Relevant bibliographies by topics / Academic achievement – Statistics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Academic achievement – Statistics'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Academic achievement – Statistics"

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Noordin, Noorlela Binti, Abdul Razaq Ahmad, and Anuar Ahmad. "Learning Language Levels in Students Accurate with a History Academic Achievement History." Yupa: Historical Studies Journal 1, no. 2 (2017): 137. http://dx.doi.org/10.26523/yupa.v1i2.55.

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This study was aimed to evaluate the Malay proficiency among students in Form Two especially non-Malay students and its relationship to academic achievement History. To achieve the purpose of the study there are two objectives, the first is to look at the difference between mean of Malay Language test influences min of academic achievement of History subject among non-Malay students in Form Two and the second is the relationship between the level of Malay proficiency and their academic achievement for History. This study used quantitative methods, which involved 100 people of Form Two non-Mala
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Noordin, Noorlela binti, Abdul Razaq Ahmad, and Anuar Ahmad. "Learning Language Levels in Students Accurate with a History Academic Achievement History." Yupa: Historical Studies Journal 1, no. 2 (2017): 137–44. http://dx.doi.org/10.30872/yupa.v1i2.98.

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This study was aimed to evaluate the Malay proficiency among students in Form Two especially non-Malay students and its relationship to academic achievement History. To achieve the purpose of the study there are two objectives, the first is to look at the difference between mean of Malay Language test influences min of academic achievement of History subject among non-Malay students in Form Two and the second is the relationship between the level of Malay proficiency and their academic achievement for History. This study used quantitative methods, which involved 100 people of Form Two non-Mala
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Zare, Hosseini, Ahmad Rastegar, and Seyed Mohammad Davood Hosseini. "The relation among achievement goals and academic achievement in statistics: the mediating role of statistics anxiety and statistics self-efficacy." Procedia - Social and Behavioral Sciences 30 (2011): 1166–72. http://dx.doi.org/10.1016/j.sbspro.2011.10.227.

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Tarekegn, Ambachew, and Sofiya Endris. "The Relationship between Hours of Television Watching and Academic Achievement of Secondary School Students: The Case of Some Selected Secondary Schools in Harer City." International Journal of Education and Literacy Studies 7, no. 3 (2019): 61. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.61.

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The purpose of this study was to examine the relationship between hours of television watching and student academic achievement. The major objectives of study were examining the status of students’ television watching and the relationship between hours of television watching and academic achievement. There has been a great debate among researchers regarding this area of concern. Some support the contribution of television to academic achievement and others argue that television watching negatively influences academic achievement. Two hundred students were randomly selected for the study. Data
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Macher, Daniel, Manuela Paechter, Ilona Papousek, Kai Ruggeri, H. Harald Freudenthaler, and Martin Arendasy. "Statistics anxiety, state anxiety during an examination, and academic achievement." British Journal of Educational Psychology 83, no. 4 (2012): 535–49. http://dx.doi.org/10.1111/j.2044-8279.2012.02081.x.

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Jumareng, Hasanuddin, Wolter Mongsidi, Edi Setiawan, Ihsan Abdul Patah, Adi Rahadian, and Ruslan Abdul Gani. "Introvert and extrovert personality: Is it correlated with academic achievement of Physical Education, Health and Recreation students at university level?" Journal Sport Area 6, no. 2 (2021): 140–46. http://dx.doi.org/10.25299/sportarea.2021.vol6(2).6324.

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Psychological elements, namely introverted and extroverted personalities, are currently one of the keys to determining success in academics at the University level, but it is not clear which type is more correlated with academic achievement. The purpose of this study is to investigate the correlation between introverted and extroverted personalities with student academic achievement. The subjects in this study come from the PJKR Department of the University of Suryakancana (N=20) and Halu Oleo (N=20). Data analysis uses SPSS version 25 to find descriptive statistics, normality, data linearity
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Begum, Jamila, Namra Munir, and Iftikhar Ahmad Baig. "The Gender Based Effect of Cyber Bullying on Academic Achievement and Behavior of Students at Higher Secondary Level." Global Social Sciences Review IV, no. I (2019): 164–71. http://dx.doi.org/10.31703/gssr.2019(iv-i).22.

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The purpose of this research is to discover the effect of cyber bullying on students academic achievement and their behavior. The objective of the research was to find out the academic achievement affected by cyberbullying and behavior of students on gender basis at higher secondary school level. Through random sampling technique, 2160 students and 48 teachers from 6 districts were selected. Questionnaires and interviews were used for data analysis using descriptive statistics and inferential statistics. The results showed that cyber bullying significantly affects students academic achievement
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Nida Ayaz, Dr. Muhammad Naeem Butt, and Summiya Ahmad. "Interlinking Metacognition with University Students’ Academic Achievements in Khyber Pakhtunkhwa, Pakistan." sjesr 3, no. 4 (2020): 239–46. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(239-246).

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This study aims at investigating the association between metacognitive awareness and student’s academic achievements. The study undertakes the objectives and hypotheses on Low, Average and High achievers in addition to assess the effects of metacognition awareness level on student’s academic achievement. Through multistage stratified random sampling, data was collected from 160 undergraduate students, studying in Department of Mathematics & Department of English in Abdul Wali Khan University, Khyber Pukhtunkwa. Data was collected through Metacognitive Awareness Inventory (MAI) by Schraw an
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Lim, Bibiana Chiu Yiong, Llewellyn Wee Ling Liu, and Choo Chian Hou. "Investigating the Effects of Interactive E-Book towards Academic Achievement." Asian Journal of University Education 16, no. 3 (2020): 78. http://dx.doi.org/10.24191/ajue.v16i3.10272.

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Universities are trending towards electronic books (e-books) as instructional materials, displacing traditional printed books. The rapid acquisition of e-books has changed the way information is presented and one of the improvements is to make e-books interactive. However, there is an incomplete body of knowledge on how interactive e-books affect students, particularly in the learning of statistics. This paper aims to examine the effects of interactive e-books on academic achievement. This paper adopted an experimental approach to test the causal effect of two types of e-books, namely Traditio
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Al-Zayed, Norma Nawaf Yousef. "An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English." International Journal of English Linguistics 7, no. 5 (2017): 176. http://dx.doi.org/10.5539/ijel.v7n5p176.

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This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the rel
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Dissertations / Theses on the topic "Academic achievement – Statistics"

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Dagen, Joseph Charles. "Assessing the potential effects of a mastery-based mathematics program on exam performance in an undergraduate psychology statistics course /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1447805.

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Thesis (M.A.)--University of Nevada, Reno, 2007.<br>"May, 2007." Includes bibliographical references (leaves 49-53). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.
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Yum, Kim-hung, and 任劍熊. "Within the IEA Third international Mathematics and Science Study (TIMSS): the relationship between familybackground and mathematics achievement of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959192.

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Naiyapatana, Ong-Art Strand Kenneth H. Hecht Jeffrey. "Assessing differential effectiveness of Illinois public middle schools using two-level hierarchical linear models." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942648.

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Thesis (Ph. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 24, 2006. Dissertation Committee: Kenneth H. Strand, Jeffrey B. Hecht (co-chairs), Paul J. Baker, William C. Rau. Includes bibliographical references (leaves 136-148) and abstract. Also available in print.
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Starrett, Teresa M. "State accountability ratings as related to district size and diversity." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6049/.

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All Texas school districts were examined to determine the relationship of district size and diversity to the accountability ratings of selected Texas school districts and the implications of including all data in the accountability rating system. Eight large districts and 12 small districts were matched demographically utilizing data from the 2003-2004 school year. Information from the Texas Education Agency was accessed over 2003-2004 and 2004-2005. The ratings were found to be lowered from Recognized to Academically Acceptable with the inclusion of these groups 6 out of 20 times. These findi
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Hill, Rachelle Phelps. "A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33164/.

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With the advent of No Child Left Behind (NCLB) legislation in 2002 and its attendant increases in accountability pressure, many districts and schools currently embrace data analysis as an essential part of the instructional decision making process. In their attempts to overcome low achievement on state-mandated tests, some districts have begun employing data coaches. The study reported here, which was set in three middle schools in a northeast Texas school district, assessed the influence of the campus data coach on a middle school mathematics teachers' use of analyzed data to make instruction
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Coumbe, Kelly Lynn. "Effects of environmental factors present during the administration of the California High School Exit Exam on students' outcome scores." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2597.

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This study looked at the environmental factors present during testing for the spring 2004 administration of the California High School Exit Exam (CAHSEE) in an attempt to quantify some of the factors that were previously only qualitatively reported. Five factors were examined for their ability to predict passing percentages of students on the CASHSEE at the school level. The results indicated that socioeconomic status was the only significant predictor.
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Miller, Angela Dawn Murdock Tamera Burton. "The role of the teacher in achievement motivation methodological and statistical issues /." Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education and Dept. of Mathematics and Statistics. University of Missouri--Kansas City, 2006.<br>"A dissertation in education and mathematics and statistics." Advisor: Tamera B. Murdock. Typescript. Vita. Description based on contents viewed Jan. 29, 2007; title from "catalog record" of the print edition. Includes bibliographical references (leaves 165-172). Online version of the print edition.
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Pan, Yue. "Spousal Concordance in Academic Achievements and Intelligence and Family-Based Association Studies Identified Novel Loci Associated with Intelligence." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1734.

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Assortative Mating, the tendency for mate selection to occur on the basis of similar traits, plays an essential role in understanding the genetic variation on academic achievements and intelligence (IQ). It is an important mechanism explaining spousal concordance. We used principal component analysis (PCA) for spousal correlation. There is a significant positive correlation between spouses by the new variable PC1 (correlation coefficient=0.515, p<0.0001). We further research the genetic factor that affects IQ by using the same data. We performed a low density genome-wide association (GWA) anal
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Autrey, Susan Annette. "Academic achievement among psychology undergraduates enrolled in WebCT-assisted research design and statistics courses." 2009. http://hdl.handle.net/10106/2084.

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Garrard, Douglas Charles. "The relation between a student's choice of living arrangement and student effort, achievement and college satisfaction." Thesis, 2006. http://hdl.handle.net/2152/3805.

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Books on the topic "Academic achievement – Statistics"

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M, Tomlinson Tommy, Farris Elizabeth, National Center for Education Statistics., and Westat inc, eds. Academic requirements and achievement in high schools, 1982. U.S. Dept. of Education, 1985.

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Francesconi, Marco. Mother's behaviour and children's achievement. ESRC Research Centre on Micro-Social Change, 1998.

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Mengistu, Derese. Factors affecting scholastic achievement of lower primary school pupils. Insitute of Curriculum Development and Educational Research, 1991.

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Riddell, Abby Rubin. What causes differences in achievement in Zimbabwe's secondary schools? Population and Human Resources Dept., World Bank, 1991.

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J, Marzano Robert, ed. Classroom instruction that works: Research-based strategies for increasing student achievement. 2nd ed. ASCD, 2012.

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Debra, Pickering, and Pollock Jane E. 1956-, eds. Classroom instruction that works: Research-based strategies for increasing student achievement. Pearson/Merrill Prentice Hall, 2005.

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Hamilton, Laura. Using student achievement data to support instructional decision making. U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, 2009.

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Western Australia. Ministry of Education. Educational standards in Western Australian government schools, 1990. Ministry of Education, Western Australia, 1991.

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Queis, Dietrich von. Je länger, desto besser?: Zum Zusammenhang von Studiendauer und Studienerfolg. Hochschuldidaktisches Zentrum der Universität der Bundeswehr Hamburg, 1987.

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Bhogayata, Chandrakant. Profiles of academic achievement of the primary school children of Gujarat: 2002-2003 / Chandrakant Bhogayata ... [et al.] ; Dept. of Education, Bhavnagar University. Department of Education, Bhavnagar University, 2004.

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Book chapters on the topic "Academic achievement – Statistics"

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Hay, Ian, Rosemary Callingham, and Colin Carmichael. "Interest, Self-Efficacy, and Academic Achievement in a Statistics Lesson." In Interest in Mathematics and Science Learning. American Educational Research Association, 2015. http://dx.doi.org/10.3102/978-0-935302-42-4_10.

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Amato, Luanne M. "Barriers to a STEM Career." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch004.

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Inequality of gender representation in science, technology, engineering, and mathematics (STEM) careers continues, despite the narrowing of the gender achievement gap. This chapter showcases original qualitative research that provides clearer insights into origins and effects of math anxiety as the reason females are less likely to choose (STEM) majors and related careers. The role of instruction methodology of the academic organization in perpetuating marginalization practices limits women's STEM achievement. The stage environment fit (SEF) theoretical model probes the relationship of the policies and procedures of the academic organization to the likelihood of female adult-student success in higher education. The American Statistical Association's (ASA) funding of the Guidelines for Assessment and Instruction in Statistics Education Report (GAISE) mandates reforms for mathematics instruction among the information about new research opportunities and the current state of STEM education in the United States.
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Amato, Luanne M. "Barriers to a STEM Career." In Research Anthology on Adult Education and the Development of Lifelong Learners. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch075.

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Inequality of gender representation in science, technology, engineering, and mathematics (STEM) careers continues, despite the narrowing of the gender achievement gap. This chapter showcases original qualitative research that provides clearer insights into origins and effects of math anxiety as the reason females are less likely to choose (STEM) majors and related careers. The role of instruction methodology of the academic organization in perpetuating marginalization practices limits women's STEM achievement. The stage environment fit (SEF) theoretical model probes the relationship of the policies and procedures of the academic organization to the likelihood of female adult-student success in higher education. The American Statistical Association's (ASA) funding of the Guidelines for Assessment and Instruction in Statistics Education Report (GAISE) mandates reforms for mathematics instruction among the information about new research opportunities and the current state of STEM education in the United States.
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Miller, Olivia Patrice-Chante', and Regina L. Banks-Hall. "Parental Involvement in Education." In African American Suburbanization and the Consequential Loss of Identity. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch007.

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This chapter examines the key factors of parental involvement in relation to African-American students' academic success. Researchers identified that school failure is common among low-income African-American youth in the United States. This achievement gap requires a review of areas, such as poverty and crime, family environments, parenting styles, and academic race stereotypes, that could possibly affect African-American's academic achievement. Data from the Bureau of Justice Statistics National Crime Victimization Survey revealed that opportunities exist in reducing poverty and crime in African-American communities. Additionally, factors such as school-district locations may impact African Americans' perception of education. Most low-income schools lack educational resources to support students with increased learning needs which leads to greater disparities in developmental outcomes. Using social-cognitive theory as a framework, the authors found that increased parental involvement may improve African-American students' self-efficacy for increased academic motivation.
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Pagge, Jenny. "Effective Use of ICT and Storytelling to Teach Statistics in the Preschool Classroom." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.83.

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New school curricula and modern teachers are trying to get the child engaged and interested in statistics through accessibility and enjoyment. This has been backed up by much research into the correlation of a child’s engagement and their academic achievement (Gunuc, &amp; Kuzu, 2014). Using storytelling as a teaching method, teachers can provide a meaningful context for statistics which can change this prejudice from a young age (Casey et al., 2004, Walters et al 2018) and is shown to have many educational benefits for children (Sherwood, 2018). In the last years ICT tools, games and storytelling have been used to achieve this engagement (Lekka et al, 2017, Walters 2018). ICT provides children with the opportunity to enhance their communication skills, creativity, high-order thinking and practical technological skills which are needed in a modern society (Corel, 2019). This paper includes a brief overview of research that looks at the use of ICT applications, and use of storytelling to teach descriptive statistics in the preschool classroom.
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Byerengo, Veneranda Paulo, and Daniel Oduor Onyango. "School-Family-Community Partnerships and Their Influence on Student Achievement in Public Secondary Schools in Ilemela Municipality, Tanzania." In Advances in Electronic Government, Digital Divide, and Regional Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch019.

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In Tanzania, public secondary schools, family, and community partnerships are considered to be low and students' performance in academic and discipline continues to be poor. The objective of this study was to investigate whether school-family-community partnerships in public secondary schools influence students' achievement in Ilemela Municipal. The study employed mixed research methods where questionnaires and interview were used to collect data. The total sample size was 141. Descriptive statistics analysis and thematic analysis was used, and the findings revealed that partnerships have great influence on students' achievement. The study recommends that the Ministry of Education and Vocational Training make policy reforms to encourage a national wide involvement of families and community in school development activities to ensure quality provision of education which will enhance best socio-economic returns.
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Pearn, Catherine. "Developing and Assessing Algebraic Reasoning in the Middle Years." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.85.

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New school curricula and modern teachers are trying to get the child engaged and interested in statistics through accessibility and enjoyment. This has been backed up by much research into the correlation of a child’s engagement and their academic achievement (Gunuc, &amp; Kuzu, 2014). Using storytelling as a teaching method, teachers can provide a meaningful context for statistics which can change this prejudice from a young age (Casey et al., 2004, Walters et al 2018) and is shown to have many educational benefits for children (Sherwood, 2018). In the last years ICT tools, games and storytelling have been used to achieve this engagement (Lekka et al, 2017, Walters 2018). ICT provides children with the opportunity to enhance their communication skills, creativity, high-order thinking and practical technological skills which are needed in a modern society (Corel, 2019). This paper includes a brief overview of research that looks at the use of ICT applications, and use of storytelling to teach descriptive statistics in the preschool classroom.
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Shava, Herring, and Willie Tafadzwa Chinyamurindi. "The Influence of Career Adaptability on Career Calling and Health of Teachers." In Health and Academic Achievement - New Findings [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.93563.

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The challenge of work often imposes a range of physical and mental health challenges to teachers. There is a need not only to find strategies that promote the health of teachers but also to assist teachers in their profession, albeit challenges that may exist. The chapter explains whether the presence of a career calling predicts employee mental and physical health. Focusing on a sample of teachers in rural high schools, the moderating effect of career adaptability on the relationship between the presence of a career calling and employee mental and physical health was investigated. Quantitative data were collected from a sample of 214 teachers through a self-administered questionnaire. Simple linear regression and hierarchical regression analysis were the statistical techniques performed to make meaning of the data. Simple linear regression results indicated that the presence of a career calling significantly influenced mental health but had no statistical significant influence on physical health. The hierarchical regression results revealed that career adaptability negatively influenced the relationship between the presence of a career calling and both aspects of health (mental and physical). Based on the findings, strategies are put in place that are three fold aimed at improving career development and health of teachers.
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Vilarinho, Pedro M. "COTEC's Technology Commercialization Accelerator (Act®)." In Competitive Strategies for Academic Entrepreneurship. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8487-4.ch009.

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This chapter describes, from a practitioner's perspective, COTEC's Technology Commercialization Accelerator (Act®) - a nationwide venture engine that aims at creating social and economic value from the knowledge generated by researchers, by supporting them in the creation of high-tech / high-growth ventures. To contextualize the environment in which Act® was created and operates, a set of statistical data that is relevant to characterize the Portuguese knowledge creation and deployment landscape is provided early in the chapter. Then, the different stages of the unique technology valorisation process employed by Act® are detailed. The main figures regarding Act's achievements, since it was created in 2004, will then be provided, together with a short description of some of the start-ups created with Act® support. Finally, the lessons learned throughout Act's development and an overview of the challenges that will frame its future development are provided.
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Bolkotun, Z. A., and V. M. Kanishcheva. "SCIENTIFIC WORK AND CREATIVE HERITAGE OF DOMESTIC SCIENTISTS IN THE ACADEMIC SERIES "BIOBIBLIOGRAPHY OF SCIENTISTS OF UKRAINE"." In Science Ukraine in the Global Information Space. Issue 17. PH “Akademperiodyka”, 2020. http://dx.doi.org/10.15407/akademperiodyka.422.090.

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The editions prepared and published within the framework of the general academic project "Biobibliography of Scientists of Ukraine" are analyzed. The normative documents and statistical information on the publications made in the series since its inception in 1968 are collected, the gradual formation of modern serial design and definition of a clear structure that would allow to briefly summarize the scientific heritage and significance of the personality and work of the Academy members is examined. The use of methods of bibliographic and source analysis helped to identify certain stages in the existence of the series. The current state of this book project of the NAS of Ukraine is described. The features of the publications of biobibliographies in the Publishing House "Akademperiodyka" of the NAS of Ukraine, which acquaint a wide audience with the directions of scientific research of Ukrainian scientists, their personal achievements, are noted. Thanks to the optimized and updated existing database of publications, further digitization of bibliographic information is possible.
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Conference papers on the topic "Academic achievement – Statistics"

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Frias-Navarro, Dolores, Hector Monterde-i-Bort, Nuria Navarro-Gonzalez, et al. "Statistics anxiety in university students in assessment situations." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7990.

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Many students have feelings of state anxiety when exams, and these feelings probably affect their performance. Statistics courses have been identified as producing the most anxiety. The purpose of our study is to measure statistics anxiety throughout an academic course (pre-test and three assessments) in order to observe its change and analyze the relationship between statistics anxiety and academic achievement. The sample is composed of 30 Psychology students taking a course in research designs and statistics (26.7% men and 73.3% women) with a mean age of 20.31 years (SD = 3.76). The results
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Schaffhauser-Linzatti, Michaela, and Sarah Kaltenhauser. "EFFECTS OF THE COVID19-PANDEMIC ON STUDENTS' ACADEMIC ACHIEVEMENTS AT THE FACULTY FOR BUSINESS, ECONOMICS AND STATISTICS AT THE UNIVERSITY OF VIENNA." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2141.

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