Journal articles: 'Physics Academic achievement'

1

Hart, Gerald E., and Paul D. Cottle. "Academic backgrounds and achievement in college physics." Physics Teacher 31, no. 8 (November 1993): 470–75. http://dx.doi.org/10.1119/1.2343848.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Cirovic, Ivana, and Dusica Malinic. "Academic gender stereotypes of pre-service teachers." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 322–41. http://dx.doi.org/10.2298/zipi1302322c.

Full text

Abstract:

This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers? gender stereotypes can affect students? achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering.

APA, Harvard, Vancouver, ISO, and other styles

3

Mecek, Saniye, and Erdal Taşlıdere. "Investigation of gifted students mathematics and physics achievements in terms of different variables." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 733–46. http://dx.doi.org/10.14527/pegegog.2015.040.

Full text

Abstract:

The purpose of this study was to investigate whether 7th and 8th grade gifted students' academic achievements in mathematics and physics differ in terms of age, gender, grade level and number of siblings. Survey research method was used and 339 students, attending Science and Art Centers from 27 province, formed the sample of study. Mathematics and physics achievement tests and a demographic survey scale were developed by the researchers to measure and collect information about students' achievements and demographics properties. The validity and reliability evidences were established. The results denoted that there was a significant difference between students' collective dependent variables of mathematics and physics in terms of grade level and gender at the .05 significance level. But no significant differences were found for the gender and the number of sibling. Moreover 8th grade students' achievement in both physics and mathematics were significantly greater than those of 7th grade students. The results also denoted that students' mathematics and physics achievements differ significantly in terms of age. Although mathematics achievement increases with respect to age level, the same relation was not detected for the physics achievement. It is thought that the results of current study would contribute to the literature for the gifted students who comprised approximately 2% of the society.

APA, Harvard, Vancouver, ISO, and other styles

4

Erdemir, Mustafa, and Hurmus Tomar. "The influence of time management behaviours before starting general physics laboratory-I experiments on academic achievement in the course." Cypriot Journal of Educational Sciences 14, no. 3 (September 30, 2019): 457–70. http://dx.doi.org/10.18844/cjes.v14i3.4133.

Full text

Abstract:

The purpose of this study is to determine the time management behaviours before starting experiments in the laboratory environment and to find out whether such behaviours are influential on academic achievement in the laboratory course. Nine pre-service science teachers were observed for 9–11 minutes per week before starting experiments for 6 weeks. The findings were obtained through analysis of observation records and the time management behaviours before starting experiments by two domain experts. The pre-service teachers reading experiment leaflets prior to experiments were found to have a higher academic achievement level compared to those not reading them. In addition, a positive relationship was identified between academic achievement and the time management behaviour involving having textbooks, lecture notes and other sources about subjects present before experiments. Getting tools and materials before experiments, organising experiment desks, cooperation with groupmates and having experiment leaflets present were also found to influence academic achievement. Keywords: Time management, academic achievement, general physics laboratory-I, pre-service science teachers.

APA, Harvard, Vancouver, ISO, and other styles

5

Uzuni, Naim, Kurtuluş Atli, Cem Saraç, Necdet Sağlam, and Semran Sağlam. "The relationship between students’ ecocentric, anthropocentric and antipathic attitudes towards the environment and their academic achievement." International Journal of Innovative Research in Education 1, no. 2 (December 18, 2015): 61. http://dx.doi.org/10.18844/ijire.v0i0.124.

Full text

Abstract:

The purpose of the current study is to determine the relationship between secondary and high school students’ ecocentric, anthropocentric and antiphatic attitudes towards the environment and their academic achievement. The study was conducted with the participation of totally 854 students attending secondary and high schools in the city of Aksaray in the spring term of 2013-2014 school year. In the collection of the data, “Ecocentric, Anthropocentric and Antipathic Environmental Attitude Scale” developed by Thompson and Barton (1994) and adapted to Turkish by Erten (2007) was used. In the analysis of the data, one-way variance analysis and Pearson Correlation analysis were conducted. At the end of the study, a significant difference was found in the ecocentric attitude mean scores of the secondary school students in favor of the students having higher academic achievement (F=3.161; p<.05) and a significant difference was found in the antipathic attitude scores of the students in favor of those having lower academic achievement (F=14.700; p<.001). No significant difference based on the students’ academic achievement was found in the students’ anthropocentric attitude scores (F=.755; p>.05). The high school students’ ecocentric, anthropocentric and anthipatic attitude scores were found to be not significantly varying depending on their academic achievement (F=.749, .287 and 2.113; p>.05, respectively). On the other hand, a low and positive correlation was found between the secondary school students’ academic achievements in Science and Social Studies courses and their ecocentric attitude scores (r=.139, .144; p<.01, respectively) and a negative correlation was found with their achievements and antipathic attitude scores (r=-.242, -.284; p<.001, respectively). No significant correlation was found between their achievements in these courses and anthropocentric attitude scores. A low and positive correlation was found between the high school students’ ecocentric attitude scores and their academic achievement in Geography course (r=.126; p<.05). A low and negative correlation was found between the students’ antipathic attitude scores and their achievements in Biology course (r=-.237; p<.01), in Chemistry course (r=-.145; p<.05) and in Geography course (r=-.128; p<.05). No significant correlation was found between the students’ anthropocentric attitude scores and their achievements in these courses. No significant correlation was found between the students’ anthropocentric and antipathic environmental attitudes and their academic achievements in Physics and Health Knowledge courses. In light of the findings of the study, some suggestions were made.Keywords: ecocentric, anthropocentric and antipathetic attitude, environmental attitude, secondary school, high school, academic achievement

APA, Harvard, Vancouver, ISO, and other styles

6

Ugwuanyi, Christian Sunday, Chinedu I. O. Okeke, and Terpase A. Ageda. "Psychological predictors of physics learners’ achievement: The moderating influence of gender." Cypriot Journal of Educational Sciences 15, no. 4 (August 31, 2020): 834–42. http://dx.doi.org/10.18844/cjes.v15i4.4635.

Full text

Abstract:

This study sought the predictive powers of motivation and self-efficacy on physics learners’ achievement within the theoretical framework of Skinner Theory of Operant Conditioning. Correlational research design was adopted for the study with a population of 6,205 SSII Physics students in public schools in Benue State and a sample of 375 SSII learners. Learners’ Psychosocial Factors scales and Physics Academic Achievement Proforma were used for data collection. The internal consistency reliability indices of 0.78 and 0.81 using Cronbach alpha method for the two clusters of the Learners’ Psychosocial Factors scales. Data were analysed using regression analysis. Results showed that motivation and self-efficacy had 51% and 63% predictive powers on learners’ academic achievement in physics respectively. One of the implications of the findings is that low motivation and self-efficacy of learners will result to low achievement in physics. It was recommended that favourable academic environment should be provided for the learners to promote their motivation and self-efficacy.

APA, Harvard, Vancouver, ISO, and other styles

7

Suprayogi, M. N., L. Ratriana, and A. P. J. Wulandari. "The interplay of academic efficacy and goal orientation toward academic achievement." Journal of Physics: Conference Series 1175 (March 2019): 012132. http://dx.doi.org/10.1088/1742-6596/1175/1/012132.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Choudhary, Farkhunda Rasheed, Tariq Javeed, and Sobia Zaman. "Learners and Instructors Attitude towards Physics Achievement at Secondary Level." Global Regional Review IV, no. IV (December 30, 2019): 441–49. http://dx.doi.org/10.31703/grr.2019(iv-iv).48.

Full text

Abstract:

Scientific attitude towards science education facilitates twenty first century learning and provides a strong foundation for learners academic achievement. Science education at secondary level is placed as a backbone towards higher secondary level. The focus of the present study was to investigate the instructors and learners scientific attitudes towards physics at secondary level. Quantitative data were collected through questionnaires by using survey research from 1000 random sampled respondents i.e. instructors and learners. Multistage stratified sampling technique was applied in the present research and the collected data were analyzed through descriptive and inferential statistics. A low level of learners attitude towards physics was found which reflects in learners academic achievement level in physics. Scientific approach among learners can be promoted through instructors attitudes towards physics at the secondary level, which will be beneficial for the development of Pakistan.

APA, Harvard, Vancouver, ISO, and other styles

9

Batman, Demet, Ahmet Zeki Saka, Sabri Kan, and Tolga Saka. "Effects of Using the Learning Stations Technique to Teach the Electrical Current Topic on Students’ Physics Subject Performance." Journal of Education and Training Studies 7, no. 11 (August 26, 2019): 23. http://dx.doi.org/10.11114/jets.v7i11.4384.

Full text

Abstract:

The purpose of this study is to determine the effects of using the learning stations technique in teaching about the electrical current on students’ physics course achievement. The sample of the experimental study designed with a pretest-posttest model consists of 50 10th grade students studying in a Science High School in Trabzon, in the 2016-2017 academic year. A multiple-choice achievement test with .80 reliability coefficient was used as the data collection tool. The obtained data were analyzed by applying the Wilcoxon Signed Ranks test in SPSS 20.00 program and a statistically significant difference was found between the experimental and control group achievement test scores in favor of the experimental group, which indicates that the learning stations technique practices performed to teach about the electrical current are effective in increasing the 10th grade students’ physics course achievements.

APA, Harvard, Vancouver, ISO, and other styles

10

Cottaar, Alice. "Low (linear) teacher effect on student achievement in pre-academic physics education." Journal of Research in Science Teaching 49, no. 4 (February 28, 2012): 465–88. http://dx.doi.org/10.1002/tea.21011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Emilijani, Regina Maria Mudji Sri. "PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING UNTUK MENINGKATKAN PRESTASI BELAJAR FISIKA SISWA KELAS XII IPA 6 SEMESTER 1 SMA NEGERI 2 DENPASAR TAHUN PELAJARAN 2017 / 2018." Jurnal Santiaji Pendidikan (JSP) 9, no. 2 (July 27, 2019): 159–70. http://dx.doi.org/10.36733/jsp.v9i2.397.

Full text

Abstract:

This classroom action research was conducted on students of class XII-6 in the first semester in academic year 2017/2018 with low ability in learning "Sound Waves and Light Waves". The purpose of this study is to find out how high the improvement in student learning achievement in physics subjects after the problem solving learning model is applied using the correct theories in the implementation of learning physics. The data collection method is a physics learning achievement test. The data analysis method is descriptive both for qualitative data and for quantitative data. The results of this study indicated that the application of the problem solving learning model can improve student learning achievement. This is evident from the learning achievements obtained by students at first reached an average value of 62.61, in the first cycle reached an average value of 81.56 and in the second cycle achieved an average value of 83.65. From the results of these studies it can be concluded that the application of the problem solving learning model using the correct could improve student learning achievement in Physics subjects

APA, Harvard, Vancouver, ISO, and other styles

12

Steinmayr, Ricarda, Felix C. Dinger, and Birgit Spinath. "Motivation as a Mediator of Social Disparities in Academic Achievement." European Journal of Personality 26, no. 3 (May 2012): 335–49. http://dx.doi.org/10.1002/per.842.

Full text

Abstract:

The present study aimed at contributing to the understanding of social disparities in relation to students‘ academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio–economic status (SES), general intelligence, domain–specific ability self–concepts and subjective scholastic values in math, physics and chemistry. Students‘ grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers‘ SES and students‘ achievement, whereas for mothers‘ SES, only children's academic self–concept in chemistry was a significant mediator. These results also held when students‘ general intelligence was controlled. Additionally, we controlled for students‘ grades before testing to investigate which variables mediated the influence of SES on change in school performance. Motivational variables significantly mediated the influence of fathers‘ SES on change in school performance in math but not in chemistry and physics. Intelligence significantly mediated the influence of fathers‘ SES on change in school performance in physics and chemistry but not in mathematics. The impact of mothers‘ SES on change in grades in chemistry was mediated by intelligence. Among others, the reasons potentially accounting for the differential influences of fathers‘ and mothers‘ SES are discussed. Copyright © 2011 John Wiley & Sons, Ltd.

APA, Harvard, Vancouver, ISO, and other styles

13

Razali, S. N. A. M., M. S. Rusiman, W. S. Gan, and N. Arbin. "The Impact of Time Management on Students’ Academic Achievement." Journal of Physics: Conference Series 995 (April 2018): 012042. http://dx.doi.org/10.1088/1742-6596/995/1/012042.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Maliki, Imam Maksum Al, Aris Doyan, and Jannatin ‘Ardhuha. "PENGARUH PENERAPAN MODEL PEMBELAJARAN DIRECT INSTRUCTION BERBANTUAN MEDIA ANIMASI TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMP NEGERI 1 BATU LAYAR." Lensa : Jurnal Kependidikan Fisika 2, no. 1 (June 24, 2014): 166. http://dx.doi.org/10.33394/j-lkf.v2i1.306.

Full text

Abstract:

This study is a quasi experimental study that aims to determine the effect of using direct instruction model with animation media to the academic achievement of physiscs in student class VIII SMP Negeri 1 Batu Layar. The population in this study were all students of class VIII SMP Negeri 1 Batu Layar that were 87 students. Whereas the students of class VIIIA which are 22 students as the experimental group and 22 students of class VIIIC as a control group. Sampling methode was random cluster sampling. The Research design using pre-test - post-test control group design. Based on Pre-test result, the average mark of class VIIIA and class VIIIC were 24.70 and 28.95, respectively. Post-test result gave the information that the average mark of class VIIIA and class VIIIC were 79.29 and 71.62 respectively. Research hypotesis was analyzed using polled varians t-test. It can be concluded that there was a different in physics academic achievement between experimental group and control group, where the experimental group using direct instruction model with animation media as the treatment and the control group using direct instruction only. The academic achievement of experimental group were better than control group, it can be a reason to say that the treatment by using direct instruction model with animation media gave the positive effect to the academic achievement of physiscs in student class VIII SMP Negeri 1 Batu Layar.

APA, Harvard, Vancouver, ISO, and other styles

15

BYUN*, Taejin. "Analysis of the Effects of Physics Prior Learning on the Physics Concept Level and Academic Achievement." New Physics: Sae Mulli 68, no. 3 (March 30, 2018): 338–47. http://dx.doi.org/10.3938/npsm.68.338.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

., MOKUOLU, Adewunmi Olanrewaju, FATOBA ., and Kolawole Oluyomi. "Students’ Interest and Class Size as predictive tools for Academic Achievement in Physics." International Journal of Scientific and Research Publications (IJSRP) 10, no. 06 (June 6, 2020): 217–22. http://dx.doi.org/10.29322/ijsrp.10.06.2020.p10227.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Udo, Ndem Nsungo, and Arikpo Ubana Ubana. "Impact of Prior Knowledge of Behavioural Objectives on Students' Academic Achievement in Physics." AFRREV STECH: An International Journal of Science and Technology 5, no. 1 (February 9, 2016): 95. http://dx.doi.org/10.4314/stech.v5i1.9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Rosali, Leann Jester Daus. "Effect of Computer-Assisted Instruction (CAI) on the Academic Achievement in Secondary Physics." OALib 07, no. 05 (2020): 1–11. http://dx.doi.org/10.4236/oalib.1106319.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Ardura, Diego, and Alberto Pérez-Bitrián. "Motivational pathways towards academic achievement in physics & chemistry: a comparison between students who opt out and those who persist." Chemistry Education Research and Practice 20, no. 3 (2019): 618–32. http://dx.doi.org/10.1039/c9rp00073a.

Full text

Abstract:

The main goal of the present investigation was to analyze the effect of motivation towards physics & chemistry on achievement in secondary school students. We focused our interest on the comparison between students who chose the subject when becoming optional in the Spanish educational system and those who opted out. Our analyses uncovered the existence of three different motivational profiles towards achievement in physics & chemistry, depending on the students’ decisions to persist or to leave. Regardless of their choice, self-efficacy played a key role, not only as a direct predictor of academic achievement but also as a facilitator of the indirect effects of other motivational variables on academic performance. However, our models showed that, for students who opt out physics and chemistry, grade motivation and self-determination are more important predictors of performance than for those who choose the subject. Gender effects and educational implications are also addressed.

APA, Harvard, Vancouver, ISO, and other styles

20

Okeke, Uchenna, and Edidiong Ukoh. "The Influence of Locus of Control, Study Habits and Gender on the Academic Achievement of Senior Secondary School Physics Students in Ibadan Metropolis." African Journal of Teacher Education 9 (April 8, 2020): 21–48. http://dx.doi.org/10.21083/ajote.v9i0.5815.

Full text

Abstract:

The study investigated the relationship between Locus of Control, Study Habit, Gender and Academic Achievement of senior secondary school physics students in Ibadan metropolis. The descriptive survey research design was adopted. Seven hundred and fifty senior secondary two (SS2) Physics students were randomly selected from 30 schools in the five local Governments areas of Ibadan Metropolis. Three instruments were used for data collection. The instruments are Physics Achievement Test (PAT) (r = 0.70), Locus of Control Scale (LOCS) (0.86) and Study Habit Questionnaire (SHQ) (0.89). Two (2) research questions were answered, using inferential statistics of t-test, and multiple regression analysis. Findings of the study showed that there is a relationship between locus of control and Academic Achievement [r=0.216, n=750,p= <0.01]. It was found that Locus of Control, Study Habits and Gender predicted students’ academic achievement of Students, with R=0.203, which is equivalent to 20.3%. This however indicates a poor level of prediction. R2 = 0.041, which is equivalent to 4.1%, indicating a very poor level of shared variance between the dependent variable and the independent variables. The study recommends the adoption of the instructional methods that will enhance students’ locus of control and the promotion of good study habits among senior secondary school physics students. Governments, education administrators, and school authorities should consider the joint interactive influence of locus of control, study habits and gender when designing programs for physics.

APA, Harvard, Vancouver, ISO, and other styles

21

Salar, Riza, and Umit Turgut. "Effect of Differentiated Instruction and 5E Learning Cycle on Academic Achievement and Self-efficacy of Students in Physics Lesson." Science Education International 32, no. 1 (March 4, 2021): 4–13. http://dx.doi.org/10.33828/sei.v32.i1.1.

Full text

Abstract:

The learning characteristics of each student are different. Differentiated instruction considers individual differences, as such guides the learning journey rather than seeing these differences as a challenge. The purpose of this research was to compare the effects of differentiated instruction and 5E learning cycle in physics classes on the students' academic achievement and self-efficacy. We used the matching - pre-test/post-test - control group design to address the research questions. We conducted the study in three different schools, performed three experiments, and had three control groups. 162 10th grade students participated in the study. We used the ‘Electricity Prior Knowledge Test’, ‘Electricity Achievement Test’, and the ‘Physics Self-Efficacy Scale’ to collect data. SPSS version 20 software was used to analyse the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of electricity. The analysis of covariance was used to determine whether there was a significant difference between the control and experimental group students’ course achievements after the implementation. Two-factor mixed-measures ANOVA was used to determine whether the experimental and control group students’ pre-test and post-test scores on self-efficacy differed. Based on the results, it can be concluded that differentiated instruction improved the academic achievement of the low- and mid-achieving students. When the self-efficacy scores of the students were analysed, no significant difference was found between the groups. Based on the results of the research, researchers or teachers who want to use differentiated teaching in their classrooms may be recommended to create level groups in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

22

Djudin, Tomo. "The Effect of Teaching Method and Lecture Program on Students’ Satisfaction Rates and Academic Achievement." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 5, 2018): 121. http://dx.doi.org/10.26737/jetl.v3i1.322.

Full text

Abstract:

This research examined the effect of teaching method and lecture program on student satisfaction rate and academic achievement of physics education department of Education and Teacher Training (FKIP) of Tanjungpura University, Pontianak. The descriptive method with the causal-comparative study was employed in this research. The sample was (232) respondents of fifth semester in academic year 2016/2017 which drawn by using unproportioned stratified random sampling technique. A questionnaire of lecturer academic service satisfaction was administered. Based on data analysis, the findings of this research are: (1) There is a significant difference of student's satisfaction rate with lecturers’ academic service (t = 5.455, p ‹ 0.05) and academic achievement (t = 4.149, p ‹ 0.05) in terms of lecture method and direct instruction model. The students who having received direct instruction show higher on statisfaction rate and academic achevement than who having received lecture method; (2) There is a significant main effect of the lecture program on the rate of student satisfaction (F= 30.346, p ‹ 0.05) and on students academic achievement (F= 15.646, p ‹ 0.05); (3) There is no significant interaction effect of the teaching method and lecture program on student satisfaction rate (F= 0.753, p › 0.05) and academic achievement (F= 0.326, p › 0.05). It recommends that an institution should undertake internal survey to explore student satisfaction with academic services periodically.

APA, Harvard, Vancouver, ISO, and other styles

23

Ihekwaba, Chinyere. "PHOBIA AND ITS EFFECT ON THE ACADEMIC ACHIEVEMENT OF PHYSICS STUDENTS IN IMO STATE, NIGERIA." Advances in Social Sciences Research Journal 7, no. 2 (February 23, 2020): 87–94. http://dx.doi.org/10.14738/assrj.72.7791.

Full text

Abstract:

This research studied phobia and its effect on the academic achievement of Senior Secondary School Students of Physics in Owerri Municipal Council Area of Imo State, Nigeria. A sample of 488 students (259 females and 229 males) were taken from four (4) different schools in Owerri Municipal (two co-educational and two non-educational). Data was collected using a Physics Phobia Scale (PPS) developed by the researchers and validated by experts in Measurement and Evaluation from which the phobia levels of the students were ascertained. The students’ third term results were also used as secondary data. Using the PPS score and the achievement score, the correlation coefficient, mean, and standard deviation were obtained and T-tests were run for analysis. It was found that a significant negative relationship exist between the students’ phobia score and their achievement score. Results also showed that the male students with high phobia performed better than the female students with high phobia and also that the female students had higher phobia than the males; though, the mean difference is however not significant. It is recommended that varying teaching methods and grouping students when teaching will help reduce the phobia level.

APA, Harvard, Vancouver, ISO, and other styles

24

Zakaria, Nurul Anasuhah, Tahir Ahmad, Siti Rahmah Awang, and Ajmain Safar. "Determination of Huffaz Academic Achievement Using Binary Logistic Regression Model." Journal of Physics: Conference Series 1988, no. 1 (July 1, 2021): 012104. http://dx.doi.org/10.1088/1742-6596/1988/1/012104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

N, Sutha, and Vanitha J. "A STUDY ON PROBLEM SOLVING ABILITY AND ACHIEVEMENT IN PHYSICS OF HIGHER SECONDARY STUDENTS IN COIMBATORE DISTRICT." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 519–26. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2068.

Full text

Abstract:

The competence of problem solving has an energetic role in students’ academic outcomes and their construction of the ideas. Keeping this in vision, the current research has been planned out to inspect the effect of problem solving ability and the achievement in physics of higher secondary students in Coimbatore district. This study is under taken with an understanding to examining the association with problem solving ability and achievement in physics of different higher secondary students with the volume of 326 as sample size. The result concluded from the study that there is no significant relationship between problem solving ability and achievement in physics of higher secondary school students.

APA, Harvard, Vancouver, ISO, and other styles

26

Moll, Rachel F., and Marina Milner-Bolotin. "The effect of interactive lecture experiments on student academic achievement and attitudes towards physics." Canadian Journal of Physics 87, no. 8 (August 2009): 917–24. http://dx.doi.org/10.1139/p09-048.

Full text

Abstract:

This paper examines the effects of computer-based Interactive Lecture Experiments (ILEs) in a large introductory physics course on student academic achievement and attitudes towards physics. ILEs build on interactive lecture demonstrations by requiring students to analyze data during and after lecture demonstrations. Academic achievement was measured using the Force Concept Inventory (FCI) and final examinations' grades; and student attitudes were measured using a Colorado Learning Attitudes about Science Survey (CLASS). FCI results showed a general positive shift (about average for an interactive course) but could not detect improvements in student understanding of specific topics addressed by ILEs. However, open-ended questions on the final exam showed differences between sections on topics that were addressed by ILEs. Attitude survey results showed a negative shift in student attitudes over the semester, which is a typical result for an introductory physics course. This finding suggests that ILE pedagogy alone is insufficient to significantly improve student attitudes toward science. The study also revealed possible improvements to implementing ILEs such as working in groups, ongoing feedback for students, and linking assessment to pedagogical practices.

APA, Harvard, Vancouver, ISO, and other styles

27

Naki, Erdemir. "Determining the effect of reducing procrastination tendency on the academic achievement in physics course." International Journal of Educational Administration and Policy Studies 11, no. 1 (January 31, 2019): 1–11. http://dx.doi.org/10.5897/ijeaps2018.0587.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Charli, Leo, Tri Ariani, and Lusi Asmara. "Hubungan Minat Belajar terhadap Prestasi Belajar Fisika." Science and Physics Education Journal (SPEJ) 2, no. 2 (June 30, 2019): 52–60. http://dx.doi.org/10.31539/spej.v2i2.727.

Full text

Abstract:

The purpose of this study was to find out the relationship between learning interest in learning achievement in physics of class XI students at Karang Jaya Public High School 2017/2018 Academic Year. The research method used is correlation research. The population is all class students of Karang Jaya High School 2017/2018 Academic Year totaling 103 people and as a sample 1 class is taken, namely the XIA class totaling 26 people. Data collection techniques were carried out by questionnaire technique. The magnitude of the correlation between the two variables tested (rxy) is 0.50 (medium correlation coefficient). The regression equation is Y = 42 + 0.51X. the value of b which is positive, means that interest in learning has a positive effect on student learning achievement. The results of the calculation of linearity test Fcount = 8.11 while from the F distribution table at the significance level α = 0.05 where db re g (b 1a) 1 and db res = 26 this means there is a linear relationship of learning interest with student achievement in physics learning. The results of this study indicate that there is a significant relationship between interest in learning with physics learning achievement of students of Class XI Karang Jaya Public High School 2017/2018 Academic Year. It is expected that students always train themselves to dare to appear in expressing their opinions in public places. Keywords: interest, learning achievement

APA, Harvard, Vancouver, ISO, and other styles

29

Maassen, Erard H., and Johannes A. Landsheer. "PEER-PERCEIVED SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT OF LOW-LEVEL EDUCATED YOUNG ADOLESCENTS." Social Behavior and Personality: an international journal 28, no. 1 (January 1, 2000): 29–39. http://dx.doi.org/10.2224/sbp.2000.28.1.29.

Full text

Abstract:

This study focuses on the relationship between peer-rated social competence and academic success among teenagers of the lowest level of Dutch general secondary education. At this educational level, an uninterested or even a mildly depreciative attitude toward academic achievements is anticipated. As a result, it is expected that the relationship between academic performance and peer-perceived social competence should be void or even negative. A questionnaire was administered to a sample of 157 youths, 76 boys and 81 girls between 14 and 17 years. This sample showed a predominantly negative attitude toward academic achievements. The correlations between peer-rated social competence and various measures of academic competence were void or even negative. A significant negative correlation is found with respect to achievements in mathematics and physics. The poorest school achievements are found among a small category of children who have received mainly neutral peer-judgments of social competence.

APA, Harvard, Vancouver, ISO, and other styles

30

Zoabi, W., N. Sabag, and A. Gero. "Using Animation To Improve The Students' Academic Achievement On Bipolar Junction Transistor." American Journal of Engineering Education (AJEE) 3, no. 2 (December 19, 2012): 83–88. http://dx.doi.org/10.19030/ajee.v3i2.7439.

Full text

Abstract:

Teaching abstract subjects to students studying towards a degree in electronics practical engineering (a degree between a technician and an engineer) requires didactic tools that enable understanding of issues without using advanced mathematics and physics. One basic issue is the BJT (Bipolar Junction Transistor) that requires preliminary knowledge of semiconductor basics and modern physics, which is not addressed in the curriculum. Existing teaching methods reinforce students' tendency to use familiar formulas, without discussing the BJT internal structure and without comprehending the nature of the current. Therefore, it is not surprising that students do not understand the manner in which the current flows in a device that can be described as two back-to-back diodes. This article shows preliminary results of a study in which a computer animation was developed in order to depict the dynamic processes in BJT, and compares the academic achievements of students who learned BJT via animation to those who learned via static diagrams. 41 students were randomly divided into two groups, 21 students in the experimental group and 20 students in the control group. The experimental group received explanations including animation while the control group received traditional explanations using a blackboard but no animation. A comparison was made between the students' achievements in both groups via a pretest. After learning about BJT, a posttest and new comparison was conducted. The comparison referred to two categories: A. Total score on the test; B. Score on questions that require higher level of thinking. The pretest results showed no significant difference between the groups’ achievement. In contrast the results of the posttest were significant, showing a 12-point advantage in the average total score, and about a 14-point advantage in the average on higher level thinking questions in the experimental group as opposed to control group. Thus, while the results of the study are preliminary, it is encouraging and important to present the results.

APA, Harvard, Vancouver, ISO, and other styles

31

Guzel, Hatice, and Imran Oral. "Investigation of human values effect on high school students’ physics achievements." Journal of Human Sciences 15, no. 4 (December 25, 2018): 2417. http://dx.doi.org/10.14687/jhs.v15i4.5601.

Full text

Abstract:

The values define the things that a person considers important. Values, which are directly related to feelings, opinions and behavior levels of individuals, are very important for their personal improvement. This research was done to investigate the human values (responsibility, friendship, peaceful, respect, honesty and tolerance) and its relationship between the physics achievements of high-school students. The research was carried out with 303 students from three public high schools in the center of Konya in the academic year of 2017-2018. The 46.2% (f=140) of the participants were male students, while 53.8% (f=163) of participants were female. The data of this research were obtained by the "Human Values Scale (HVS)" developed by Dilmaç (2007). The obtained data were analyzed by frequency, percentage, correlation and independent samples-t test in SPSS 20 program. The findings have figured out that there wasn’t a significant difference between male and female students' mean scores of responsibility, friendship, peace, respect, honesty and tolerance subscales scores. Also, a positive correlation between the achievement of physics course and responsibility sub-dimension of human values scale, while there was not found any significant relationship between the achievement of physics with friendship, peace, respect, honesty and tolerance sub-dimensions, respectively.

APA, Harvard, Vancouver, ISO, and other styles

32

Mufaridah, Hanik. "Hubungan Antara Keterampilan untuk Sukses dan Prestasi Akademik Siswa Madrasah Aliyah Kabupaten Situbondo." Jurnal Pendidikan Islam Indonesia 2, no. 1 (October 2, 2017): 92–107. http://dx.doi.org/10.35316/jpii.v2i1.65.

Full text

Abstract:

The purpose of this study is to find out empirical evidence of the relationship between skills for success and academic achievement of Islamic Senior High School students in Situbondo regency. Data were collected with self-discipline scale, self-efficacy scale, need for achievement scale, self-control ability scale, time management skill scale, problem solving skill scale and scores of mathematics, physics, chemistry and biology which analyzed by Spearman correlation. The sample was obtained by using multistage random sampling technique. The results of studies from various literatures conclude that self-discipline, self efficacy, need for achievement, self-control ability, time management skills, and problem solving skills have a significant positive relationship with students’ achievement. And from the findings that will be obtained, there is one factor from the six factors that contribute greatly to the students’ academic achievement, so that factor will need to get attention especially from the teachers.

APA, Harvard, Vancouver, ISO, and other styles

33

Sudipa, I. G. I., I. N. S. W. Wijaya, M. L. Radhitya, I. M. A. Mahawan, and I. N. A. Arsana. "An android-based application to predict student with extraordinary academic achievement." Journal of Physics: Conference Series 1469 (February 2020): 012043. http://dx.doi.org/10.1088/1742-6596/1469/1/012043.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Bonitalia, Bonitalia, Amiruddin Hatibe, and Marungkil Pasaribu. "Effect of Critical Abilities Thinking and Logical Thinking on Student’s Physics Learning Achievement at XII SMAN 2 Palu." Jurnal Riset Pendidikan MIPA 3, no. 2 (December 30, 2019): 54–61. http://dx.doi.org/10.22487/j25490192.2019.v3.i2.pp54-61.

Full text

Abstract:

The purpose of this study is to analyze and examine (1) the effect of critical thinking skills on physics learning achievement, (2) the effect of the ability to think logically on physics learning achievement, (3) whether there is an influence shared between the critical thinking skills and logical thinking ability of students to the student physics achievement. This research is ex post facto. The study population was all students of class XII IPA SMA N 2 Palu that involved 292 students academic year 2016-2017. The samples in this study were students of XII Science class, 106 students were taken by purposive sampling in total which has four classes based on certain considerations. The data collection technique is using the test method for data critical thinking skills and logical thinking ability, and for students' physics learning achievement data. Data were analyzed using multiple regression analysis. The results of this study are: (i) there was a significant influence on the critical thinking skills to student physics learning achievement (R = 0.618> 0.196 at a significance level of 5%), (ii) there was a significant effect on the logical thinking ability to student physics learning achievement (R = 0.671> 0.195 at level significance 5%), (iii) there was a mutual influence between critical thinking skills and logical thinking ability to students physics learning achievement (R = 0.756, at the 5% significance level).

APA, Harvard, Vancouver, ISO, and other styles

35

Baran, Medine, and A. Kadir Maskan. "A Study of Relationships between Academic Self Concepts, Some Selected Variables and Physics Course Achievement." International Journal of Education 3, no. 1 (May 12, 2011): 2. http://dx.doi.org/10.5296/ije.v3i1.586.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Alibasyah, Mustafa, and Abdullah Husin. "Computer Assisted Teaching and Learning (CATL) to Improve Academic Achievement and Skill in Physics Education." Advances in Research 8, no. 4 (January 10, 2016): 1–5. http://dx.doi.org/10.9734/air/2016/29051.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

CHOI*, Hyukjoon. "Influences of Gender, Academic Track and Science Achievement on High-School Students' Views about Physics." New Physics: Sae Mulli 66, no. 6 (June 30, 2016): 696–704. http://dx.doi.org/10.3938/npsm.66.696.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Villonez, Glen Loreto. "Moderating Effect of Confidence in Solving Problem and English Achievement on the Performance of Fourth Year Students in Physics." Advanced Journal of Social Science 4, no. 1 (October 2, 2018): 24–27. http://dx.doi.org/10.21467/ajss.4.1.24-27.

Full text

Abstract:

The study aimed to determine the influence of problem-solving confidence and English achievement on the performance of fourth year students in physics. Specifically, it sought to find out whether English achievement significantly moderate the effect of problem-solving confidence on the performance in physics. Descriptive- predictive design was utilized in the study. The study was carried out in F. Bangoy National High School to sixty fourth year students. Mean and moderated regression were used as tools in the analysis of data. Results revealed that the level of problem-solving confidence in physics was moderate; the level of academic achievement in English was proficient and the level of performance of fourth year students in physics was also proficient. Further, English achievement significantly moderates the effect of problem-solving confidence on the performance of fourth year students in physics. Therefore, it was recommended to strengthen the connection of learning English and problem-solving ability through activities that encourage students to analyze and think critically in order to arrive at a correct solution.

APA, Harvard, Vancouver, ISO, and other styles

39

Blackmore, Conner, Kathryn Hird, and Ryan S. Anderton. "An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs." International Journal of Higher Education 10, no. 1 (September 23, 2020): 76. http://dx.doi.org/10.5430/ijhe.v10n1p76.

Full text

Abstract:

Tertiary institutions are experiencing an increased number of enrolments, with students varying in their demographics, previous education, and academic achievement. This relative increase in undergraduate enrolments in Australia has not translated to an increase in student retention or graduate numbers. This prompts the need to explore predictors of academic performance for tertiary students to identify those most at risk of underperforming. This study aimed to investigate the relationship between secondary school subject completion and undergraduate grade point average (GPA). A cohort of 709 secondary school students entering undergraduate health science courses between 2012 and 2015 at an Australian university were investigated. Completion of Mathematics 3C3D, Physics, Chemistry and Physical Education Australian Tertiary Admission Rank (ATAR) subjects were significantly associated with GPA. In a subset of 458 students, longitudinal analysis revealed completion of secondary school Mathematics 3C3D was a significant predictor of academic performance over the duration of the tertiary health science courses. The results suggest that completion of advanced secondary school mathematics, but not physical sciences, is predictive of student achievement. This outcome further supports the need for improved uptake and completion of advanced mathematics in secondary school.

APA, Harvard, Vancouver, ISO, and other styles

40

Wangguway, Y., and A. U. Albab. "The influence of mathematics academic potential and learning motivation of Papuan college students in Jember on academic achievement." Journal of Physics: Conference Series 1538 (May 2020): 012073. http://dx.doi.org/10.1088/1742-6596/1538/1/012073.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Ningrum, R. K., and N. W. D. Ekayani. "Predictive value of entrance test with the academic achievement of medical students." Journal of Physics: Conference Series 1402 (December 2019): 022068. http://dx.doi.org/10.1088/1742-6596/1402/2/022068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Amalita, N., A. Arnellis, and D. Fitria. "Factors Affecting Academic Achievement Students’of Mathematics Department by Using Probit Regression Analysis." Journal of Physics: Conference Series 1554 (May 2020): 012081. http://dx.doi.org/10.1088/1742-6596/1554/1/012081.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Almomani, Jehad Ali. "Preferred Cognitive Learning Patterns (VAK) Among Secondary Students Admitted to King Saud University and its Effect on their Academic Achievement in Physics." International Education Studies 12, no. 6 (May 29, 2019): 108. http://dx.doi.org/10.5539/ies.v12n6p108.

Full text

Abstract:

The aim of this study was to determine the preferred cognitive learning patterns among secondary students and their effect on their achievement in physics. To achieve the objective of the study, the researcher designed a scale of cognitive learning patterns (VAK) that consisted of (16) items, and after verifying its validity and reliability, it was applied to the sample of the study that consisted of (628) students randomly selected from the study population composed of secondary students admitted to King University Saud for the academic year 2017-2018. The results showed that there were statistically significant differences between the types of learning patterns preferred by students, that the majority of students preferred the visual pattern, followed by those who preferred the auditory pattern, while the kinesthetic pattern was the least favored by the students. The results also showed statistically significant differences in the learning patterns preferred by students attributed to the gender variable. It showed that males prefer the auditory pattern more than females, while females preferred the visual pattern more than males. There were no gender differences in their preference for the kinesthetic pattern. Moreover, Results related to the effect of the learning pattern on achievement showed a statistically significant effect of learning patterns on students’ achievement in physics. It showed that the students who preferred the kinesthetic pattern are those who had the highest academic achievements, followed by the students who preferred the visual pattern, while the students who preferred the audio pattern were the least achievable students. Based on these results, the study recommended that teachers should be encouraged to diversify the strategies and methods of university teaching to suit the learning styles preferred by their students, especially the new students, to motivate them to learn in the university environment and to provide the training needs and requirements necessary to enable them to take into consideration the individual differences among their students when they identify educational goals, content, methods, and strategies.

APA, Harvard, Vancouver, ISO, and other styles

44

Yuliani, Neli, Ahmad Amin, and Wahyu Arini. "PERBANDINGAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DENGAN METODE DISKUSI KELAS X SMA NEGERI 1 MODEL MUARA BELITI TAHUN PELAJARAN 2018/2019." SILAMPARI JURNAL PENDIDIKAN ILMU FISIKA 1, no. 1 (June 28, 2019): 38–51. http://dx.doi.org/10.31540/sjpif.v1i1.311.

Full text

Abstract:

This thesis is entitled "Comparison of Learning Outcomes Between Student Physics Cooperative Learning Model Student Tesms Achievement Division (STAD) Type with Class X Discussion Method 1 SMA Muara Beliti 1 Year 2018/2019 Academic Year". The problem in this study is whether there is a comparison of Student Physics Learning Outcomes Between Cooperative Learning Model Student Tesms Achievement Division (STAD) model and Discussion Method in Class X Model Muara Beliti 1 High School 2018/2019 Academic Year ?. The type of research used is quantitative in the form of experimental research methods conducted by comparing the experimental group I and the experimental group II design of this study pre-test post-test. As a population of all class X students of SMA Negeri 1 Model Muara Beliti Academic Year 2018/2019, which consisted of 236 students consisting of 7 classes. Sampling was done randomly and as a sample of experimental class I class X.IPA.1, and as a class experiment II class X.IPA.2. Data collection is done by test techniques, namely pre-test and post-test. Then the collected data was analyzed using the t-test, based on the results of the t-test analysis with a real level of α = 0.05, obtained tcount> t table (2.20> 2.00), so it can be concluded that the results of student physics learning using Cooperative Learning Model Student Tesms Achievement Division (STAD) type is higher than the discussion method in Class X of Model Muara Beliti 1 High School in Academic Year2018/2019.

APA, Harvard, Vancouver, ISO, and other styles

45

Shkatuliak, Natalia, and Iryna Zadorozhna. "Students’ knowledge test control in Physics." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 4 (129) (December 26, 2019): 143–49. http://dx.doi.org/10.24195/2617-6688-2019-4-18.

Full text

Abstract:

Controlling learners’ educational achievements in our time performs the most important function of learning. Scientists and methodologists argue that the test control of students’ academic achievement meets the requirements of quantitative and objective measurement of learners’ knowledge, skills and abilities. The relevance of the test controlling method of learners’ academic achievements is dictated also by the introduction of the independent external evaluation (IEE) as a final certification of school leavers. With the emergence of computer classes, the use of tests became available and appropriate. The use of computers in the testing process greatly enhances the benefits of this type of control. This paper is aimed at studying experimentally the impact of the controlling testing on enhancing learners’ educational achievements in Physics and managing learners’ cognitive activity. We have been prepared the system of test questions on the following topics: “We begin to study Physics”, “Mechanical work. Units of work”, “Power and its units”, “Electric current. Conductor Resistance”, “Serial and Parallel Conductor Connection”, “Ideal Gas Laws”, “Atomic Physics. Spectrums”. The tests were developed in order to identify the students’ acquisitions of the main issues constituting the educational material / programme, as opposed to revealing some amount of information from the learner's side. In our opinion, it is important for students to master the level of education that would become the basis for further self-improvement of their own education, their own opportunities to overcome the challenges that the life postures to him / her in today's society. Therefore, the main task while developing the test tasks was the formation of certain subject and life-oriented competences. We conducted a pedagogical experiment to introduce the test control of learners' knowledge in Physics. A series of lessons were conducted using the test survey in the experimental class, but no tests were used in the control class. Using the example of testing 8th grade schoolchildren in Physics it was detected that the use of a systematic test control of knowledge acquisition at corresponding lessons Physics allowed the students to demonstrate better knowledge of certain topics at sufficient and high levels. Keywords: testing control, learners’ self-educational competence in Physics, creative thinking.

APA, Harvard, Vancouver, ISO, and other styles

46

Kelly, Angela M., and Keith Sheppard. "Secondary school physics availability in an urban setting: Issues related to academic achievement and course offerings." American Journal of Physics 77, no. 10 (October 2009): 902–6. http://dx.doi.org/10.1119/1.3191690.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Nguyen, C., P. Griffin, and M. Wu. "Test equating for measuring system progress in longitudinal surveys of student academic achievement." Journal of Physics: Conference Series 1044 (June 2018): 012064. http://dx.doi.org/10.1088/1742-6596/1044/1/012064.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Erlin, E., A. Rahmat, and S. Rejeki. "Use of metacognitive regulation strategies to increase student academic achievement in microbiology course." Journal of Physics: Conference Series 1521 (April 2020): 042016. http://dx.doi.org/10.1088/1742-6596/1521/4/042016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Bahri, Arsad, Irma Suryani Idris, Rusdianto Nurman, and Evi Ristiana. "PBLRQA strategy potential in enhancing metacognitive skills of students with different academic achievement." Journal of Physics: Conference Series 1317 (October 2019): 012199. http://dx.doi.org/10.1088/1742-6596/1317/1/012199.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Apriyanti, Nurvilia, Lovy Herayanti, and Habibi Habibi. "Pengaruh Metode Pembelejaran Diskusi Buzzgroup terhadap Keaktifan dan Prestasi Belajar Siswa." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 5, no. 2 (December 27, 2017): 48. http://dx.doi.org/10.33394/j-ps.v5i2.1157.

Full text

Abstract:

This study was conducted to determine the effect of buzz group discussion learning methods on the activeness and learning achievement of physics in class VIII of SMPN 4 Praya Barat Daya 2015/2016 Academic Year. The type of research used in this study is a kind of quasi-experimental research. The population in this study were all eighth-grade students totaling 38 people consisting of class VIII A totaling 20 people as the experimental class and class VIII B totaling 18 people as the control class with the sampling technique used was a saturated sampling technique. The instruments used are valid observation and test sheets both in content, construct, and empirical with a value of 3.34; 3.40; and 3.23, and reliable with the value of αCronbach = 0.608. The results of this study were also able to influence the achievement of learning physics. Based on statistical calculations using the ttest test, the value of tcount = 23.00 is greater than t table = 2.02 (t count = 23.00> t table = 2.02). Thus, it can be concluded that there is the influence of buzz group discussion learning methods on the activeness and learning achievement of physics in class VIII Praya Barat Daya SMP 4 2015/2016 Academic Year.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Physics Academic achievement'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles