Relevant bibliographies by topics / Academic achievement – Nigeria – Case studies

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  2. Dissertations / Theses
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Academic literature on the topic 'Academic achievement – Nigeria – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Academic achievement – Nigeria – Case studies"

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Obianika, Chinwe E., and Mercy Agha Onu. "Acculturation of Knowledge through Sustainable Language Engineering for National Development: The Case of Igbo." European Scientific Journal, ESJ 12, no. 17 (2016): 373. http://dx.doi.org/10.19044/esj.2016.v12n17p373.

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The aim of this study is to find out the possible ways of domesticating knowledge gained through western education by the Igbo through sustainable language development. It also aims to make the knowledge accessible in the Igbo language for empowerment at the grassroots and ultimately for societal and national development. The need for this work is born out of the observation that the Igbo, as well as other tribes in Nigeria are rich with internationally acclaimed learned personalities. These personalities have distinguished themselves in various fields of human endeavor. Also, these achievements are made in foreign languages. Subsequently, these achievements have led to an increase in the relevance of such languages to the relegation of the scholars’ own mother tongues and invariably their own people. By using the descriptive and inferential methods, the paper presents some neologism processes which non linguists can apply in their various academic fields. Also, they can come up with terminologies in the Igbo language for presenting relevant academic materials for use in teaching and learning the Igbo language. The use of these terminologies could be formal or informal as the need arises. Thus, these processes include extra-language borrowing, loan translations, intra-language borrowing, and specialization of dialectal phonological variants. Previously, metalanguage development efforts by governments had bypassed these professionals. Also, they have focused on developing the terminologies through linguists and selected professionals alone. This has resulted to the terminologies not being accessible to the intended end users. Among other things, this paper suggests that the call for the acculturation of knowledge and the processes of embarking on it should be made public in all institutions of higher education. This is carried out in the Igbo culture area and later extended to the Igbo in diaspora. However, the co-ordination of the process of the formalization of the terminologies should be left in the hands of the Igbo Studies Association (ISA). This official regulating body ensures the maintenance of professional standards and uniformity of usage.
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Čavojová, Vladimíra, and Eva Ballová Mikušková. "Does Intelligence Predict Academic Achievement? Two Case Studies." Procedia - Social and Behavioral Sciences 174 (February 2015): 3462–69. http://dx.doi.org/10.1016/j.sbspro.2015.01.1019.

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Idika, Mabel Ihuoma. "Effect of Visualised Case-Based Learning Strategy On Students’ Academic Performance in Chemistry in Ibadan Metropolis, Nigeria." African Journal of Teacher Education 10, no. 1 (2021): 106–26. http://dx.doi.org/10.21083/ajote.v10i1.6281.

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This study investigated the effect of the use of visualized case-based learning (VCBL) strategy on chemistry students’ academic achievement. The theoretical framework for this study is based on Thorndike’s idea of transfer of learning. A sample of one hundred and forty-five (145) senior secondary school II chemistry students drawn from four intact classes in two local government areas of Ibadan metropolis, were used for the research. Three well validated instruments were used to collect data. The VCBL package was developed following the Smith and Ragan Instructional System Design (ISD) Model (1999). This model comprises four stages: namely, Analysis, Design, Development and Implementation/Evaluation. Data were analysed by means of inferential statistics (ANCOVA, EMM and Tukey’s post-hoc). Results showed that there is significant main effect of treatment on students’ achievement in Chemistry (F (2, 248) =17.539; p<0.05; η2=0.124); implying that the posttest scores of students’ achievement in achievement significantly differ between the treatment and conventional groups. It was concluded that VCBL strategy has the potential to enable students understand chemistry better by way of promoting transfer of learning. In light of this, implications were discussed and relevant suggestions made. 
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Salihu, Jamilu Ja’afar, and I. D. Abubakar. "EFFECTS OF EDUCATIONAL FIELD TRIPS ON SOCIAL STUDIES STUDENTS’ ACADEMIC ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA." Education, Sustainability And Society 3, no. 2 (2020): 41–44. http://dx.doi.org/10.26480/ess.02.2020.41.44.

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The study examined the Effects of Educational Field Trips on Social Studies Students’ Academic Achievement in Junior Secondary Schools in Kaduna State, Nigeria. The design of the study was the non-equivalent pre-test post-test control group type of quasi experiment. The population of the study consisted of junior secondary school students in Zaria Education Zone, Kaduna State, Nigeria numbering 26,322. Also, 120 students were purposively sampled from JSSII in the following schools: Government Junior Secondary School Tudun-Jukun, Zaria, Government Junior Secondary School, Awai, Government Junior Secondary School, Aba and Government Junior Secondary School Muchiya, Sabon-Gari. The data collection instrument was Social Studies Achievement Test (SOSAT). The content and construct validity was ascertained by experts in Social Studies, language and test and measurement. The reliability coefficient index power of the instrument stood at 0.81 determined using Pearson Product Moment Correlation Coefficient (PPMC). The data analysis tools were mean and standard deviation used in answering the question posed while t-test independent samples was used in testing the null hypothesis postulated at 0.05 alpha. The study found that there exist significant difference between the mean academic achievement scores of students taught Social Studies using educational field trip (experimental) and those who were taught with lecture method (control). In the light of the foregoing, the study recommended that teachers in the Kaduna State should be encouraged to adopt educational field trip in teaching Social Studies in order to enhance students’ academic achievement.
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Ezema, Victor Sunday, Juliana N. Ejiofor, Joy Chioma Orji, et al. "Estimation of the Predictive Powers of Teachers’ Pedagogical Skills on Pupils’ Academic Achievement in Christian Religious Studies in South-East, Nigeria." Global Journal of Health Science 11, no. 14 (2019): 30. http://dx.doi.org/10.5539/gjhs.v11n14p30.

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The general purpose of this study was to determine teachers’ pedagogical skills as predictors of pupils’ academic achievement in Christian Religious Studies in South East, Nigeria. The study adopted a correlation research design. Two questions were posed and two hypotheses were formulated and tested for the study. The study was carried out in all the primary schools in South-East, Nigeria. The population of the study included all the 42,796 primary school teachers in South-East, Nigeria. A sample of 855 public primary school teachers was drawn for the study using a multi-stage random sampling procedure. Two instruments were used for data collection, they are: Teachers’ Pedagogical Skills Questionnaire (TPSQ) and Pupils’ Academic Achievement Proforma (PAAP). The instruments were validated by three experts. The reliability of the instrument was established by trial-testing on 20 primary school teachers that were randomly drawn from Ezinihite-Mbaise Local Government Area of Imo State which is a part of the study area but not a sampled area. Cronbach’s Alpha Reliability Coefficient was used to determine the internal consistency reliability index 0.89 for TPSQ. Data collected were analyzed using Correlation Coefficient and Regression Analysis of Variance was used to test the hypotheses at 0.05 level of significance. The findings revealed that teachers’ pedagogical skills significantly predicted pupils’ academic achievement in Christian Religious Studies in South-East. It was recommended that teachers should possess sufficient knowledge and skills regarding curriculum content and classroom management in order to overcome classroom challenges.
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Beard, Karen Stansberry, and Sara I. Thomson. "Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success." Urban Education 56, no. 7 (2021): 1067–105. http://dx.doi.org/10.1177/0042085920987284.

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This qualitative case study explored administrators’ perceptions of family and community engagement activities that enhanced student well-being and ultimately impacted academic achievement in one urban district. Template analysis of 11 semistructured interviews and observation notes employed the positive psychology well-being theoretical construct, PERMA(H). Illuminated was the administrations’ focused attention to student attendance, engagement, and well-being preceded academic achievement gains. The narratives addressing identified non-academic barriers informed six key findings. The findings are supported by 19 specific administrator activities that could be useful for other urban administrators desiring to address non-academic barriers to improve academic achievement.
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Iqbal, Muhammad Zafar, Muhammad Jamal Khan, Tariq Javed, Uzma Rao, and Jahan Ara Shams. "RELATIONSHIP BETWEEN SECONDARY STUDENTS’ CRITICAL THINKING AND ACADEMIC ACHIEVEMENT: A CASE OF PUBLIC SCHOOLS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1166–74. http://dx.doi.org/10.18510/hssr.2021.93115.

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Purpose of the Study: The purpose of this research study was to study the relationship between critical thinking (CT) and academic achievement among secondary school students in a district of Gilgit-Baltistan.
 Methodology: Correlation design was applied to study the relationship between critical thinking and academic achievement. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012) and students’ scores in annual examinations were taken as academic achievement (York, Gibson & Rankin, 2015). Descriptive and inferential statistics were used to analyze the data.
 Main Findings: Findings of the study revealed that female students, rural school students, and science group students showed slightly higher critical thinking than male, urban, and arts group students. A markedly low positive relationship was found between critical thinking and academic achievement. The results were consistent with earlier studies having a positive relationship between these variables. There were also low and markedly low relationships found between constructs of critical thinking and academic achievement. Some results of this study were inconsistent with the earlier research based on the context of the students. The study revealed that there is a discrepancy in aligning critical thinking with academic achievement.
 Application of this study: The findings of the study help understand the relationship between critical thinking and academic achievement at the secondary level. It will surely assist the teachers in designing their classroom activities and modifications in teaching methodologies. It will boost the teachers to enhance the critical thinking of secondary school students.
 Novelty/Originality of this study: The study is original as not a single research study determined the relationship between critical thinking and academic achievement of secondary school students in the region of district Ghizar in Gilgit-Baltistan.
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Oyediji, Olubukola, and Eugenia Okwilagwe. "INVESTIGATING THE EFFECTS OF SELF-DIRECTED LEARNING AND COLLABORATIVE METHODS ON JUNIOR SECONDARY SCHOOL STUDENTS SOCIAL STUDIES LEARNING OUTCOMES IN OYO STATE, NIGERIA." Problems of Education in the 21st Century 64, no. 1 (2015): 38–52. http://dx.doi.org/10.33225/pec/15.64.38.

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Learner-centred methods of teaching are rarely used in most Nigerian classrooms. Pedagogic practices at the basic level of education encourage teacher-dominated methods that do not allow for students’ active participation and inculcation of behavioural changes that reflect the outcomes of learning Social studies. As a paradigm shift, the main effects of treatments (Self-directed learning, Collaborative task method and a combination of the two methods), gender and achievement motivation on the combined dependent variables of achievement in Social studies and critical thinking were investigated. Three hypotheses stated were tested at the 0.05 level of significance. A pre-test post-test non-randomised control group design was adopted in which treatments were crossed with two levels of achievement motivation and gender respectively. 223 males and 136 female students were randomly selected from 12 junior secondary schools in Oyo State. Three instruments: Academic Achievement Motivation Inventory (α = 0.83), Critical Thinking Disposition Inventory (α = 0.87) and Social Studies Achievement Test (r = 0.80) were used to collect data from the participants. Using Multivariate Analysis of Covariance (MANCOVA), Self-directed learning proved to be most significant in improving the learning of Social studies concepts, followed by a combination of Self-directed learning and Collaborative task methods while the Collaborative task method was the least effective. Gender and achievement motivation had significant effects on students’ achievement and not on critical thinking. The findings have implications for the teaching of Social studies in Nigeria. If the rationale of instruction is to enhance the acquisition of cognitive learning outcome with the teacher acting as a facilitator, then the Self-directed learning is most beneficial to students followed by a combination of Self-directed learning and Collaborative task method. When students are actively involved in the teaching-learning process, their academic achievement is more enhanced, especially when a conducive environment is provided. Key words: achievement motivation, collaborative task method, critical thinking, self-directed learning, social studies achievement.
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Girma, Henok, Aregash Hassen, and Desalegn Garuma. "Adolescents Antisocial Behavior and Their Academic Performance: The Case of High Schools in Jimma Town." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (2019): 110. http://dx.doi.org/10.18415/ijmmu.v6i1.575.

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The objective of this study was to analyze the relationship between antisocial behavior and academic achievement of high school students in Jimma town. Participants were 524 students 14-19 years old from government and private secondary schools. Cross sectional research designed was employed. Primary and secondary data were sources of this study. Results indicate that academic achievement was negatively associated with antisocial behavior. The result also shows that there is no significant difference between government and private schools in correlation of academic performance and antisocial behavior.The result also showed that there is a significant difference between male and female students’ academic achievement and antisocial behavior engagement, which is strong in male participants than female participants. To conclude the result showed there is a significant negative correlation between academic achievement and antisocial behavior. Therefore, the researchers recommends further studies to be conducted in the area, teachers also have to implement behavioral monitoring and modification strategies in secondary schools to minimize behavioral problem among students. Teachers, parents and other parties work together for better improvement of students’ academic and behavioral improvement.
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Famolu, Florence Bosede. "Psycho-social Factors as Predictors of Disabled Students’ Academic Achievement in General Studies at the University of Ilorin, Nigeria." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 13, no. 1 (2021): 99–114. http://dx.doi.org/10.29173/cjfy29604.

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For the Nigerian government to achieve a united, strong, and self-reliant nation, some variables like the socio-economic status of the parents, costly textbooks, the problem of feeding allowances for students, the low motivation of teachers due to low salaries, expensive tuition fees, the unemployment of qualified subject teachers, the lack of teaching aids, insecurity, and so on needs to be considered. Above all, psycho-social variables on the part of the students equally needs to be considered. In line with this, the researcher deemed it fit to investigate psycho-social factors as predictors of disabled students’ academic achievement in General studies at the University of Ilorin. The study adopted a descriptive survey research design. The population for this study was all disabled University of Ilorin undergraduates. A questionnaire was used for data collection. Demographic characteristics of the respondents were described using percentages and the research question generated was answered using mean and rank order. All of the hypotheses formulated for this study were tested using the Mean, Standard Deviation, t-value and ANOVA. The hypotheses were tested at a 0.05 level of significance. The findings of this study revealed that there were no significant differences in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of gender. In addition, findings revealed that there was no significant difference in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of age. It was also found that there was no significant difference in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of educational level. Furthermore, findings revealed that there was no significant difference in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of the mode of entry. Hence, it was recommended that counselling units in the university should be made more accessible and friendly to disabled students so that they can easily visit the centre for guidance. With regard to their physiological, psychological and social development, more publicity is needed to create awareness for the stakeholders. Government and school management should ensure harmonious relationships for every disabled student regardless of their level or class. Students should not see age as a barrier for interacting with their colleagues.
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Dissertations / Theses on the topic "Academic achievement – Nigeria – Case studies"

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Brown, Boyd A. "Student achievement and school resources twelve school case studies in Wyoming /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1597602431&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Tang, Sai-cheong. "Family factors and student achievement : case studies in 3 Hong Kong secondary schools /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135932.

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Newton-Curtis, Linda Mary. "The Peer Network as a Context for the Socialization of Academic Engagement." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.

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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement. A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records. To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year. Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.
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Rutherford, Janis Pruitt. "Academic Achievement: Examining the Impact of Community Type at a Small Liberal Arts College in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279165/.

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Hierarchical regression was used to determine if high school community type is an effective predictor of academic success when controlling for demographics, prior academic achievement, socioeconomic status, and current commitment or work habits for students entering Austin College in 1992,1993, and 1994 . Findings revealed that there is a relationship between attending high school in community types of rural and independent town controlling for the effects of SAT scores, high school rank, sex, and late application deposit on first semester grade point average.
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Tang, Sai-cheong, and 鄧世昌. "Family factors and student achievement: case studies in 3 Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960431.

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To, Kwong Wai-yin Ella, and 杜鄺蕙賢. "Some factors affecting student achievement in a government secondary school: implications for schooladministration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955733.

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Johnson, Price McCloud. "The Role of Network Position for Peer Influences on Adolescents' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.

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Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individuals) play an important role in development, and social network theorists have suggested that the position one occupies within the greater network is a key factor that determines one's power of influence (Borgatti, 2005). An individual's own position in a network emerges from his or her own connections, as well as from the structures formed by the connections of his or her affiliates (the exosystem). Utilizing an existing dataset, social networks analysis techniques were used to examine how three different forms of centrality (degree, closeness and eigenvector), which are markers for micro- and exo-system effects, relate to classroom engagement and its change over time. Results showed that although centrality in a network is positively related to academic characteristics at one point in time, students who have large numbers of immediate connections (degree centrality) tend to decrease in engagement over time. In contrast, eigenvector centrality showed a positive interaction with peer group influence on change in engagement over time. For those students who had highly interconnected peers the positive effect of peer group engagement was increased.
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Tang, Choi-ping, and 鄧彩萍. "Family factors affecting immigrant student language achievement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960418.

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Nguyen, Sang Ngoc. "The role of cultural factors affecting the academic achievement of Vietnamese/refugee students: A case study." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282908.

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This dissertation reports the findings of a case study on the role of cultural factors affecting the academic achievement of Vietnamese immigrant students. The study involves six adolescents from three recent Vietnamese immigrant families: the students' school performance is mixed, some do well in school, others do not do as well. The study focuses on how cultural values or factors, especially a strong and unrelenting Vietnamese emphasis on education, combine with opportunities and restrictions in the local environment, the context of reception, to affect the students' achievement. The findings indicate that the Vietnamese immigrant success is not dependent on the parents' human capital, their socioeconomic standing, or their level of education in Vietnam, the usual predictors of school achievement. Instead, the main factors are the clear and unambiguous influence of family life and basic cultural values emphasizing school achievement, although these factors always interact with particular family and community conditions. Educators need to recognize the potential of the family and culture in promoting and producing educational achievement in Vietnamese children.
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Wu, Si-cheong Gilbert, and 胡仕昌. "The environmental background, learning attitude and academic performance of Hakka and Hoklo students in an N.T. Secondary School inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627723.

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Books on the topic "Academic achievement – Nigeria – Case studies"

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Holloway, Charles M. Profiles in achievement. College Entrance Examination Board, 1987.

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Profiles in achievement. College Entrance Examination Board, 1987.

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Momoh, G. D. Effects of entry qualification on student's academic performance: A case study of 500 level students of the Federal University of Technology, Minna. Omotunde Printers, 2003.

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Sustaining extraordinary student achievement. Corwin Press, 2009.

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Office, General Accounting. Public schools: Comparison of achievement results for students attending privately managed and traditional schools in six cities. United States General Accounting Office, 2003.

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Molnar, Alex. Vouchers, class size reduction, and student achievement: Considering the evidence. Phi Delta Kappa Educational Foundation, 2000.

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Hyde, Karin A. L. Gender streaming as a strategy for improving girls' academic performance: Evidence from Malawi. University of Malaŵi, Centre for Social Research, 1993.

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Snipes, Jason C. Foundations for success: Case studies of how urban school systems improve student achievement. Council of the Great City Schools, 2002.

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Impacts of teacher evaluation and professional development on student outcomes. Information Age Pub., 2012.

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Jude, Schuermann Patrick, ed. Leading schools to success: Constructing and sustaining high-performing learning cultures. SAGE, 2011.

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Book chapters on the topic "Academic achievement – Nigeria – Case studies"

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Campbell, Kelli. "Leveled Literacy Intervention." In Advances in Linguistics and Communication Studies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch005.

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In this chapter, the qualitative study will investigate and evaluate the effectiveness of the Leveled Literacy Intervention (LLI) framework with English Language Learners (ELL) newcomers and their literacy achievement using the case study method and cross case analysis. Student case studies will consist of LLI pre and post assessment data, guided reading data, and information gathered from student interviews. The triangulation of student interviews, teacher surveys, and extant literature provide the foundation for answering questions regarding the effectiveness of LLI with the ELL newcomers. Findings are presented through student case studies, resulting from cross case analysis that identified themes, patterns, and commonalities in student reading achievement data and teacher survey results. Results show that ELL newcomers needed to develop social, academic, and content-related language. Findings from the study show that the students made progress while participating during the intervention but have not maintained or increased their reading levels after the intervention that provides opportunities for future research. Recommendation for future studies and conclusion are discussed.
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Freeland, Sarah Feroza. "Community Schools." In Emerging Perspectives on Community Schools and the Engaged University. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0280-8.ch008.

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This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.
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Ryan, Mark Patrick. "Five Case Studies on Tackling Real-World Problems as a Means to Increase Student Engagement." In Fostering Meaningful Learning Experiences Through Student Engagement. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch007.

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Five case studies detail teachers and professors who use a real-world problem as the basis for planning and implementing a comprehensive unit of authentic learning experiences aligned with academic content standards, instructed with high levels of rigor, and assessed authentically to determine the extent to which students mastered the standards. The text details how the instructor works with students to identify a meaningful problem, aligns appropriate work products to standards and instructional activities, and adapts the plan to address varying student learning needs. A mixed methods approach used student achievement data, student and teacher interviews, and a student survey. Increases were seen in students' self-efficacy, as well as their abilities to collaborate, communicate both verbally and in writing, engage in higher order thinking, conduct research, apply knowledge to novel circumstances, justify opinions, and assume leadership roles.
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Sun, Anna. "Confucianism as a World Religion." In Confucianism as a World Religion. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691155579.003.0005.

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This chapter presents an overview of how Confucianism has been classified as a world religion in both popular and academic texts over the past century, suggesting that this classification has had a lasting impact on both the popular imagination and academic institutions. It argues that the notion of world religions has become the universally recognized “achievement” that provides model problems and solutions to a community of practitioners. In this case, this community consists of scholars in religious studies, as well as scholars who study Chinese religions in other fields, such as sociology, history, philosophy, and Asian studies. The chapter focuses on the acceptance and implementation of this paradigm in American academia, instead of comparing it to that of another country, such as Great Britain.
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Bodenlos, Emily, and Lesia Lennex. "VoiceThread and iPad Apps Supporting Biological Change Concept." In Cases on Instructional Technology in Gifted and Talented Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch005.

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Kentucky science achievement data (KCCT, 2008-2011) for Biological Change indicated that middle grades students had little achievement compared to other concepts. The prior grade level for teaching this concept was fourth grade. A case study was designed to address the needs of three Fourth Grade classrooms. As part of No Child Left Behind (NCLB), language arts scores were supplemented with science and social studies. Objectives for the study were production of science and social studies curriculum using 3D instructional technologies for fourth grade in the following Kentucky Core Academic Standards (KCAS) Language Arts: Reading Standards for Informational Text K-5, Writing Standards K-5, Language Standards K-5, Range-Quality-and-Complexity of Student Reading; Core Content 4.1 Science Standard Biological Change; Core Content 4.1 Social Studies Standard Geography. Important findings for heterogeneous populations were made regarding the use of instructional technologies apps VoiceThread and Pangea Safari.
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Awajiusuk, Finomo Julia. "Prospects and Challenges of Teaching Religious Ethics in Nigerian Universities." In Contemporary Issues Surrounding Ethical Research Methods and Practice. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8562-8.ch013.

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Human societies are quickly drifting into serious moral decadence as various ills are plaguing the world. This situation makes the teaching of religious ethics, the academic discipline that studies the morality of human act based on the tenets of various religions, a necessity. In some parts of the world, the teaching of religious ethics is booming. Unfortunately, the opposite is the case in Nigeria. Teachers of religious ethics are few in the country. This chapter investigates the reason behind this unpopularity of religious ethics as an academic discipline in Nigerian universities. The chapter exposes in great measure challenges facing teachers of religious ethics in Nigerian universities. To do this, the author employs the phenomenological approach of religious studies. The author also draws insights from religious ethics and cultural hermeneutics. The author recommends that the teaching of religious ethics in Nigerian universities should be encouraged through provision of scholarships and research grants.
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Conference papers on the topic "Academic achievement – Nigeria – Case studies"

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Mocanu, Mihaela, and Gabriela Boldureanu. "GENDER DIFFERENCES AND STEREOTYPES IN ACADEMIC STUDIES ACHIEVEMENT. ROMANIAN HIGHER EDUCATION INSTITUTIONS CASE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0973.

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