Journal articles: 'Factors affecting student achievement'

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Muda @ Yusof, Nazuha, Zokree Abdul Karim, Ruzaidah A. Rashid, and Zamzulani Mohamed. "Factors Affecting Students’ Achievement in Mathematics." Jurnal Intelek 14, no. 2 (November 29, 2019): 198–207. http://dx.doi.org/10.24191/ji.v14i2.235.

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Most programs at the university level require completion of mathematics courses. To survive inuniversity, those who are taking mathematics courses should succeed in their examination so that this canbe a path for them to proceed smoothly in their study. This research investigates the factors contributingtowards achievement in mathematics at a public university. The identified factors are students’ attitude,student-centered learning and classroom environments. The data was collected randomly from 86students who took business mathematics course in 2018 through a distribution of questionnaires. Thisstudy focused on the measurement model and structural model of Partial Least Square analysis. Thefindings indicate that students’ attitude most significantly affected the achievement in mathematics,followed by students’ centered learning. Meanwhile, classroom environment is found as an insignificantfactor of the achievement in mathematics. As a conclusion, students’ attitude is the most influential factorin mathematics achievement compared to students’ centered learning and classroom environments.Therefore, the management of higher education should focus on the empowerment of students’ attitudetowards mathematics subject and improve the quality of student-centered learning at the university. Keywords: achievement in mathematics, students’ attitude, student-centered learning, classroom environments, Partial Least Square

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Shin, Jongho, Hyunjoo Lee, and Yongnam Kim. "Student and School Factors Affecting Mathematics Achievement." School Psychology International 30, no. 5 (October 2009): 520–37. http://dx.doi.org/10.1177/0143034309107070.

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Cheon, Minjong, Ook Lee, Changbae Mun, and Hyodong Ha. "Factors Affecting Academic Achievement in SW Education." International Journal of Information and Education Technology 12, no. 4 (2022): 333–38. http://dx.doi.org/10.18178/ijiet.2022.12.4.1623.

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Software industry is becoming the core of technology trend. SW-based changes in education, industry, and social perception are continuously increasing, and thus, computing power is recognized as an essential requirement in higher education. Globally, research on software (SW) education methodology is being actively conducted, and from this point of view, the socio-economic importance of software education is increasing. This study conducted a study on how to identify the educational characteristics and motivations of students. In this study, a method to deal with the motivation for SW education from the perspective of student characteristics was reviewed. For this analysis, the relationship between educational achievement and factors is analyzed, and factors that can affect student achievement are explored. Factors for the methodology are identified and verified with a statistical methodology.

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Lewaru, Trisna Sary. "FACTORS AFFECTING ENTREPRENEURIAL INTENTIONS AMONG COLLEGE STUDENT." Tangible Journal 5, no. 2 (January 29, 2021): 79–86. http://dx.doi.org/10.47221/tangible.v5i2.141.

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ABSTRACT This study aims to analyze the factors that influence entrepreneurial intentions among college student. The five independent variables was used include need for achievement, locus of control, self-efficacy, instrumental readiness, entrepreneurship experience. Sample in this research is students on Pattimura University totaling 160 people. Multiple linear regression analysis was used to measure this study. The results of this study indicate that need for achievement, locus of control, entrepreneurship experience have no effect on the intentions of entrepreneurial among students. Whereas instrumental readiness and self-efficacy variable has positive and significant effect on entrepreneurial intention between students of Pattimura University. Keywords : Entrepreneurship, Intentions

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Suhaily, Lily, and Yasintha Soelasih. "Factors Affecting Student Achievement in Faculty of Economics "X" University." Winners 16, no. 1 (March 31, 2015): 25. http://dx.doi.org/10.21512/tw.v16i1.1540.

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Education is an important point for many countries, including Indonesia. People with high education in a country could make the country wealthier. Parents are usually aware that it is important for their children to be educated. If the children are well educated, they will increase the standard of living of their parents and their selves. Based on this phenomenon, research evaluated factors that influence student achievement and also evaluated the difference of achievement between students who are active in campus activities and are not active. A number of 329 questionnaires were distributed to Faculty of Economics, “X” University students using random sampling. The result shows that the students themselves as factor that could determine their achievement. The evaluation also found that the achievement of student who is active in campus activities is different with the achievement of student who is not active in campus activities.

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Lisiswanti, Rika, Merry Indah sari, and Drisnaf Swastyardi. "FACTORS AFFECTING LOW ACADEMIC ACHIEVEMENT OF UNDERGRADUATE MEDICAL STUDENTS: STUDENT EXPERIENCE." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 11, no. 1 (March 22, 2022): 108. http://dx.doi.org/10.22146/jpki.65566.

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Background: Low achievement is one of the problems in higher education. Many factors that can cause student failure or low student achievement such as motivation, time management, learning strategy, socioeconomic, family, environment, presence, and student’s interest. The purpose of this study was to investigate the factors affecting low academic achievement of undegraduate medical students in the Medical Faculty of Lampung University.Methods: The study method was qualitative study with phenomenological approach and data was collected with a semi-structured interview. This study was conducted in Faculty of Medicine Universitas Lampung, in 2017. The study population was students in the first year, second year, and third year. Sample taken with purposive sampling obtained 17 students. Inclusion criteria: students who achieved Grade Point Average (GPA) < 2 and who participated in this study. Data was analysed by using thematic analysis.Results: The number of respondents was 7 male students and 10 female students. The low achievement was caused by a lack of learning strategy, lack of motivation, psychological problems, family problems, and health problems.Conclusion: The factors affecting low achievement were lack of learning strategy, lack of motivation, psychological problems, family problems, and health.

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Dance, Dominikus Nong. "Analysis Factors Affecting Achievement in Class VIII IPS Study at SMPK Kloangpopot." EDUCTUM: Journal Research 1, no. 1 (November 14, 2022): 54–58. http://dx.doi.org/10.56495/ejr.v1i1.302.

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There are many factors that influence the teaching and learning process, one of which is the achievement of student learning outcomes, both from within students and from their external environment. The purpose of this study was to determine the analysis of the factors that influence the social studies learning achievement of class VIII SMPK Kloangpopot students using qualitative methods. Data collection techniques using observation, interviews, and documentation. Based on the results of this study, it can be concluded that the factors that influence student achievement at SMPK Kloangpopot consist of internal factors, namely student personality and external factors which include teachers and families. Teachers' efforts in overcoming student achievement are motivating students and using various methods or learning strategies so that students can understand social studies lessons, as well as obstacles in improving student achievement which can be said that the complexity of the problems faced for social studies learning, social studies learning has an impact on the process of learning activities which is boring, the lack of enthusiasm of students in participating in social studies lessons

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Singh, Dr Shavinder. "Study of Factors Affecting Academic Achievement in Medical Students." Journal of Medical Science And clinical Research 04, no. 12 (December 28, 2016): 1968–14972. http://dx.doi.org/10.18535/jmscr/v4i12.109.

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Thawabieh, Ahmad. "Factors Affecting University Students' Achievement." British Journal of Education, Society & Behavioural Science 14, no. 4 (January 10, 2016): 1–11. http://dx.doi.org/10.9734/bjesbs/2016/23334.

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Atchia, Shakeel Mohammad Cassam, and Vinayagum Chinapah. "Factors Affecting Academic Achievement of Secondary School Students in Mauritius." Journal of Education and Research 9, no. 1 (March 15, 2019): 70–90. http://dx.doi.org/10.3126/jer.v9i1.28825.

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This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling). The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05). The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).

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Tavares, V., E. Schafheutle, and S. Willis. "Factors affecting sense of belonging and academic achievement in MPharm students." International Journal of Pharmacy Practice 29, Supplement_1 (March 26, 2021): i41—i42. http://dx.doi.org/10.1093/ijpp/riab015.050.

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Abstract Introduction Academic achievement in higher education has been linked to academic ability and a student’s experiences at university. Factors affecting the student experience include demographics (age, gender, ethnicity), and contextual factors (living arrangements, sense of belonging (SOB)).1 Whether SOB is relevant to understanding pharmacy students’ academic achievement has not been investigated. Aim This study aims to investigate SOB in students on one MPharm programme and its associations with demographic / contextual factors and academic achievement. Method A questionnaire was distributed to all MPharm students at one university (n=601). It included a SOB instrument2 measuring five domains (perceived peer support, faculty support, classroom comfort, isolation, empathetic faculty understanding), demographic and contextual factors, and consent to link responses to end of year marks. Mean marks, % rank, one-way ANOVA with Tukey HST post hoc tests, independent samples t-tests and Pearson’s correlation co-efficient were calculated in SPSS v25 to investigate associations between SOB and demographic / contextual factors and academic achievement. Results: Four-hundred-and-forty-seven students responded (74.4%), of whom 80.1% consented to data linkage with assessment marks. Of the respondents, 317 (71.9%) were female, 408 (91.9%) were younger than 21 when commencing their MPharm, and 275 (61.5%) lived with other students. Respondents’ ethnicity was: 128 (32.8%) white, 158 (40.5%) asian, 53 (13.6%) black, 51 (13.1%) chinese. Analysis suggests SOB domains varied significantly in relation to demographic and contextual factors, with perceived peer support and perceived isolation in particular associated with multiple factors investigated (see Table 1). Analysis of mean % rank (f=8.601, p=0.001) revealed that white students achieved significantly higher (64.6) than asian (51.5, p= 0.002), black (50.4, p=0.006), and chinese (41.9, p=0.014) students. Students who lived with other students achieved a significantly higher mean % rank (58.3), than those who did not (48.3, t=3.251, p=0.001). A positive correlation was identified between perceived peer support (r=0.211, p=0.001) and % rank. Perceived isolation was negatively correlated to % rank (r= -0.192, p=0.001). Conclusion Although limited to one UK school of pharmacy, yet with a good mix of student ethnicity, findings suggest important differences in the student experience, and that for some subgroups this may be associated with their academic achievement. This study offers valuable understanding of factors potentially impacting academic achievement, and provides insights to inform targeted interventions aimed at improving the student experience with a view to addressing SOB and achievement gaps. Further research is required to quantify the effect of the factors and their interdependence. References 1. Mountford-Zimdars A, Sabri D, Moore J, Sanders J, Jones S, & Higham L. (2015). Causes of differences in student outcomes. Report for HEFCE by Kings College London, ARC Network and the University of Manchester. Available at: https://dera.ioe.ac.uk/23653/1/HEFCE2015_diffout.pdf accessed October 2020. 2. Hoffman M, Richmond J, Morrow J, & Salomone K. (2002). Investigating “Sense of Belonging” in First-Year College Students. Journal of College Student Retention: Research, Theory & Practice, 4(3), pp. 227–256.

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Et.al, Siti Hadijah Che Mat. "Factors Affecting the Achievement of Students in Economic Subject." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1330–36. http://dx.doi.org/10.17762/turcomat.v12i3.904.

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There are various factors influencing a student’s academic achievement at any level, either primary, secondary or tertiary. These factors include attitudes, learning techniques, general interest in the subject matter, factors related to teacher, family or friends, previous achievements, teaching and learning environment and facilities, infrastructure, and teaching methods. This article explores factors affecting the achievement of student of a course offered in the economic program of universitiutaramalaysia. For this article, a total of 220 students who registered for macroeconomics course at universitiutaramalaysia were randomly selected to be the study sample. of the 220 responses, only 211 were analysed because some questionnaire forms was returned with incomplete information. these students consist of second, third and fourth year students. The study found that among the items in the lecturer preparation factor which came with high mean scores is the item "lecturer shows dedication in teaching". There is no denying that teaching and learning methods incorporating the latest technology and trends are desirable but the study shows that teaching using longstanding approach like using whiteboards is still preferable among students and gives the highest mean value of 7.44, which is a high level score. In terms of learning techniques, the study found that students are not consistent between the goals to achieve excellence with the appropriate effort taken by them. although they want to achieve high excellence in this subject but their efforts and actions are not inclined to that desire

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Tatar, Erdal, Cengiz Tüysüz, Cemal Tosun, and Nail İlhan. "Investigation of Factors Affecting Students’ Science Achievement According to Student Science Teachers." International Journal of Instruction 9, no. 2 (July 10, 2016): 153–66. http://dx.doi.org/10.12973/iji.2016.9211a.

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MARDIANA STEFANIA BHOKO, Matilda Bupu Ria, and Maria Vilastry Nuhan. "ANALYZING FACTORS THAT AFFECTING OF STUDY ACHIEVEMENT ON MIDWIFERY STUDENTS AT STIKES MARANATHA KUPANG IN 2020." Jurnal Pendidikan dan Kebudayaan Missio 13, no. 1 (January 27, 2021): 64–75. http://dx.doi.org/10.36928/jpkm.v13i1.594.

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Learning achievement is very important to summarize the results of the learning process that has been done so far. This study aims to analyze the factors that influence of learning achievement. Quantitative design study with cross sectional approach. 125 students of the Midwifery Study Program at STIKes Maranatha Kupang were selected as the randomly selected sample of the 278 female student population. The study was conducted in August 2020. Data was collected using questionnaires, attendance records, and student KHS (Study Result Cards). Data analysis used ordinal regression with the SPPS 22 application with a significance of p≤0.05. The results showed that the factors that affecting of student learning achievement were the student attendance rate in class (0.002), the role of the academic supervisor (p = 0.001), and student learning motivation (0.000). Achievement of good student learning achievement is not only determined by intrinsic factors such as motivation, but can also be influenced by extrinsic factors such as attendance levels and the role of supervisors.

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Sibomana, Aimable, Claude Karegeya, and John Sentongo. "Factors Affecting Secondary School Students’ Academic Achievements in Chemistry." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 114–26. http://dx.doi.org/10.26803/ijlter.20.12.7.

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Secondary school students continue to consider chemistry as difficult to learn and develop a negative attitude towards it. This leads to low achievement in the subject and reduces their interest. Studies on students' achievement in chemistry have been conducted and different instructional strategies of teaching and learning have been provided. Nonetheless, there are persisting misconceptions and factors that hinder the achievement of students, even after the implementation of suggested strategies. By applying innovative teaching approaches as remedial to teaching and learning barriers, students' achievement may be improved; and the retention of the learned material may be enhanced. In this study, we conducted a literature search to collect any related literature. Sixty-one studies were obtained; some of them were not related to our investigation; and those which did not answer the research question were excluded, we remained with 13 studies. The selection of studies was based on year of publication, and language. These studies were published in English and between 2011 and 2021. Consequently, this review highlights the influence of teaching methods on students' achievements, updating teachers on the factors affecting students' achievements in Chemistry, misconceptions in chemistry instruction, and ways for remedying those misconceptions, as well as methods for improving students’ academic achievements.

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Rytkönen, Henna, Anna Parpala, Sari Lindblom-Ylänne, Viivi Virtanen, and Liisa Postareff. "Factors affecting bioscience students’ academic achievement." Instructional Science 40, no. 2 (July 2, 2011): 241–56. http://dx.doi.org/10.1007/s11251-011-9176-3.

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McCoach, D. Betsy, Jessica Goldstein, Peter Behuniak, Sally M. Reis, Anne C. Black, Erin E. Sullivan, and Karen Rambo. "Examining the Unexpected: Outlier Analyses of Factors Affecting Student Achievement." Journal of Advanced Academics 21, no. 3 (May 2010): 426–68. http://dx.doi.org/10.1177/1932202x1002100304.

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Nihaadh, Mariyam. "Teaching Methodology: One of the Factors Affecting Academic Achievement of Secondary Grade Students." International Journal of Social Research and Innovation 1, no. 1 (March 20, 2018): 69–82. http://dx.doi.org/10.55712/ijsri.v1i1.6.

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Numerous factors affect the academic achievement of students as they undergo the transition of proceeding to secondary grades. This article discusses the findings related to factors affecting the academic achievement of secondary grade students from the students’ perspective. A qualitative study was conducted at a secondary school with a sample of students who had experienced a decline in their performance in secondary grades. Respondents were queried with regard to various factors relating to their academic achievement. Issues relating to student motivation were highlighted as the most prominent factors affecting their academic achievement. The findings revealed that students’ lack of motivation was the consequence of unvaried and ineffective methodologies adopted by most teachers in delivering the lessons.

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Ayebale, Lillian, Gilbert Habaasa, and Samson Tweheyo. "Factors affecting students’ achievement in mathematics in secondary schools in developing countries: A rapid systematic review." Statistical Journal of the IAOS 36 (December 25, 2020): 73–76. http://dx.doi.org/10.3233/sji-200713.

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Mathematics is seen by society as the foundation of scientific technological knowledge that is vital in social-economic development of a nation. In fact, studies suggest that mathematics as a subject affects all aspects of human life at different levels. This paper is a rapid systematic review of factors affecting students’ achievement in mathematics. We searched literature on student achievement in mathematics. We used ERIC database and supplemented with Google Scholar and random Google search. Twenty six articles met the final selection criteria and were reviewed. The teaching methods, teachers’ attitude, students’ attitude towards mathematics were noted as key factors in almost all articles reviewed. There seemed to be consistency too that parents can exert a positive influence on their children’s mathematical performance, classroom environment, students’ previous mathematics achievement and gender related factors. Student achievement at secondary level determines whether they will opt to or qualify to study statistics at university. From this review, it is imperative that these factors be addressed early in the students’ career so as to have more student enrollment for statistics at tertiary institutions.

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Pranitasari, Diah, and Irfan Maulana. "Intrinsic and Extrinsic Factors Affecting Student Motivation in Completing Thesis." Technium Social Sciences Journal 27 (January 8, 2022): 527–38. http://dx.doi.org/10.47577/tssj.v27i1.5473.

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This study aims to determine the intrinsic and extrinsic factors that influence students' motivation to complete their thesis by using self-efficacy variables, the need for achievement, campus environment, and lecturer learning methods to the motivation to complete their thesis at the Indonesian College of Economics. This research method is a questionnaire survey method. The population in this study were morning regular students and evening regular students of the Indonesian College of Economics who graduated in 2019 by 311 people and the study sample was 164 people. The analysis used is SEM- PLS and SmartPLS 3.0 software. The results of this study indicate 3 variables that affect regular morning students: (1) Self-efficacy affects the motivation to complete a thesis of 29.1%. (2) The need for achievement influences the motivation to complete the thesis by 31.9%. (3) Campus environment towards motivation to complete the thesis is 37.5%. And there are 2 variables that affect regular night students: (1) The need for achievement influences the motivation to complete the thesis by 55.5%. (2) The campus environment influences the motivation to complete the thesis by 40.3%.

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Erwiza, Erwiza, Sri Kartiko, and Gimin Gimin. "Factors Affecting the Concentration of Learning and Critical Thinking on Student Learning Achievement in Economic Subject." Journal of Educational Sciences 3, no. 2 (May 24, 2019): 205. http://dx.doi.org/10.31258/jes.3.2.p.205-215.

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The National Examination is conducted to test the ability of students during the education process. However the average national exam results of Madrasah Aliyah Negeri 1 Pekanbaru starting from 2015-2018 always decrease. This phenomenon can not be separated from factors that affect learning achievement. This study aims to analyze the factors that influence concentration and critical thinking on student learning achievement both direct influence and indirect influence on economic subjects in Madrasah Aliyah Negeri 1 Pekanbaru (MAN 1 Pekanbaru). The population in this study were 125 students of IIS class XI. Sampling technique used was simple random sampling obtained by 95 students. Data collection uses a questionnaire with a Likert scale. The results showed that: (1) the non-physical school environment had an effect on learning achievement directly by 24.2% and indirectly had an effect of 12%. (2) learning interest influences learning achievement directly by 27.1% and indirectly by 8.8%. (3) learning concentration directly affects learning achievement by 19.5%. (4) critical thinking directly influences learning achievement by 27.3%. In general, critical thinking can affect the learning achievement.

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Taslidere, Erdal. "Factors affecting 12th‐grade students' physics achievement." Psychology in the Schools 57, no. 9 (July 8, 2020): 1385–403. http://dx.doi.org/10.1002/pits.22415.

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Syah, M. Fahmi Johan, Syamsul Huda, and Hermawan Setyo Budi. "Factors Affecting Oral Participation in Lecturing Process in Prospective Accounting Teacher Students." Dinamika Pendidikan 12, no. 1 (June 1, 2017): 61–67. http://dx.doi.org/10.15294/dp.v12i1.10584.

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The research aims to test the students engagement variable as intervening variable on the relationship between previous achievement and motivation to oral participation in accounting prospective teacher students at Muhammadiyah University of Surakarta. Besides, this research also tested whether attitudes affect oral participation directly. The population in this research is all students of accounting education at University of Muhammadiyah Surakarta (UMS), while the sample in this research was 300 samples. This research used path analysis test to identify direct, indirect, and total effect. The result of path analysis test showed that student engagement strengthens the relationship between previous achievement and motivation to oral participation in prospective accounting teacher students and attitude toward oral participation. Based on the result of research, it is needed to improve the students oral participation, the previous achievement and motivation must be improved. Both of these factors will increase the students engagement that is happy feeling in the process of discussion, having dedication, and being able to overcome various problems.

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Wahyudi, Heri. "FACTORS AFFECTING LOW ACADEMIC ACHIEVEMENT OF OPEN UNIVERSITY'S STUDENTS IN INDONESIA." HUMAYA: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya 1, no. 1 (July 30, 2021): 22–29. http://dx.doi.org/10.33830/humaya.v1i1.1878.2021.

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This research aims to analyze the factors that cause low student academic achievement. To achieve these objectives, this research used a survey design to collect data from respondents. Before the research, the researchers conducted a pre-survey interview technique to several respondents in order to obtain information to formulate a construct that will be analyzed as well as to determine the research instruments. This research was conducted in regional office Denpasar with students from Non-Pendas Program with low academic achievement as the respondents. There were 71 respondents with a response rate of 92.5%. Based on these results, there are some important things that can be concluded: Lack of motivation, lack of study time and no teaching materials are factors which lead to low academic achievement with low impact.Not following the online tutorial, not forming a study group, lack of test preparation and lack of enrichment of the materials are factors which lead to low academic achievement with quite high impact.Not supportive learning situation and the lack of study planning are the factors that lead to low academic achievement with low impact.

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Kilic Depren, Serpil. "PREDICTION OF STUDENTS’ SCIENCE ACHIEVEMENT: AN APPLICATION OF MULTIVARIATE ADAPTIVE REGRESSION SPLINES AND REGRESSION TREES." Journal of Baltic Science Education 17, no. 5 (October 15, 2018): 887–903. http://dx.doi.org/10.33225/jbse/18.17.887.

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Turkey is ranked at the 54th out of 72 countries in terms of science achievement in the Programme for International Student Assessment (PISA) survey conducted in 2015, which is a very big disappointment for that country. The aim of this research was to determine factors affecting Turkish students’ science achievements in order to identify the improvement areas using PISA 2015 dataset. To achieve this aim, Multivariate Adaptive Regression Splines (MARS) and Classification and Regression Trees (CART) approaches were used and these approaches were compared in terms of model accuracy statistics. Since Singapore was the top performer country in terms of science achievement in PISA 2015 survey, the analysis results of Turkey and Singapore were compared to each other to understand the differences. The results showed that MARS outperforms the CART in terms of measuring the prediction of students’ science achievement. Furthermore, the most important factors affecting science achievements were environmental optimism, home possessions and science learning time (minutes per week) for Turkey, while the index of economic, social and cultural status, environmental awareness and enjoyment of science for Singapore. Keywords: higher education, machine learning algorithms, PISA, science achievement.

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Fadilah, R. Priyanda, and R. Amalia. "Analysis of external factors affecting students’ achievement student of mathematics education of samudra university." Journal of Physics: Conference Series 1806, no. 1 (March 1, 2021): 012050. http://dx.doi.org/10.1088/1742-6596/1806/1/012050.

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Nurul Indah Asri, Galuh, and Firdaus Adrianto Adrianto. "FACTORS AFFECTING BLIND STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH." Education of English as Foreign Language 4, no. 2 (July 1, 2021): 58–65. http://dx.doi.org/10.21776/ub.educafl.2021.004.02.01.

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Universitas Brawijaya (UB) with the assistance of Pusat Studi dan Layanan Disabilitas (PSLD) have implemented an inclusive education environment, as the need for equal education chance for different abilities Indonesians. There is an assumption that engagement from a combination of language learning or learning language’s cognitive, social, and affective aspects can affect the learning process and academic achievement of a special need student. To reach the research objective, interview sessions and classroom observations session were aimed at measuring the students' language learning engagement based on three-domains; cognitive, affective and social, in students’ perspective and ongoing activities. This research shows fluctuate results based on the interviews and observations data of two blind students. The main engaged factors found are positive teaching approaches and attitudes, also both students’ learning autonomy.

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Efriza, Reni, Caska Caska, and Makhdalena Makhdalena. "Analysis of Factors Affecting Student Learning Achievement of Social Sciences Subjects in Muhammadiyah Middle School Rokan Hulu Regency." Journal of Educational Sciences 4, no. 3 (July 24, 2020): 529. http://dx.doi.org/10.31258/jes.4.3.p.529-540.

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The Social Sciences subject examination score in Muhammadiyah Rambah Middle School is still below the average. This phenomenon is inseparable from the low student achievement. This study aims to analyze the factors that influence student learning achievement. This type of research was quantitative research. The population in this study was VII grade students of SMP Muhammadiyah Rambah which was conducted in the even semester of the 2018/2019 school year. The sample was carried out using proportional random sampling technique with 76 respondents. Data collection using a questionnaire with a Likert scale and then the data were analyzed by path analysis. The results of the analysis show that learning discipline has an indirect effect on learning achievement through learning motivation of 0.0897, with a total influence is 0.351 with an effective contribution of 12.29%. The family environment has an indirect effect on learning achievement through learning motivation of 0.1054, with a total influence of 0.354 with an effective contribution of 12.56%. This shows that learning achievement can be improved if the quality of learning discipline, family environment and student motivation are improved.

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Kiliç Depren, Serpil. "DETERMINATION OF THE FACTORS AFFECTING STUDENTS’ SCIENCE ACHIEVEMENT LEVEL IN TURKEY AND SINGAPORE: AN APPLICATION OF QUANTILE REGRESSION MIXTURE MODEL." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 247–60. http://dx.doi.org/10.33225/jbse/20.19.247.

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In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students' science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students' science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs. Keywords: finite mixture models, Programme for International Student Assessment, quantile regression mixture models, science performance.

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Önder, Emine, and Şeyma Uyar. "Factors affecting the academic achievement in socioeconomically disadvantaged students." Pegem Eğitim ve Öğretim Dergisi 8, no. 2 (February 6, 2018): 253–80. http://dx.doi.org/10.14527/pegegog.2018.011.

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The aim of this research is to assess factors affecting achievement of students coming from low socioeconomic background in PISA 2012 and with high and low achievement in mathematics performance. The research population consists of students who were 15 years old as of the date of PISA 2012 assessment. In the Turkey sample, there are 4848 students from a total of 170 schools from 57 cities in 12 statistical region units in PISA 2012. In this research, students within the lowest 33.00% section according to the economic sociocultural status index in the Turkey sample were included. The research was carried out with 218 students showing low achievement in mathematics and 173 students showing high achievement in mathematics including them all in socioeconomically disadvantaged group. As a result of the structural equation model applied considering students’ affective traits and achievement in mathematics, it is observed that the variable “attitude towards school” is a positive and significant predictor in the low achievement group. It is observed that the variable “affective characteristics towards mathematics” is a positive and significant predictor in the high achievement group while “attitude towards school” is a negative predictor of achievement in mathematics. These results can initiate attempts to review educational investments towards students’ achievement and can lead to fund transfers towards fields that can result in higher increase in achievement.

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Wijaya, Tommy Tanu, Imam Fitri Rahmadi, Siti Chotimah, Jailani Jailani, and Dhoriva Urwatul Wutsqa. "A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being." International Journal of Environmental Research and Public Health 19, no. 23 (December 5, 2022): 16247. http://dx.doi.org/10.3390/ijerph192316247.

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Psychology is one of the numerous factors that influences students’ mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students’ well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students’ mathematics achievement. Moreover, teachers have a more substantial effect than parents’ support, which does not significantly reduce the students’ stress levels. The academic and emotional support of teachers and parents reduces students’ stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students’ mathematics achievement at the secondary school level.

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Marginingsih, Marginingsih, and Syaifudin Makmun. "Factors Affecting Toeic Achievement of The First Semester Students of Informatics Engeneering." Syntax Literate ; Jurnal Ilmiah Indonesia 5, no. 7 (July 20, 2020): 354. http://dx.doi.org/10.36418/syntax-literate.v5i7.1466.

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The purpose of this study is to conduct case study on the factors affecting TOEIC pre-test grades of the students of Informatics Engineering in Duta Bangsa University in the academic year of 2019/2020. The respondents are 10 students. The data were obtained by interviewing, questionnaire and collecting the documents from the students TOEIC grades. The data were in the forms of interview transcripts and documents. Then grounded theory was used to analyse the data. The result showed that in terms of internal factors, all of the students have interest in English because they like watching Film from YouTube or cinema with or without subtitle so they motivate to learn English. While from the external factors in terms of family background, six students come from educated family. They encourage their children in learning process. While, four students have parents who works as entrepreneur. They learn English by themselves not because their parents ask them to do. Two students said they won English competition at school. One student said the school really improve his English lesson. Three students have their own community at school. They can sometimes share, chat and talk in English. While the rest of students did not mention explicitly if school give impact on their English. Keywords: Internal factors; external factors; improve

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Watjatrakul, Boonlert. "Factors affecting students’ intentions to study at universities adopting the “student-as-customer” concept." International Journal of Educational Management 28, no. 6 (August 5, 2014): 676–93. http://dx.doi.org/10.1108/ijem-09-2013-0135.

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Purpose – Competitive pressure and declining incomes in higher education have propelled many universities to increase the number of students admitted as a means of increasing their income, while the admitted students are regarded as “customers.” The purpose of this paper is to examine students’ beliefs regarding outcomes of the adoption of the student-as-customer concept and the interaction effects of these outcomes and the social influence on students’ attitudes toward acceptance of the student-as-customer concept and their intentions to study at universities adopting this concept. Design/methodology/approach – The conceptual model was developed to investigate the interaction effects of the five outcomes of the student-as-customer concept's adoption – the universities’ aim toward student satisfaction, the instructors’ neglect of teaching, the impairment of instructor-student relationship, the ease of course achievement, and the improvement of universities’ service quality and social influence on the students’ attitudes toward acceptance of the student-as-customer concept, and their intentions to study at universities adopting this concept. Survey questionnaires were used to collect data from students studying at a large private university inclining to adopt the student-as-customer concept. The structural equation modeling technique was utilized for testing the proposed model. Findings – The results indicate that students believe that the universities’ adoption of the student-as-customer concept will lead to improvement of the universities’ service quality and the degradation of educational quality in terms of the instructors’ neglect of teaching, the impairment of instructor-student relationship, and the ease of course achievement. The improvement of service quality has a positive effect on the students’ attitudes toward acceptance of the student-as-customer concept and their intentions to study at universities adopting this concept. The students’ beliefs toward the degradation of educational quality, on the other hand, have indirect and negative effects on the students’ intentions to study at universities adopting the concept. Interestingly, the effect of social influence on students’ intentions to study at universities adopting the concept is greater than the effects of students’ beliefs toward outcomes of the concept. Originality/value – This study is among the first research to empirically investigate the factors affecting students’ attitudes toward acceptance of the student-as-customer concept and their intentions to study at universities adopting this concept. The paper fills the gap in the higher education literature and provides guidance for universities to consider and prepare for the consequences of the concept's adoption associated with the number of students who intend to study at their universities.

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Gurer, Melih Derya, and Seyfullah Tokumaci. "Factors Affecting Engineering Students’ Achievement in Computer Programming." International Journal of Computer Science Education in Schools 3, no. 4 (May 5, 2020): 23–34. http://dx.doi.org/10.21585/ijcses.v3i4.74.

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Literature indicated that attitude toward programming, programming self-efficacy, gender, and students’ department has been related to achievement in computer programming. However, there is a need for further studies investigating to what extent these factors explain programming achievement in a model. This study aimed to investigate the effects of programming self-efficacy, attitude towards programming, gender, and students’ department on their perceived learning. A correlational study design was adopted for this study. The sample of the study was 742 students of an engineering faculty at a state university inTurkey. To collect data, Programming Self-Efficacy Scale, Computer Programming Attitude Scale, and Perceived Learning Scale were used. To analyze data, descriptive statistics e.g. mean and standard deviation, and Pearson Correlation tests were administered. In addition, to determine the factors affecting perceived learning, multiple regression analysis was employed. The results indicated that the engineering faculty students’ attitudes towards programming, programming self-efficacy and perceived learning were at high level. In addition, significant correlations between perceived learning and predictive variables were found. Finally, it was concluded that gender, attitude towards programming and programming self-efficacy significantly predicted perceived learning. The results of the study provide a deeper understanding of how students’ learning was affected in programming courses.

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Mohamed, Hazura, Noraidah Sahari @. Ashaari, Hairulliza Mohamad Judi, and Tengku Siti Meriam Tengku Wook. "Factors Affecting FTSM Students’ Achievement in Statistics Course." Procedia - Social and Behavioral Sciences 59 (October 2012): 125–29. http://dx.doi.org/10.1016/j.sbspro.2012.09.255.

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Youssef, Anga A. "Factors affecting arab students’ achievement in American schools." International Library Review 18, no. 3 (July 1986): 231–39. http://dx.doi.org/10.1016/s0020-7837(86)80013-9.

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Rajamoni, Raji Nirmala, Retnaswamy MathuSoothana Satheesh Kumar, and Biji Christopher Leela. "Factors Affecting the Academic Performance of Students with Hearing Impairment." Revue d'Intelligence Artificielle 36, no. 4 (August 31, 2022): 569–74. http://dx.doi.org/10.18280/ria.360408.

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Around 5 million people in India are with hearing impairment. The higher education opportunities for students with hearing impairment are very limited. Only six institutes in the country provide undergraduate degrees to students with hearing impairment, according to accessible records. Academic achievement in the past, student background characteristics, and eLearning elements are all aspects that influence a student's academic performance. Hearing impairment-related characteristics may also need to be considered for a student with hearing impairment. Identification of these elements may aid teachers in developing individualized teaching plans for students. This paper tries to find the features that affect the performance of students with hearing impairment. The features included are socioeconomic, previous academic scores, and deafness-related factors. The dataset includes data of 224 undergraduate students who have hearing impairment. The preadmission data is used to analyze the performance of students with hearing impairment. The students are classified into different levels – low, medium, and high according to their performance. Different machine learning models are used to classify the students – Logistic Regression, Decision Tree, Support Vector Machine, KNN, Random Forest, and Naïve Bayes. The Random Forest model performed better compared to other models.

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Alhosani, Abdulraheem Ali, Sanjay Kumar Singh, and Moza Tahnoon Al Nahyan. "Role of school leadership and climate in student achievement." International Journal of Educational Management 31, no. 6 (August 14, 2017): 843–51. http://dx.doi.org/10.1108/ijem-05-2016-0113.

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Purpose The purpose of this paper is to develop a conceptual model on students’ academic achievement that is well grounded in the academic research in the domain. The paper aims to weave together the divergent research findings into a comprehensive model for use by all the stakeholders. Design/methodology/approach It is a literature review-based paper wherein research papers on the factors that influence the academic achievement of the students were studied. The empirical evidence from literature that fits the context of this study was analyzed and used to propose a workable model. Findings A framework to understand the role of factors affecting students’ academic achievement was proposed. It was found that school leadership and climate together affect the academic achievement of the students, but mediated by the involvement of the parents of the students. Research limitations/implications As this paper is a literature review, a framework on the determinants of academic achievements of the students has been proposed but yet to be tested empirically. Practical implications The schools leadership and the policy-makers can effectively leverage the findings of the study to enhance the academic achievement of students in a school context. Originality/value There are few research-based studies on the determinants of the academic achievement of students. This paper has identified key variables which play a significant role in helping enhance academic achievement of the students.

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THONGPHUKDEE, Chayapol, and Thanin RATANA-O-LARN. "Factors affecting ASEAN teacher competencies : study on pre-service teachers in Rajabhat University in Thailand." Espacios 42, no. 01 (January 15, 2021): 146–54. http://dx.doi.org/10.48082/espacios-a21v42n01p12.

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This paper is reported the synthetized researches of the factors affecting ASEAN teacher competencies for Pre-Service Teachers in Rajabhat University. Content analysis was used for synthesizing 12 researches. It was found that 5 factors affecting ASEAN teacher competencies for Pre-Service Teachers in Rajabhat University. Policy Management, Curriculum Management, Self-Efficacy, Achievement Motivation, and Attitude Formation are included. The multi – level factors model was convinced into 2 levels; 1) University Level 2) Student Level. Policy Management, Curriculum Management are realized in University level. Whereas Self-Efficacy, Achievement Motivation, and Attitude Formation are apprehended in student level. The correlation of factors affecting ASEAN teacher competencies for school interns in Rajabhat University are found that Policy Management affected directly and indirectly ASEAN teacher competencies through Curriculum Management. Self-Efficacy and Achievement Motivation affected directly and indirectly ASEAN teacher competencies through Attitude Formation.

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Febrilia, Baiq Rika Ayu, Suning Rahayu, and Baiq Dewi Korida. "Ordinal Logistic Regression Analysis of Factors Affecting the Length of Student Study." Jurnal Matematika "MANTIK" 5, no. 1 (May 31, 2019): 28–34. http://dx.doi.org/10.15642/mantik.2019.5.1.28-34.

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The length of time a student completes the study period is a measure of the student's achievement and the success of his study program. Because the duration of the study period is quite influential on the quality of a study program and the learning process in it, it is necessary to do a more in-depth study of the factors that influence the duration of student studies. This study aims to model the factors that influence the length of the study period of students using ordinal logistic regression. These factors are the student's GPA and gender. Data on the length of study, GPA and gender were taken for students of the Mathematics Education Department, IKIP Mataram, who graduated in 2017 and 2018. The results of the study showed that the two factors had a significant effect on the length of the study period.

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Iwashita, Noriko, and Irene Liem. "Factors affecting second language achievement in primary school." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.

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Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.

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Mutijah, Mutijah. "ANALISIS REGRESI LOGISTIK BINER TERHADAP FAKTOR PENGARUH PRESTASI AKADEMIK MAHASISWA TADRIS MATEMATIKA IAIN PURWOKERTO." Jurnal Penelitian Agama 18, no. 1 (May 29, 2017): 46–65. http://dx.doi.org/10.24090/jpa.v18i1.2017.pp46-65.

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Abstract: Learning achievement or academic achievement are things that cannot be separated from learning activities because they are the output of the learning process and are evidence of an individual's ability to carry out learning activities. This is in accordance with the definition of learning achievement is the result achieved from a learning process. Student academic achievement can be known after an evaluation is carried out and reflected in the form of a GPA or Grade Point Average (GPA). In general, if the IP or GPA achieved by students of Mathematics Tadris is less than 3 (three) is not as expected, whereas if the IP or GPA achieved 3 (three) or above 3 (three) is as expected. Learning achievement or academic achievement that can be achieved by students is influenced by many intelligence factors or abilities and external factors including economic factors and social environmental factors. Factors from outside the IAIN Purwokerto Mathematics Tadris students can be in the form of scholarships, schools, students or not, and students joining the organization or not when students are studying. Analysis of scholarship factors, school origin, students or not, and students following the organization or not on student academic achievement can be done using binary logistic regression. Based on binary logistic regression analysis the results showed that scholarship factors if categorized as students getting scholarships or not affecting academic achievement were only 0.2%, school-originating factors from the SMA and MA categories had an effect of 22.4%, high school or vocational category 81, 1%, MA or SMK category of 69.9%, MA or MAK category and SMK or MAK have no effect due to the absence of the IAIN Purwokerto Mathematics Tadris student from MAK, the factor of students staying in the cottage or not having an effect is 10.7% , and student factors follow the organization or not at 71.3%. Keywords: Binary Logistic Regression, Scholarship, School Origin, Education, Organization, Achievement.

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Saeed, Muhammad, Muhammad Bashir Gondal, and Bushra. "Assessing achievement of primary grader students and factors affecting achievement in Pakistan." International Journal of Educational Management 19, no. 6 (October 2005): 486–99. http://dx.doi.org/10.1108/09513540510617436.

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Lowis, Mike, and Andrew Castley. "Factors affecting student progression and achievement: prediction and intervention. A two‐year study." Innovations in Education and Teaching International 45, no. 4 (November 2008): 333–43. http://dx.doi.org/10.1080/14703290802377232.

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Bhattarai, Niroj, Alexandra Bernasek, and Anita Alves Pena. "Factors Affecting School Attendance and Implications for Student Achievement by Gender in Nepal." Review of Political Economy 32, no. 2 (April 2, 2020): 259–82. http://dx.doi.org/10.1080/09538259.2020.1769296.

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Choi, Jinsu, and Hyewon Chung. "The Analysis of Influencing Factors of Youth Science Achievement in Korea by TIMSS 2019." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 329–42. http://dx.doi.org/10.22251/jlcci.2022.22.23.329.

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Objectives The purpose of this study is to analyze for factors affecting adolescents' science achievement by multiple level. Methods To do this, the multiple membership multiple level model was applied to the 168 schools, 235 teachers, 4404 students by Trends in International Mathematics and Science Study(TIMSS 2019). Results The results of the results study are as follows. First, according to the final model, the amount of explanation of variables by level for adolescents' science achievement was high in the order of school, teacher, and student. Second, at the student level, it was found that the science achievement had been affected by gender, degree of family learning support. The teacher-level variable was not statistically significant. At the school level, it was found that the size of the city at the school location had an effect. Conclusions It is expected to improve the level of science achievement and provide basic data for improving educational environment and innovation.

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Martin, Jason. "Investigation of Factors Affecting Information Literacy Student Learning Outcomes Fails to Undercover Significant Findings." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 59. http://dx.doi.org/10.18438/b8732q.

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Objective – To ascertain the factors influencing student learning during information literacy instruction (ILI) and create a theoretical model based on those factors. Design – Mixed methodology consisting of interviews and an assessment test. Setting – Three Canadian business schools. Subjects – Seven librarians, 4 library administrators, 16 business faculty, and 52 undergraduate business students were interviewed, and the Standardized Assessment of Information Literacy Skills (SAILS) test was administered to 1,087 undergraduate business students across three different business schools. Methods – The authors used an interview script to conduct interviews with librarians, library administrators, business school faculty, and undergraduate business school students at three business schools in Canada. The authors also administered the SAILS test to undergraduate business students at the same three Canadian business schools. Main Results – ILI works best when it is related to an assignment, part of the curriculum, periodically evaluated, adequately funded, timely, mandatory, interactive, uses handouts, provides the proper amount of information, and favourably viewed within the school. ILI student learning outcomes are affected by whether the students find the ILI beneficial and relevant, their year in the program, gender, status as international or domestic student, and overall academic achievement. Conclusion – Creation of theoretical model consisting of the three main factors influencing student learning outcomes in information literacy instruction: learning environment, information literacy components, and student demographics.

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JieYoungKim. "Factors Affecting English Achievement of Korean Elementary School Students." English21 26, no. 4 (December 2013): 267–91. http://dx.doi.org/10.35771/engdoi.2013.26.4.013.

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Mohd. Jamil, Jastini, Nurul Farahin Mohd Pauzi, and Izwan Nizal Mohd Shahara Nee. "An Analysis on Student Academic Performance by Using Decision Tree Models." Journal of Social Sciences Research, SPI6 (December 25, 2018): 615–20. http://dx.doi.org/10.32861/jssr.spi6.615.620.

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Large volume of educational data has led to more challenging in predicting student’s performance. In Malaysia currently, study about the performance of students in Malaysia institutions is very little being addressed. The previous studies are still insufficient to identify what factors contribute to student’s achievements and lack of investigations on exploring pattern of student’s behaviour that affecting their academic performance within Malaysia context. Therefore, predicting student’s academic performance by using decision trees is proposed to improve student’s achievements more effectively. The main objective of this paper is to provide an overview on predicting student’s academic performance using by using data mining techniques. This paper also focuses on identifying the pattern of student’s behaviour and the most important attributes that impact to the student’s achievement. By using educational data mining techniques, the students, lecturers and academic institution are able to have a better understanding on the student’s achievement.

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Becker, Bronwyn E., and Suniya S. Luthar. "Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap." Educational Psychologist 37, no. 4 (December 2002): 197–214. http://dx.doi.org/10.1207/s15326985ep3704_1.

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Journal articles on the topic 'Factors affecting student achievement'

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