Готові списки джерел за темами / Students’ effort

Добірка наукової літератури з теми "Students’ effort"

Автор: Grafiati
Опубліковано: 8 червня 2024

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  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Students’ effort":

1

Kuehn, Zoë, and Pedro Landeras. "The Effect of Family Background on Student Effort." B.E. Journal of Economic Analysis & Policy 14, no. 4 (October 1, 2014): 1337–403. http://dx.doi.org/10.1515/bejeap-2013-0150.

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Abstract Students from more advantageous family backgrounds tend to perform better than those from less advantageous backgrounds. But it is not clear that these students exert more effort. We build a model of students, schools, and employers to study the interaction of family background and effort exerted by the student in the education process. Two factors turn out to be key in determining the relationship between effort and family background: (i) the student’s attitude toward risk and (ii) how the student’s marginal productivity of effort depends on her family background. We show that when the degree of risk aversion is relatively low (high) compared to the sensitivity of the marginal productivity of effort, students from more advantageous family backgrounds exert more (less) effort. Empirically, we find that if parental education was reduced from holding a university degree to incomplete compulsory education, primary and secondary school students would exert around 21–23% less effort (approximately equal to a reduction of 2 hours weekly in homework). For primary school students we also find that marginal productivities of effort are higher for those from less advantageous family backgrounds.
2

Ghani, Erlane K., Jamaliah Said, and Kamaruzzaman Muhammad. "The Effect of Teaching Format, Students’ Ability and Cognitive Effort on Accounting Students’ Performance." International Journal of Learning and Development 2, no. 3 (May 6, 2012): 81. http://dx.doi.org/10.5296/ijld.v2i3.1776.

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This study examines whether factors identified in the literature as influencing students’ performance explain students’ performance in an Advanced Financial Accounting course. Three variables are chosen: teaching format, cumulative grade point average and study effort to examine their effect on students’ performance. Using questionnaire and experimental approaches on 129 students who were enrolled in Advanced Financial Accounting course in a public university in Malaysia, the results in this study indicate all three variables examined are associated with students’ performance. These results could assist academics in understanding and developing strategies that could be apply at the beginning of the course to ensure students’ performance could be improved. Keywords: Students’ performance, Advanced Financial Accounting (AFA), Teaching Format, Cumulative Grade Point Average, Study Effort.
3

Meiranti, Alya, Yelliza Yelliza, and Hervyna Asty. "Students' Effort to Improve Speaking Skill." Journal of Asian Studies: Culture, Language, Art and Communications 3, no. 1 (June 2, 2022): 16–23. http://dx.doi.org/10.51817/jas.v3i1.52.

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Abstract The aims of this study was to find out students’ efforts in improving speaking skills at University of PGRI Sumatera Barat. This present study employed a qualitative descriptive design with taken from a questionnaire adapted from the College Students Experience Questionnaire (CSEQ) G.D Kuh (2003) as a research instrument. The data collect by distributing questionnaires using Google Forms. There were 49 students first semester in 2021 studying at the Department of English Education, University of PGRI Sumatera Barat who participated in this study. There are seven activity scales namely, library, classroom learning, speaking experience, arts and music activities, campus facilities, groups and organizations, and personal experiences. The results of the analysis showed that students' efforts to improve their English speaking skills, from twenty-seven indicators of translation, students tend to make twenty-one attempts to improve speaking skills. Most students go to the library to find English speaking resources. Students increase their English vocabulary by reading many source books. Students learn in group discussions in class. Most of the students when they meet at their campus location will discuss to improve their speaking skills, etc. It can be concluded that first semester students use varied efforts to improve their speaking skills in varied activities.Keywords: Speaking Skills, Student EffortAbstrakTujuan dari penelitian ini adalah untuk mengetahui upaya mahasiswa dalam meningkatkan keterampilan berbicara di Universitas PGRI Sumatera Barat. Dalam penelitian ini peneliti menggunakan desain deskriptif kualitatif dengan menggunakan angket yang diadaptasi dari College students Experience questionnaire (CSEQ) G.D Kuh (2003) sebagai instrumen penelitian. Pengumpulan data dengan cara membagikan angket menggunakan Google Form. Ada 49 mahasiswa semester satu tahun 2021 belajar di jurusan Pendidikan Bahasa Inggris, Universitas PGRI Sumatera Barat yang berpartisipasi dalam penelitian ini. Ada tujuh skala aktivitas yaitu, perpustakaan, permbelajaran di kelas, pengalaman berbicara, seni dan aktivitas musik, fasilitas kampus, grup dan organisasi, dan pengalaman pribadi. Hasil analisis menunjukkan bahwa upaya mahasiswa dalam meningkatkan keterampilan berbicara bahasa Inggris bervariasi, dari dua puluh tujuh indikator penjabaran, mahasiswa cenderung melakukan dua puluh satu usaha untuk meningkatkan keterampilan berbicara. Sebagian besar mahasiswa pergi ke perpustakaan untuk menemukan sumber materi berbicara bahasa Inggris. Mahasiswa menambah kosa kata Bahasa Inggris mereka dengan membaca banyak buku sumber. Mahasiswa belajar dalam diskusi kelompok di kelas. Sebagian besar mahasiswa ketika bertemu di lokasi kampus mereka akan berdiskusi untuk meningkatkan kemampuan berbicara mereka, dll. Jadi dapat disimpulkan bahwa mahasiswa semester satu menggunakan berbagai upaya untuk meningkatkan keterampilan berbicara dalam berbagai kegiatan.Kata kunci: Keterampilan Berbicara, Upaya Mahasiswa
4

Carbonaro, William. "Tracking, Students' Effort, and Academic Achievement." Sociology of Education 78, no. 1 (January 2005): 27–49. http://dx.doi.org/10.1177/003804070507800102.

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5

Lai, Wei Sieng, and Noorasiah Sulaiman. "Student’s Awareness and Perception on B40 Income Group Empowerment Program." Indian-Pacific Journal of Accounting and Finance 3, no. 4 (October 1, 2019): 38–46. http://dx.doi.org/10.52962/ipjaf.2019.3.4.82.

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B40 income group empowerment is one of the initiatives taken by the Malaysian government to improve the people’s wellbeing. Various policies and program have implemented for the purpose. This study aims to examine students’ awareness and perception on government’s B40 empowerment efforts. Primary data are collected from 596 students from secondary school and higher education to reveal students’ awareness on B40 and their perception on B40 empowerment. Binary logistic regression and ordinal logistic regression are applied to further investigate factors that affecting students’ awareness and perception. Finding shows that majority of respondents were aware on government’s effort while the results of binary logistic regression shows that diploma students were more likely to aware on government effort compared to form 6 students; T20 students were less aware on government’s effort. The finding also shows that less than one-third of the respondents agreed that government’s efforts are effective. The ordinal regression analysis confirms that students’ perception were not affected by gender, education level, study field and income group. The findings of this study provide an overview for government on their B40 empowerment effort. Awareness on the effort should be increased so that more people can benefit from the effort.
6

Rahmadany, Sari, and Yuliasma Yuliasma. "UPAYA PENANAMAN NILAI KARAKTER DALAM PEMBELAJARAN MUSIK DI SMP NEGERI 18 PADANG." Jurnal Sendratasik 10, no. 1 (December 5, 2020): 298. http://dx.doi.org/10.24036/jsu.v9i2.110548.

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This research aims to find out and describe the efforts of planting character values in music art learning at SMP N 18 Padang. This type of research is qualitative research with descriptive methods. The research object is grade VII-1 students and cultural arts teachers of SMP Negeri 18 Padang. The instruments in this study are the researchers themselves and the researchers assisted with supporting instruments such as stationery, mobile phones, and laptops. Research data collection techniques are interviews, observations and documentation. And the steps to analysis the data are data reduction, data collection, verification and conclusion. The results showed that in music learning ensembles the student's confidence character improved judging by the effect of his-confidence character namely, disciplined, creative, independent, responsible and evidenced by student indicators in collecting tasks on time, students diligently asking questions, answering and expressing opinions on the learning process, students doing their own tasks without imitating others, and taking group exercises. The teacher's efforts in instilling character values are appropriate enough to see some points of mulyasa theory that researchers make teacher benchmarks in an effort to instill character values, among others by giving opportunities to students, instilling moral values in learning, monitoring student work, motivating students and using varied media. The efforts that teachers make to cultivate character values through approaches to students and familiarize the character values that are expected according to the competency standards of graduates in daily life. Keywords: effort, character value, music learning
7

Whyche, Stephanie. "APA Outreach Effort Targets Minority Medical Students." Psychiatric News 44, no. 11 (June 5, 2009): 16. http://dx.doi.org/10.1176/pn.44.11.0016.

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8

Roderick, Melissa, and Mimi Engel. "The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing." Educational Evaluation and Policy Analysis 23, no. 3 (September 2001): 197–227. http://dx.doi.org/10.3102/01623737023003197.

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Advocates of high-stakes testing argue that providing strong incentives for students to take learning more seriously will result in greater student effort and motivation. Opponents argue that these policies set up low-achieving students to fail, looking to research on motivation for evidence that extrinsic and negative incentives such as the threat of retention will undermine students' engagement in school. This article seeks to evaluate these claims by examining the responses of 102 low-achieving sixth- and eighth-grade students to Chicago's highly publicized effort to end social promotion. Does this policy lead students to work harder? If so, to what extent does hard work pay off? The majority of these students described increased work effort under the policy. They reported greater attention to class work, increased academic press and support from teachers, and more time spent studying outside school. These efforts were confirmed by teachers' reports. Students with high levels of work effort generally had greater-than-average learning gains and positive promotional outcomes. Approximately one third, however, showed little work effort despite a desire not to be retained. These students faced significantly larger skill gaps and barriers to learning both within and outside school than did their peers with high work effort. How teachers manage high-stakes testing policies—whether they create environments that make low-achieving students feel supported and efficacious in responding to new demands and whether they direct students' efforts in productive ways—has an important impact on student motivation and passing rates.
9

Barrow, Lisa, and Cecilia Elena Rouse. "Financial Incentives and Educational Investment: The Impact of Performance-based Scholarships on Student Time Use." Education Finance and Policy 13, no. 4 (August 2018): 419–48. http://dx.doi.org/10.1162/edfp_a_00228.

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We evaluate the effect of performance-based scholarship programs for postsecondary students on student time use and effort. We find evidence that financial incentives induced students to devote more time and effort to educational activities and allocate less time to other activities. Incentives did not generate impacts after eligibility ended and did not decrease students’ interest or enjoyment in learning. Evidence also suggests that students were motivated more by the incentives than simply the effect of additional money. A remaining puzzle is that larger scholarships did not generate larger responses in terms of effort.
10

Lee, Ji Yu, and Gyu Pan Cho. "The Mediating Effect of Grit on the Relationship between Academic Self-efficacy and Self-directed Learning Ability in Middle School Students." Korean Academy Welfare Counseling 12, no. 2 (October 31, 2023): 291–317. http://dx.doi.org/10.20497/jwce.2023.12.2.291.

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The purpose of the present study is to investigate the mediating effect of grit (steady effort and consistency of interest) in the relationship between middle school students’ academic self-efficacy and self-directed learning ability. A survey was conducted on 311 middle school students, and the data were analyzed. Correlation analysis was conducted to analyze the relationship between academic self-efficacy, self-directed learning ability, and grit, and regression analysis was conducted to verify the mediating effect of grit. First, there was a significant positive correlation between middle school students’ academic self-efficacy, self-directed learning ability, and steady effort. Second, in the relationship between middle school students’ academic self-efficacy and self-directed learning ability, the steady effort has been verified as a partial mediating effect. Third, the consistency of interest did not show a mediating effect in the relationship between middle school students’ academic self-efficacy and self-directed learning ability. Collectively, our results suggest that the importance of academic self-efficacy and steady effort that affect middle school students’ self-directed learning ability.
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Статті в журналах Дисертації Книги

Дисертації з теми "Students’ effort":

1

Cooper, Debra A. "Students' perceptions of effort in mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/MQ62202.pdf.

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2

Moissa, Barbara. "Maximizing students' engagement through effort-based recommendations." Electronic Thesis or Diss., Université de Lorraine, 2021. http://www.theses.fr/2021LORR0230.

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L’exploitation des données est un phénomène croissant qui est présent dans différents scénarios, y compris le scénario éducatif, où il tient la promesse de faire progresser notre compréhension et d’améliorer le processus d’apprentissage. De cette promesse a émergé le domaine de recherche sur l’analyse de l’apprentissage qui tire idéalement parti de la technologie et des théories éducatives pour exploiter les données éducatives. Sur le plan technologique, nous nous intéressons aux systèmes de recommandation car ils peuvent aider les étudiants, les enseignants et les autres parties prenantes à trouver les meilleures ressources d’apprentissage, et ainsi atteindre leurs objectifs d’apprentissage et développer des compétences en moins de temps. Sur le plan théorique, nous nous intéressons à la technique d’influence sociale pied-dans-la-porte, qui consiste en faire des demandes consécutives avec un coût croissant. Cette technique semble particulièrement pertinente dans le contexte éducatif car elle peut non seulement être formalisée dans un système de recommandation, mais elle est également compatible avec la zone de développement proximal qui stipule que le défi présenté par les ressources d’apprentissage doivent augmenter progressivement afin de garder les étudiants motivés. Cependant, nous ne savons pas comment l’application de cette technique via des recommandations peuvent influencer les étudiants. Par conséquent, dans cette thèse, nous étudions ces influences en supposant que l’effort des étudiants est un bon indicateur du coût des demandes, car non seulement chaque activité d’apprentissage nécessite un certain niveau d’effort, mais il est souvent cité comme un facteur clé pour la réussite des étudiants. Pour cela, nous avons modélisé la mesure et la prédiction de l’effort des étudiants grâce à des modèles d’apprentissage automatique utilisant des données pouvant être utilisées dans la vie réelle, et les avons exploitées afin d’appliquer explicitement la technique du pied-dans-la-porte dans un système de recommandation. Nos résultats montrent que, par rapport aux modèles de recommandation qui ne formalisent pas cette technique, les modèles de recommandation proposés ont une influence positive sur l’effort, la conformité, la performance et l’engagement des étudiants. Cela suggère que cette approche a le potentiel d’améliorer le processus d’apprentissage, car les élèves présenteront les comportements susmentionnés
Data exploitation is a growing phenomenon that is present in different scenarios, including the educational scenario, where it holds the promise of advancing our understanding and improving the learning process. From this promise emerged the learning analysis research field that, ideally, takes advantage of technology and educational theories to explore the educational data. On the technological side, we are interested in recommendation systems because they can help students, teachers and other stakeholders to find the best learning resources and thus achieve their learning goals and develop competencies in less time. On the theoretical side, we are interested in the social influence technique foot-in-the-door, which consists in making consecutive requests with an increasing cost. This technique seems particularly relevant to the educational context because it can not only be formalized into a recommendation system, but it is also compatible with the zone of proximal development that states that the challenge presented by the learning resources need to increase gradually in order to keep students motivated. However, we do not know to what extent explicitly applying this technique via recommendations can influence students. Therefore, in this thesis, we investigate such influences assuming that students’ effort is a good indicator of the cost of the requests, since not only every learning activity requires a certain level of effort and, but it is often cited as a key factor for students’ success. For this, we modeled the measurement and prediction of the students’ effort through machine learning models using data that can be used in real life and exploited it in order to explicitly apply the foot-in-the-door technique in a recommendation system. Our results show that, compared to recommendation models that do not formalize this technique, the proposed recommendation models have a positive influence on the students’ effort, compliance, performance and engagement. This suggests that this approach has the potential to improve the learning process as students will present the aforementioned behaviors
3

Schmocker, Mary J. "Impact of online learning on student effort and persistence in technical college students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008schmockerm.pdf.

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4

Avendano, John Palmer James C. "Student involvement assessing student satisfaction, gains, and quality of effort /." Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115177.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed Jan. 10, 2005. Dissertation Committee: James C. Palmer (chair), Phyllis McCluskey-Titus, Paul Vogt, John S. Erwin. Includes bibliographical references (leaves 121-126) and abstract. Also available in print.
5

Estes, Shannon L. "The Teacher-Student Relationship and its Impact on At-Risk Students’ Effort, Confidence, and Motivation in Reading." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay162714778456995.

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6

Acikgoz, Salim. "Contributions Of Self-confidence, Actual Work Effort And Perceived Importance Of Work Effort To Eight Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607242/index.pdf.

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The purpose of the study was to predict mathematics achievement with self-confidence in mathematics, actual work effort in mathematics, and perceived importance of work effort in mathematics, and to investigate the gender differences with respect to those variables. The study was conducted in Ankara, Turkey with 157 eight-grade students (87 boys, 70 girls) from a private school. The following measuring instruments were used: (1) Confidence in Learning Mathematics Scale, (2) Effort as a Mediator of Mathematical Ability Scale, (3) Homeworks and Mathematics Achievement Tests. The validity and reliability of the measuring instruments were tested by the researcher. The data of this study were analyzed by using Stepwise Multiple Regression Analysis and Multivariate Analysis of Variance (MANOVA). The results of the study indicated that (1) the combined effect of three predictor variables (Self-confidence, actual work effort, and perceived Importance of work effort) on students&rsquo
mathematics achievement was significant (R2adj=0.543). Girls&rsquo
mathematics achievement was significantly (R2adj=0.531) affected by three predictor variables (Self-confidence, actual work effort, and perceived importance of work effort). Whereas for boys, two variables (Self-confidence and actual work effort) were the predictors which had a significant combined effect on mathematics achievement (R2adj=0.539). (2) There was no statistically significant mean difference between girls and boys with respect to self-confidence, actual work effort, perceived importance of work effort and mathematics achievement.
7

Miller, Ernestine V. "Perceived relation of adult community college students between quality of effort and outcome gains adult students at one community college /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5522.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 27, 2009) Includes bibliographical references.
8

Tsui, Mi-sum Philomena. "Helping and liking behaviour: consequences ofteachers' attributions of students' ability and effort." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782909.

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9

Lin, Mei-Chin. "Taiwanese college students' quality of effort and their self-reported educational attainment /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841318.

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10

Carleton, Julia Magdalen Machara. "Achieving success in Western society : bulimia as the ultimate effort /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12162009-020330/.

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Книги з теми "Students’ effort":

1

Educational Resources Information Center (U.S.), ed. Transition planning: A team effort. [Washington, DC]: National Information Center for Children and Youth with Disabilities, 1999.

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2

Şahin, Ayşegül. The incentive effects of higher education subsidies on student effort. [New York, N.Y.]: Federal Reserve Bank of New York, 2004.

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3

Corbett, H. Dickson. Effort and excellence in urban classrooms: Expecting, and getting, success with all students. New York: Teachers College Press, 2002.

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Corbett, H. Dickson. Effort and excellence in urban classrooms: Expecting, and getting, success with all students. New York: Teachers College Press, 2002.

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5

Corbett, H. Dickson. Effort and excellence in urban classrooms: Expecting, and getting, success with all students. New York: Teachers College Press, 2002.

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6

Cimino, Carol. Ensuring a future full of hope: A board's and parent's guide to active participation in the school's recruitment effort. Washington: National Catholic Educational Association, 1993.

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7

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

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8

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

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9

Anderman, Eric M. The effect of personal and school-wide goals on deep processing strategies of at-risk, not at-risk and special education students. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1992.

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10

Venegas, Kristan. Low-income, urban Latinas' student aid decisions: The effect of family ties. Ames, Iowa]: Association for the Study of Higher Education, 2007.

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Частини книг з теми "Students’ effort":

1

Beck, Joseph E. "Directing Development Effort with Simulated Students." In Intelligent Tutoring Systems, 851–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2_85.

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Hong, Ying-yi. "Chinese Students’ and Teachers’ Inferences of Effort and Ability." In Student Motivation, 105–20. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_6.

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3

Amrous, Nourddine. "L2 Motivational Self and English Department Students’ Intended Effort." In English Language Teaching in Moroccan Higher Education, 95–107. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3805-6_7.

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4

Moissa, Barbara, Geoffray Bonnin, and Anne Boyer. "Exploiting Wearable Technologies to Measure and Predict Students’ Effort." In Perspectives on Wearable Enhanced Learning (WELL), 411–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-64301-4_19.

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Gautam, Saurav, K. C. Aman, Rabin Ojha, and Gaurav Parajuli. "Stories from Students Building Sustainability Through Transfer of Leadership." In Sustainable Development Goals Series, 153–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_13.

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AbstractDedicated to designing and organizing student-centered work, we highlight the Geomatics Engineering Students’ Association of Nepal (GESAN)’s collaborative effort to create training, internship, and job opportunities for the student members and alumni and with local institutions. Through putting into play a cycle of leadership, chapter activities find a sustainable way to continue to support SDG 8 Decent Work and Economic Growth and SDG 9 Industry, Innovation, and Infrastructure by preparing students to navigate newer applications of geospatial technology and tools. This work extends beyond campus and into the local community where we have trained secondary school students in map literacy – planting seeds of future leadership.
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Saputro, Hikari Dwi, Chatarina Muryani, and Sarwono Sarwono. "Identifying students learning style: Effort to anticipate degradation in geography online learning." In Teacher Education and Teacher Professional Development in the COVID-19 Turn, 104–11. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003347798-15.

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af Ursin, Piia, Jenni Tikkanen, and Tero Järvinen. "Student Disengagement in Finnish Comprehensive Schooling." In Finland’s Famous Education System, 435–50. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_27.

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AbstractThere is a clear consensus amongst educational researchers that school engagement contributes to students’ academic development. However, not all students share the enjoyment of learning and a sense of belonging at school, nor are all of them willing to exert effort in learning and school activities. Students who disengage from school are at risk of a range of adverse academic and social outcomes, which, at worst, culminate in students’ decisions to leave school early. Since the beginning of the 1970s, various findings about Finnish students’ school engagement have raised concerns along with the question of why Finnish students repeatedly rank lowly in international comparisons of happiness at school. This chapter provides insights into the issue of Finnish student (dis)engagement from school drawing on a range of research and survey data. In our view, student disengagement is a process that develops through an interplay between individual and contextual factors in a vicious circle of negative emotional and cognitive school and learning experiences, and is—if not reversed—rather stable or progressive. For this reason, it is crucial to identify early signs of disengagement and individual, social, and institutional factors associated with it.
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Yeung, Alexander Seeshing, Feifei Han, and Frances Lai Mui Lee. "Reciprocal Relations Between Chinese Students’ Beliefs of Competence, Effort Goal, and Academic Achievement." In The Psychology of Asian Learners, 319–35. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_20.

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Fosnacht, Kevin, and Keeley Webb-Copridge. "How Does Perseverance of Effort Influence the University Outcomes of Historically Underrepresented Students?" In Multidisciplinary Perspectives on Grit, 55–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57389-8_4.

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Andayani, Yayuk, Yunita Arian Sani Anwar, Aliefman Hakim, and Ermia Hidayanti. "Ethnopedagogy Approach in Chemistry Learning as an Effort to Strengthen Students’ Cultural Identity." In Atlantis Highlights in Chemistry and Pharmaceutical Sciences, 163–73. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-130-2_17.

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Тези доповідей конференцій з теми "Students’ effort":

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Calalb, Mihail. "ASSUMPTION OF COGNITIVE GOALS IN SCIENCE LEARNING." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.32.

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A new didactical approach named "Learning by Being" (LBB) is proposed and its correlation with current educational paradigms in science teaching is analysed. The key idea in LBB is the assumption by the students of cognitive goals, and three components are mandatory in LBB: a) student’s personal learning effort, b) student – teacher mutual feedback and c) metacognition. In other words, the ownership of cognitive goals and students’ deep intrinsic motivation. Several didactic approaches, used within LBB, are analysed: independent research that has an impact factor on cognitive achievement equal to 83%; knowledge of success criteria (impact factor – 113%); ability to reveal similarities and patterns (impact factor – 132%). The core of LBB is guided learning effort that corresponds to the notion of teacher–student harmonic oscillator when both things – guidance from teacher and student’s effort – are equally important. Keywords: conceptual understanding, learning by being, ownership of cognitive goals, science learning.
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Scariot, Ana Paula, Fabio Goulart Andrade, Julia Marques Carvalho Da Silva, and Hazra Imran. "Students Effort vs. Outcome: Analysis Through Moodle Logs." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.116.

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Rodić, Dušica D. "COMBINED MEASURES OF STUDENTS' SUCCESS: RECENT TRENDS AND DEVELOPMENTS IN SCIENCE EDUCATION RESEARCH." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.177.

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Besides measures of students’ performances, a valid assessment of students’ efficiency in a teaching process should also include measures of invested mental effort. The research presented herein covers several approaches in measuring students’ mental effort including 5, 7 and 9-point Likert type scales, time on task, as well as eye tracking technique which in combination with performance measures provide valid information on students’ success. Results of the research showed good correlation between mental effort assessed by 7 and 5-point Likert type scales and students’ performance, while the use of the 9-point scale showed a low degree of correlation, thus recommending the use of a scales with 5 and 7 points for educational purposes over 9-point scales. The research presented herein illustrates how eye tracking can be used to support the evaluation of invested mental effort. Additionally, this method enabled the identification of some student difficulties in the analyzed area – Stereochemistry. Keywords: efficiency measure, mental effort, students’ performance, science education.
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Lee, Greg C., and Pei-Lun Lee. "Data Structures in Flipped Classroom: Students' Effort and Preference." In 2015 International Conference on Learning and Teaching in Computing and Engineering (LaTiCE). IEEE, 2015. http://dx.doi.org/10.1109/latice.2015.28.

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Sri Wahyuni, Sri, and Sri Wahyuni. "Internship Program as an Effort to Development Students Competence." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.75.

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Schmidt, Philip S., and Joseph J. Beaman. "Managing a Major Curriculum Reform Effort in a Large Research University." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-43515.

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This paper describes a substantive undergraduate curriculum reform effort being undertaken over a five year period at the University of Texas at Austin, with special consideration to the management issues that are being addressed. The initiative, called Project PROCEED (for Project-Centered Education), grew out of a desire to strengthen our student’s understanding of fundamental engineering theory by continuously tying it to tangible objects and systems, to strengthen our Department’s connections with its industrial stakeholders by actively involving them in the development and delivery of curriculum content, and to provide our students with a broad range of team-based experiences which will better prepare them for growth and leadership in the corporate and professional world. The rationale for PROCEED and key program elements are described. Management issues, such as logistics, promoting faculty and student buy-in, financing, industrial interaction, and program evaluation are discussed.
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Abuhzaimah, Alaa, and Emad Ahmed Abushanab. "Factors affecting Students’ Satisfaction with Online Learning in Higher Education in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0162.

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This effort seeks to explore the major factors that play an essential part in enhancing students ‘satisfaction with online learning experience in higher education in Qatar, before and during the COVID-19 pandemic. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was expanded by integrating three new components to study student’s satisfaction with online learning such as course design, student engagement and assessment method. Quantitative research methods were adopted, and data were collected from 750 students at four Universities in Qatar through an online survey questionnaire. The SPSS statistical software was applied to test the research model and to examine the reliability and validity of the data obtained from the questionnaire. Based on the findings, student engagement, assessment method, course design and continuance in the use of online learning were shown to have a substantial influence on students’ satisfaction. Performance expectancy and social influence were exhibited to have a considerable impact on continuance in the use of online learning. Nevertheless, the influence of effort expectancy and facilitating conditions on continued use of online learning was found to be statistically insignificant. Moreover, the effects of age, gender, educational level, and nationality were also explored. It was found that there was a considerable discrepancy among the two genders, the different ages, educational level and nationalities on the different constructs of the model. The results of this study offer many academic institutions the opportunity to understand the factors affecting students’ satisfaction with online learning in Qatar. The findings definitely, provide insight into how colleges and universities in Qatar can effectively improve online students’ experience with online learning. Moreover, this research presented a conceptual model to shed the light on the shortness and provide a better explanation and understating of the factors affecting students’ overall satisfaction and the relationships between them.
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Papamitsiou, Zacharoula, and Anastasios A. Economides. "A temporal estimation of students' on-task mental effort and its effect on students' performance during computer based testing." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318194.

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Arora, Kanika, and Kamal Kant. "Techniques for adaptive websites and Web personalization without any user effort." In 2012 IEEE Students' Conference on Electrical, Electronics and Computer Science (SCEECS). IEEE, 2012. http://dx.doi.org/10.1109/sceecs.2012.6184734.

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Tan, U.-Xuan, and Shirley Tay. "Online Revision to Achieve Interdisciplinary Learning with Minimal Students' Effort." In ICEIT 2019: 2019 8th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3318396.3318444.

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Звіти організацій з теми "Students’ effort":

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Busso, Matías, and Verónica Frisancho. Ability Grouping and Student Performance: Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004716.

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This article relies on a large-scale field experiment in Mexico to measure the effects of two ability-grouping models (tracking and heterogeneous/bimodal groups) on student learning outcomes during middle school. Both strategies yielded an average learning gain of 0.08 of a standard deviation. We find larger and more persistent effects among initially high-achieving students and no significant effects among low achievers. Students in top tracking enjoyed multiple advantages, particularly a concentration of high-performing peers and a very homogeneous classroom, that facilitated the teacher's work and increased students' effort levels. Bimodal classes fostered greater effort levels among top students, while teachers induced less competition and allocated more time to practice and feedback activities, to the detriment of lecture time. Our results support the allocation of students to homogeneous classes to maximize performance gains among top students without hurting low achievers. Fostering inclusive learning among weaker students would require complementary investments under both models.
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Darling-Hammond, Sean. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute, May 2023. http://dx.doi.org/10.54300/169.703.

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Across the country, many schools have adopted restorative practices in an effort to improve school climate and student outcomes while reducing exclusionary discipline. Restorative practices are designed to proactively build community, improve relationships, and help students amend harm when conflict occurs. Using 6 years of student survey data and California administrative data, this study examines the use of restorative practices in 485 middle schools and their impact on school and student outcomes. Analyses find that exposure to restorative practices improves students’ academic achievement and reduces suspension rates and disparities. Schools that increased use of restorative practices saw a decrease in schoolwide misbehavior, substance abuse, and student mental health challenges, as well as improved school climate and student achievement. Students of all racial and ethnic backgrounds benefited from restorative practice exposure, with Black and Latino/a students benefiting the most.
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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, May 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a linear-in-means model of peer effects, finding that a one-standard-deviation increase in peers' contemporaneous achievement increases individual test scores by 0.679 of a standard deviation. We rule out alternative explanations coming from a reduction in class size. We explore several mechanisms, including teachers' effort, students' misbehavior, and peer-to-peer interactions. Our findings show that policies aimed at improving the bottom of the achievement distribution have the potential to generate social-multiplier effects that benefit all.
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Cristia, Julian P., Santiago Cueto, Ofer Malamud, and Raphaëlle Aulagnon. Streaking to Success: The Effects of Highlighting Streaks on Student Effort and Achievement. Inter-American Development Bank, April 2024. http://dx.doi.org/10.18235/0012912.

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We examine whether highlighting streaks encourages 4th to 6th grade students in Peru to increase their use of an online math platform and improve learning. Sixty thousand students were randomly assigned to receive messages that i) highlighted streaks, ii) provided personalized reminders with positive reinforcement, or iii) provided generic reminders, while others were assigned to a control group. Highlighting streaks and providing personalized reminders significantly increased platform use compared to generic reminders and the control group, with streaks more effective on the intensive margin and personalized reminders more effective on the extensive margin. Highlighting streaks also significantly improved math achievement compared to the control group.
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Ferreyra, Maria Marta, Carlos Garriga, Juan D. Martin-Ocampo, and Angélica María Sánchez Díaz. Raising College Access and Completion: How Much Can Free College Help? Banco de la República de Colombia, February 2021. http://dx.doi.org/10.32468/be.1155.

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Free college proposals have become increasingly popular in many countries of the world. To evaluate their potential effects, we develop and estimate a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort, has a direct effect on class completion, and an indirect effect in mitigating the risk of not completing a class or not remaining in college. We estimate the model using rich, student-level administrative data from Colombia, and use the estimates to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places a greater risk on students but is precisely this feature that delivers better outcomes. Nonetheless, the modest increase in graduation rates suggests that additional, complementary policies might be required to elicit the large effort increase needed to raise graduation rates.
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Ross-Larson, Bruce. Why Students Aren’t Learning What They Need for a Productive Life. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe13.

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The RISE program is a seven-year research effort that seeks to understand what features make education systems coherent and effective in their context and how the complex dynamics within a system allow policies to be successful. RISE had research teams in seven countries: Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam. It also commissioned research by education specialists in Chile, Egypt, Kenya, Peru, and South Africa. Those researchers tested ideas about how the determinants of learning lie more in the realm of politics and particularly in the interests of elites. They focused on how the political conditions have (or have not) put learning at the center of education systems (mostly not) while understanding the challenges of doing so. Each country team produced a detailed study pursuing answers to two central research questions: Did the country prioritize learning over access, and if so, during what periods? What role did politics play in the key decisions and how? The full studies detail their analytical frameworks, their data, and sources (generally interviews, government internal documents and reports, and other local and international publications), and the power of their assessments, given their caveats and limitations. Country summaries extract from the full studies how leadership, governance, teaching, and societal engagement are pertinent to student outcomes (see the next page). This synthesis, in line with Levy 2022, draws on the country summaries to detail the salience of goals of national leaders, alliances of stakeholders, missions of education bureaucracies, and expectations of society.
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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman, and Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, March 2022. http://dx.doi.org/10.51388/20.500.12265/152.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd.
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Näslund-Hadley, Emma. An Equal Start: Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, June 2010. http://dx.doi.org/10.18235/0005962.

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This art exhibit, held at IDB's headquarters on June 7-11, 2010, embodies the hope and aspiration that all students will gain a level of numeracy essential for successful participation in school, work and everyday life. The artworks on exhibit were selected from over 250 pieces submitted by artists representing nineteen Latin American and Caribbean countries. The exhibition constitutes the visual launch of a new IDB effort focused on implementing policies that help children reach their full potential in mathematics and natural science.
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Malhoa, Sara, Hugo Sarmento, João Lameiras, and António Rosado. Dual Careers – reconciling sporting and academic success: systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2023. http://dx.doi.org/10.37766/inplasy2023.5.0032.

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Review question / Objective: A systematic review carried out intends to carefully analyze the literature on the relationship between demographic and psychosocial determinants and the conciliation of studies with sports life. It aims to analyse, synthesize and update existing research on career management and development, namely, the dual careers of high-performance sports athletes who, at the same time, attend secondary education, starting from the research question - What is the profile of European students-athletes who simultaneously practice high performance sport and study in secondary education?. Condition being studied: The educational experience facilitates sports development and the skills trained in a sports context are transferable to the world of education and work. Being an elite athlete becomes more and more demanding as the number of training hours increases (20-30h/week) and the frequency of competitions, which has immediate implications for lifestyle and time management, requiring greater effort and commitment to fulfill your role as a student and athlete. Succeeding in both careers is highly demanding and challenging.

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