considering the ultimate tensile strength of steel. In this way, the comparison between both systems would be closer to reality. Considering only moment capacity and punching shear capacity, it is concluded that solutions with continuous reinforcement (bars or welded wire reinforcement) are more effective for high loads than fibers.
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Farrell, Ronald, Matthew Laney, Preston Vock, and Andrew Garcia. "A Case Study: Balanced Globe Valves Failure, Root Cause, and Recovery." In ASME 2018 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/pvp2018-84757.

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During the pre-operational blowdown testing of the AP1000® Automatic Depressurization System (ADS), it was observed that several ADS Stage 1-3 balanced globe valves did not fully open; however, the valves did sufficiently open to provide adequate ADS flow to meet the ADS System depressurization safety function. Since the Main Control Room did not receive a full-open signal indicating that the ADS valves fully completed the valve stroke, the valves were disassembled to determine the potential cause and scoring was observed on the valve disk and valve body guide surfaces. A technical design review team was formed and determined that the primary cause was unequal thermal expansion between the thin walled valve disk and the thicker valve body resulting in interference during valve stroking. Classical thermal and CFD analyses were used to confirm that, once a normally closed globe valve received its signal to open, there was not sufficient “soak time” for the thicker valve body to reach thermal equilibrium with the thinner valve disk; thus, as the valve disk stroked open as it moved along the guide surfaces, there was not sufficient clearance resulting in scoring between the disk and the guides preventing the disk from stroking fully open. The solution was to maximize the clearance between the disk and body guides to allow for thermal growth during the ADS blowdown event. However, changing the clearances between the body guides and disk may compensate for thermal growth but may also impact the valve’s “balancing” function; therefore. disk piston rings were added to restore the tight clearance needed for “balancing” yet sufficiently provide relief from the effects of thermal growth. A prototype valve was retrofitted, and small scale validation tests were performed using air to challenge the changes. The preliminary performance test results were utilized by system designers to better understand the valve function in the event of an ADS blowdown. Although no full-scale retrofit testing was practical using high temperature saturated steam, as no suitable test facility was available within the plant operational test schedule time frame, the quality of the recovery effort yielded a high degree of confidence that the system retest would be successful. The project came to a successful conclusion upon two successful operational ADS blowdown tests with the retrofits installed.
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Yüksel, Sedat, and Mestan Boyaci. "EXAMINING EFFECT OF ANIMATION APPLICATIONS ON STUDENT ACHIEVEMENT IN SCIENCE AND TECHNOLOGY COURSE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.51.

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The aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key wordThe aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key words: animation, constructivist science education, teaching supported by computer. s: animation, constructivist science education, teaching supported by computer.
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Eryilmaz, Önder, and Kayhan Bozgün. "The Effect of Using Cartoons on Primary School Students’ Academic Achievement in Social Studies Courses in Turkey: A Meta Analysis Study." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.49.

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The main purpose of this study is to investigate the effect of using cartoons on primary school students’ academic achievement in social studies courses in Turkey. We preferred to conduct meta-analysis instead of traditional literature review. In accordance with the purpose of the study, we analyzed experimental research such as articles, dissertations, and papers which were obtained from Web of Science, ERIC, Scopus, Proquest, Ebscohost, Google Scholar, The Turkish Council of Higher Education Thesis Center, and Dergipark databases. We used [“cartoon” OR “comic” OR “caricature” AND “social studies”] search code in order to reach convenient publications. As a result of the literature review by using search code, 25 publications that were conducted as experimental studies between 2006 and 2020, were listed. 9 publications were eliminated since they had non-parametric values in normality tests and have no standard deviation values of control and experimental group posttests. Moreover, publications that have no achievement test were eliminated as well. Finally, 16 studies were included. We used R software to analyze the data. Cohen’s d, Hedge’s g values, and sampling variances of all publications were calculated. Heterogeneity and publication bias of studies were also checked before proceeding to the main analysis. The random-effects model was performed to calculate the overall effect size. As a result of the analysis, a large effect size was found. In other words, using cartoons has a large effect on primary school students’ academic achievement in social studies courses in Turkey.
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Banjanin, Bojan, Neda Milić Keresteš, Rastko Milošević, Savka Adamović, and Magdolna Pál. "Video games as a learning tool - potential applications in the graphic engineering and design studies." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p68.

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Throughout this research, evidence has been accumulating on the positive impact of educational games (serious games) on students' learning and achievement and the impact of non-educational games on different psycho-physical traits. Today's dynamic way of life and almost innate familiarity with technology opens many new possibilities for teaching and can facilitate a better understanding of specific topics. There are numerous applications of video games for educational purposes. This paper aims to give insight into these researches and propose potential applications in a Graphic engineering and design studies. There is not much literature describing and discussing applications of video games in this field of study, and only simulations for specific graphics-related processes are commercially available. Significant findings in various applications of video games are listed and discussed. Some game design guides for implementing video game technology as an educational tool in the field of Graphic engineering and design are proposed.
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Guo-Yan, Zhou, Qin Hong-Yu, Wang Jun-Qi, Tu Shan-Tung, and Gong Jian-Guo. "Study on the Creep Property by Small Beam Specimen With Fixed Constraint." In ASME 2018 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/pvp2018-84959.

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To guarantee the safe and highly efficient operation of the high temperature plants, evaluation of the material creep properties and deterioration are necessary. As for small-structure components, especially in service, the material is not sufficient to provide a standard specimen for creep tests. So, as one of the promising techniques, small specimen creep tests have been developed. Three-point bending specimen with fixed constraint (TPBSF) has been attracting scholars’ increasing interests due to its simple stress state and easily achievement of rupture data. However, the TPBSF is limited in many applications for its different constitutive equations and larger errors. In this study, on the basis of beam bending theory, the creep deformation formula of TPBSF was modified. Its feasibility and accuracy was verified by comparing with the creep test data of A7N01 aluminum alloy at 380 °C in literature. Further, based on this modified constitutive equation, finite element method was used to investigate the creep behavior of 0Cr18Ni9 at 600°C. The results show that the modified creep deformation constitutive equation correlates better with uniaxial creep. The corresponding creep parameters B and n of 0Cr18Ni9 at 600°C by TPBSF test are much closer to the experimental results by uniaxial specimen. Von Mises stress and normal stress distribute almost symmetrically along center line at the beginning. But they redistribute with increasing time and reach to a steady state with constant values.
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Korganci, Nuri, Cristina Miron, Adrian Dafinei, and Stefan Antohe. "COMPARISON OF GENERATING CONCEPT MAPS AND USING CONCEPT MAPS ON STUDENTS ACHIEVEMENT." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-098.

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Concept mapping is widely used to facilitate learning tool to help students organize information and improve long-term retention. Student generated concept maps have been recommended for studying content area materials, because the learner plays an active role in creating and modifying the concept map. It is an innovative classroom pedagogy that promotes development of self-learning. This study aims to compare the effect of concept maps between construct-by-self, construct-on- scaffold and construct by paper-and-pencil on students' comprehension in electricity. Forty-seven high school students were evaluated by a pre-post-test design. Four tenth grade science classes of students at a high school were assigned to three treatment groups. Assessment tests focused on whether the student has acquired the knowledge that is a part of the objectives using concept maps, but also find out what the students knows, understands, or is able to achieve on his own. Group I, individually concept mapped which was used to track their understanding of electricity. Group II, those who used fill in the blank concept map, within which some nodes and links were set as blanks for the scaffold. Group III, construct by paper-and-pencil with the assistance of the feedback. The findings revealed that fill in the blank concept maps on computers positively influenced concept learning compared to those who used individually generating concept maps. The two computer-based procedures are helpful for students in completing their concept maps than constructing with paper-and-pencil.Group III, construct by paper-and-pencil with the assistance of the feedback. The findings revealed that fill in the blank concept maps on computers positively influenced concept learning compared to those who used individually generating concept maps. The two computer-based procedures are helpful for students in completing their concept maps than constructing with paper-and-pencil.
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Звіти організацій з теми "Achievement tests – Study guides"

1

Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Moreno, Martín, Jesús Duarte, María Soledad Bos, and Alejandro Morduchowicz. Educational Equity in Chile: Trends 1999-2011. Inter-American Development Bank, May 2013. http://dx.doi.org/10.18235/0010545.

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For over thirty years, Chile has been implementing reforms and policies aimed at improving educational efficiency, quality and equity. The latter has been of particular interest over the last decade. The quality and quantity of data available in Chile allows us to explore the evolution of learning gaps among students according to their socioeconomic background over increasingly longer periods of time. The findings of this study indicate positive changes in the distribution of learning achievement according to student socioeconomic level or, in other words, educational equity. However, the magnitude of these changes varies according to grade level and subject. Changes have been more notable in the fourth grade and in language than in the eighth grade and in math, and they have been minimal in the tenth grade. Furthermore, as a methodological contribution to studies on educational equity, we make use of a variety of tools in order to explore their consistency. Therefore, this document presents, in their respective sections: a) the results of national achievement tests from the past years and an analysis of trends in socioeconomic and academic segregation in schools; b) changes in the relationship of socioeconomic status to academic achievement between and within schools; and c) the evolution in learning gaps between students from different socioeconomic backgrounds.
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Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.

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To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.
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Competitiveness and Science and Math Education: Comparing Costa Rica, El Salvador and Brazil (Recife) to Sweden. Inter-American Development Bank, June 2006. http://dx.doi.org/10.18235/0011156.

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The purpose of this study is to document and give deeper substance to the link between math and science achievement and the economic performance of firms in the information and communications technology (ICT) cluster in four countries: Brazil (Recife), Costa Rica, El Salvador, and Sweden. Sweden was used as the comparison country since its achievement in math and science, as measured by international tests, ranks among the highest in the world. There are four premises that underpin this study: 1) There is a clear link between math and science achievement and the economic performance of firms in a country; 2) This link is forged in the process of technology transfer; 3) The process of technology transfer in developing countries often occurs in exchanges between a transnational corporation (TNC) and its local suppliers; 4) Good math and science skill levels are critical for the technology transfer process to create value, both for the TNC and its local suppliers/partners.
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