Relevant bibliographies by topics / Student academic achievement

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

Academic literature on the topic 'Student academic achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Student academic achievement"

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Berkowitz, Ruth, Hagit Glickman, Rami Benbenishty, Elisheva Ben-Artzi, Tal Raz, Nurit Lipshtat, and Ron Avi Astor. "Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.

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Background It is widely agreed among educational researchers and practitioners that schools with positive climates can effectively mitigate the influence of students’ and schools’ socioeconomic status (SES) on academic achievement. Nevertheless, the exact mechanisms by which this occurs are unclear. Objective This study aimed to fill that gap, examining student perceptions of school climate, student academic achievement, and student and school SES in Israel to develop a reliable and comprehensive assessment of the role of school climate in the relationship between student and school SES and achievement. Specifically, the study tested whether school climate has an additive contribution to academics beyond students’ and schools’ SES (compensation model), whether the school's SES influences its social climate, which in turn influences academic achievement (mediation model); or whether the relationship between SES and academics changes across schools with different climates (moderation model). Research Design Secondary analysis of a large-scale, nationally representative sample of fifth- and eighth-grade Hebrew-speaking students in public schools in Israel (N = 53,946). Data Analysis Hierarchical linear modeling (HLM) was used to examine models with variables both on the student and the school levels. Linear regressions were used to examine student level and school level only models. Results School climate had an additive compensation contribution to academic achievements, both on the student and the school levels. School climate moderated the relationship between students’ SES and academic achievements. However, findings did not support the hypothesis that school climate mediated the relationship between SES background and academic achievement, both at the student and school levels. Conclusions School climate plays an important role in accounting for achievements, beyond students’ and schools’ SES. Results highlight the need to improve school climate, especially in schools serving communities of low SES, to enhance social mobility and equality of opportunity.
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Jafari, Sakineh, and Ali Asgari. "Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation." Integration of Education 24, no. 1 (March 31, 2020): 62–74. http://dx.doi.org/10.15507/1991-9468.098.024.202001.062-074.

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Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.
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Wisudanto, Wisudanto, Prawitra Thalib, Mohamad Nur Kholiq, Tri Vena Putri, and Tri Veny Putri. "Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School." Airlangga Development Journal 6, no. 1 (June 27, 2022): 55–65. http://dx.doi.org/10.20473/adj.v6i1.32861.

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This article describes the social action of students' non-academic achievement. Student achievement in education is a measure of student success. Achievement has two categories, namely academic achievement and non-academic achievement. SMA Muhammadiyah 10 Surabaya has a gifted title. In accordance with this predicate, this school focuses on developing the potential interests and talents of students. This study uses social action theory by Max Weber in assessing the motivation for non-academic achievement goals. Researchers used qualitative methods through in-depth interviews and observation primary data, as well as secondary data through the development of student championship news on internet pages. The results showed that in achieving students' non-academic achievements, they achieved these goals through instrumental rational actions in the form of regular physical readiness exercises, value-oriented rational actions on aspects of spirituality, traditional actions on aspects of choosing extracurricular activities based on experience and advice from parents. , affective actions choose extracurricular activities because of feelings of pleasure and interest. The researcher hopes that this article can be a new contribution to society in the field of education and social affairs, especially the achievement of non-academic achievements which the community considers not a significant achievement for the future of students compared to academic achievement.
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Khanifam, Prihandhika Ardhian. "The Effect of Student Engagement to Student Academic Achievement at Faculty of Industrial Engineering Telkom University." Jurnal Ilmu Sosial Politik dan Humaniora 3, no. 1 (March 26, 2020): 22–32. http://dx.doi.org/10.36624/jisora.v3i1.54.

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To get a superior quality, human resources is certainly not in spite of the achievements, accomplishments in educational institutions can certainly be measured by the value of academic and one of the factors that may affect the achievement of learning is student engagement because when learners are able to give all his efforts to understand the material provided they are likely to have a good record. This research was conducted at the Faculty of Industrial Engineering Telkom University with student engagement as independent variables and academic achievement as the dependent variable. The purpose of this study was to determine how high student engagement, academic achievement of students as well as, to examine how high the influence of student engagement to academic achievement in students of Industrial Engineering Telkom. The respondents are 310 active students at the Faculty of Industrial Engineering Telkom University. The analysis technique used is descriptive analysis and simple linear regression. Based on the results of the study showed that student engagement at the high category and learning achievement in honors. While the statistical test results obtained that student, engagement has no effect on academic achievement in students of Industrial Engineering Telkom University.
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Rengganis, Alin Ratna, Ahmad Junaedi Sitika, and Debibik Nabilatul Fauziah. "Penerapan Manajemen Peserta Didik dalam Meningkatkan Prestasi Non Akademik di SMP Negeri 2 Rengasdengklok Karawang." FONDATIA 6, no. 2 (June 9, 2022): 314–29. http://dx.doi.org/10.36088/fondatia.v6i2.1839.

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Student management is the arrangement and arrangement of activities related to students from entering school to becoming alumni. Student management activities are an important part of an educational institution that must be considered. So that in its implementation, student management affects the potential development and achievement of students in schools, both academic and non-academic achievements, such as developing potential in certain fields by participating in extracurricular activities at SMP Negeri 2 Rengasdengklok. non-academic fields through the development of students' interests and talents through extracurricular activities. SMP Negeri 2 Rengasdengklok does not only focus on academic achievement, but also focuses on potential non-academic achievements, because this school understands that not all students are able to master activities in the academic field, but some of them have abilities in the non-academic field. This research method uses descriptive qualitative research by conducting interviews with the vice principal and teachers. The results of this study indicate that the planning, implementation and evaluation of student management in improving students' non-academic achievement at SMP Negeri 2 Rengasdengklok has been carried out well. This can be seen from the indicators regarding student management, such as the formation of a new student admissions committee, recruitment, selection, orientation, placement, reporting and student development.
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Farida, Intan Nur, and Ratih Kumalasari Niswatin. "Penggunaan Algoritma Naive Bayes Untuk Mengevaluasi Prestasi Akademik Mahasiswa Universitas Nusantara PGRI Kediri." Jurnal Sains dan Informatika 3, no. 2 (November 30, 2017): 122–27. http://dx.doi.org/10.34128/jsi.v3i2.113.

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Students' academic activities result in achievements that can be known in each semester until the graduation stage. This study classifies student achievement in the appropriate graduation category or not in the fifth semester. As attributes used include attributes of origin, High School origin, employment and income of parents, Comrade Achievement Index (IPK) and Achievement Index (IP) semesters one to five. The purpose of this study is the application to obtain academic achievement of students Nusantara PGRI Kediri University uses the naïve bayes algorithm. Train data used is the data of student class 2010 to 2012 on the Faculty of Engineering, with a focus on Informatics Engineering courses. Next is calculated using naïve bayes algorithm to classify student achievement. While the test data using student academic data generation 2013. Research results Student's previous academic achievement. This research is useful to know the factors that influence student achievement that can be used to support the making of university policy, for example on the target of new student admission promotion.
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Kosemyan, S. E. "MODELING OF STUDENTS ACADEMIC ACHIEVEMENT." Quality. Innovation. Education, no. 2 (2022): 15–18. http://dx.doi.org/10.31145/1999-513x-2022-2-15-18.

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Assessment of student learning outcomes is the most important part of the learning process. The progress of students can be determined on the basis of obtaining nal grades in certain subjects. The nal marks of students can be used to predict their future achievements.The issues of assessing the formed competencies of students within the studied disciplines and educational program of the specialty are considered.A conditional model for determining the achievements of student learning outcomes is proposed. The process of assessing students› competencies within the discipline and educational program is presented.
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Prijana, Prijana, and Andri Yanto. "Analisis hubungan prestasi akademik mahasiswa dengan akses sumber informasi." Berkala Ilmu Perpustakaan dan Informasi 14, no. 1 (June 7, 2018): 87. http://dx.doi.org/10.22146/bip.17501.

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Introduction. In the process of reading, students require different information sources to increase their academic achievement. This paper aims to examine information sources which have a relationship with students academic achievement and become a reference in the development of information sources to support student academic achievement. Method. The research used an experimental study, with N = 38. Based on the value of chi-square of 11,613, a P-value of 0.169 with α = 0.25; df = 8, and the chi-quadrat table = 10.2. It showed that chi-quadrat count (11.6) is more than chi-quadrat table (10.2). If chi-quadrat counts more than chi-quadrat table, the student academic achievement has a significant relationship with access to information sources. Results and Discussions. The results showed that students' academic achievements have a significant relationship with access to information sources. The behavior of students in accessing information sources had moderate degrees of relationship with their academic achievement, which means that there is no dominant information source used by the students related to their academic achievement. Conclusion. In this study, students prefer to choose multi-acsess information resources, resulting in the spread of the values of the normal curve to the shape of academic achievements. Further research should discuss students' reading ability towards the use of information sources.
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Thaher, Shadi, and Ibrahim El Saied. "The School Improvement and the Role of Principal on Enhancing Student Learning Outcomes." Journal of Education and Culture Studies 4, no. 2 (March 24, 2020): p22. http://dx.doi.org/10.22158/jecs.v4n2p22.

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This article reviews literature related to school principals and their role in improving student learning outcomes, by presenting and providing many information and evidence provided by academic research related to the principals and their role in student achievement. The article emphasizes that the managers are able to play a positive role in improving students’ achievement and results. Although the academic materials indicate indirect influence of managers on student achievement, this indirect influence is important and necessary and contributes greatly to the development of the students and to raising their achievements.
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Eide, Eric R., Ian Fillmore, and Mark H. Showalter. "Student Absences and Academic Achievement." Journal of Studies in Education 7, no. 4 (November 23, 2017): 156. http://dx.doi.org/10.5296/jse.v7i4.12119.

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We use nationally representative data on students in the United States who are enrolled in grades 7-12 together with the statistical techniques of Ordinary Least Squares (OLS), Quantile Regression (QR), and Instrumental Variables (IV) to explore how various types of student absences are related to test scores. Using a variable that measures total absences, the OLS results suggest that missing two weeks of school is associated with a one-tenth standard deviation reduction in math score. Estimates vary widely when allowing the relation to differ by type of absence and by quantile of the conditional test score distribution. Using absence due to injury as an IV for total absence leads to larger coefficients than OLS.
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Dissertations / Theses on the topic "Student academic achievement"

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Pamperien, Kelvin C. "Student academic achievement in middle level schools /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841357.

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Baize, Sheila J. "Student-athletes, academic achievement and self-esteem." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185044.

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The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-esteem. The sample included 477 seniors from two comprehensive high schools in southwest Arizona, evenly split across gender and athletic status (participant and non-participant). Analyses of the data indicated that both the Rosenberg and Savin-Williams self-esteem measures yielded similar results in that males scored significantly higher than females on the self-esteem measures, and that students participating in high school interscholastic athletics scored significantly higher than did non-participating students. In examining the data when considering the indexes of academic achievement, females, on average, have higher GPA's than males, and high school athletes have significantly higher GPA's than their non-participating peers. Results also reported that males miss fewer school days than females, and athletic participants miss significantly fewer school days than non-participants. Additionally, on average, males receive more behavioral referrals than females, and again, athletic participants scored significantly better than non-participants as they also receive fewer behavioral referrals. In knowing that self-esteem differences exist, additional analyses focused upon the indexes of academic achievement while controlling for these known self-esteem differences. Results indicated that when factoring out the self-esteem differences the same results were maintained. Students participating in high school athletics have higher self-esteem scores, maintain higher grade point average, miss fewer school days, and receive fewer behavioral referrals.
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Odom, Natalie M. "Elementary school student achievement an analysis of school size and student achievement /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002696.

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Diersen, Brett A. "Student-athlete or athlete-student." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005diersenb.pdf.

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Edwards, Nicole C. "School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.

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Hildenbrand, Kasandra J. "An examination of college student athletes' academic achievement." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/138.

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Chapman, James B. M. S. "Professional Treatment of Teachers and Student Academic Achievement." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30444.

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The effect of a principal's leadership on school climate and instructional organization seems apparent to parents and teachers. However, there is little evidence that a principal's leadership has a direct measurable effect on student achievement. Maehr's (1990) causal model, that ties school culture to student motivation and student motivation to student achievement, and Heck's (1990) structural equation model, that relates instructional leadership to student achievement, were the basis for posing relationships among professional treatment of teachers, school climate, instructional organization, and student achievement. A professional treatment index, derived from highly correlated school climate variables, was used to separate elementary schools in Virginia Beach, Virginia, into four groups. Analysis of variance, followed by Duncan's new multiple range test, indicated that the academic achievement of students was significantly higher in the schools where teachers recorded the highest levels of professional treatment than in schools where teachers recorded the lowest levels of professional treatment for three of the four years studied. Focus-group interviews at schools recording high levels of professional treatment enabled teachers to describe how their principals treated them. Key attributes of treatment were trust and confidence, a comfortable and caring environment, professional and personal respect, delegation of decision making, no fear of taking risks, listening, support, high expectations, and encouragement and praise. By emulating the attributes described as professional treatment by teachers, principals may influence student academic achievement.
Ed. D.
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Zamudio, Guillermo Villalobos. "Student mobility: The relationship between student population stability and academic achievement." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290095.

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With a representative sample of 487 elementary schools serving 3 rd grade and 490 elementary schools serving 5th grade in Arizona, this study examined the relationship between student mobility and student academic achievement. Controlling for student family background and school characteristics, multiple regression analysis revealed a statistically significant negative relationship between mobility and academic achievement for math, reading and language in 3rd and 5th grade. This negative effect was pronounced for high SES schools. For all regression analyses performed, a key finding was that much of the variation in standardized test scores for math, reading and language in both 3rd and 5th was consistently explained by mobility, ethnicity and socioeconomic status. Separate analyses were conducted for low SES, middle SES, and high SES schools. A comparison of the means reveals a stark reality. Low SES students in Arizona have higher mobility rates, are more likely to be Hispanic or other minority ethnicity, are poor, and are taught by teachers with less experience and education compared to high SES students. However, regression results show that mobility was not significantly related to academic achievement for low SES students; rather an unexpected consistent statistically significant negative effect on achievement was observed across all subject areas for 3rd and 5 th grade for high SES students.
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Wing, Michael D. "Student Transfer: The Effect of Timing on Academic Achievement." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/WingMD2008.pdf.

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Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

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The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.
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Books on the topic "Student academic achievement"

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Improving student achievement. Arlington, Va: American Association of School Administrators, 1993.

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

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Terri, Bianco, ed. Tapping student effort, increasing student achievement. Cadiz, KY: Performance Learning Systems, 2007.

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Ehrenberg, Ronald G. Class size and student achievement. Malden, MA: Blackwell Publishers, 2001.

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Overcoming student apathy: Motivating students for academic success. Lanham: Rowman & Littlefield Education, 2008.

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Lockheed, Marlaine E. Family background and student achievement. Washington, DC (1818 H St. NW, Washington DC 20433): Population and Human Resources Dept., World Bank, 1988.

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Sustaining extraordinary student achievement. Thousand Oaks, CA: Corwin Press, 2009.

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10 essential strategies for improving student achievement. Saline, Mich: Amcan, 2005.

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Robinson, Glen E. Assessing and grading student achievement. Arlington, Va: Educational Research Service, 1989.

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Stronge, James H. Teacher evaluation and student achievement. Washington, D.C: National Education Association, 2000.

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Book chapters on the topic "Student academic achievement"

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Stevens, Tara. "Executive Function and Academic Achievement." In Physical Activity and Student Learning, 38–68. New York, NY : Routledge, 2019. | Series: Ed psych insights: Routledge, 2019. http://dx.doi.org/10.4324/9780429436567-3.

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Lovat, Terence, Kerry Dally, Neville Clement, and Ron Toomey. "Values Pedagogy and Academic Diligence." In Values Pedagogy and Student Achievement, 179–94. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1563-9_9.

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Grant, Annie. "Academic Achievement and Career Progression." In The Role of Student Services in Higher Education, 35–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81439-7_2.

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Al-Khafaji, Mustafa, and Meltem Eryilmaz. "Using Artificial Intelligence Methods to Predict Student Academic Achievement." In Lecture Notes in Networks and Systems, 403–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89880-9_31.

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Malloy, John, and Kenneth Leithwood. "Effects of Distributed Leadership on School Academic Press and Student Achievement." In How School Leaders Contribute to Student Success, 69–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50980-8_5.

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Ledertoug, Mette Marie, and Nanna Paarup. "Engaging Education: The Foundation for Wellbeing and Academic Achievement." In The Palgrave Handbook of Positive Education, 441–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_18.

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AbstractIn a world of educational crisis, students who lack engagement and feel bored at school might not pursue further education when given opportunities to leave school. In the twenty-first century, there is a need for lifelong learners and it is therefore essential to focus on optimising education. How do we support deep learning and application of knowledge? How do we support student motivation for learning? How do we engage students in learning activities? How do we make students thrive in schools and learning activities? This chapter offers possible answers to these questions. The chapter starts by introducing important elements of learning and a framework for optimising education and engaging the students. Next, the PERMA model for optimising wellbeing for students is presented, and finally the two frameworks are combined to create thriving learners by focusing on active, involving, and engaging learning in combination with a focus on wellbeing.
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Wollschläger, Rachel, Pascale Esch, Ulrich Keller, Antoine Fischbach, and Ineke M. Pit-ten Cate. "Academic Achievement and Subjective Well-being: A Representative Cross-sectional Study." In Wohlbefinden und Gesundheit im Jugendalter, 191–213. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35744-3_10.

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AbstractFormal education is a very important, time-intensive, and highly consequential aspect of adolescents’ everyday life. School as well as education can influence adolescents’ well-being in both the short- and long-term. In return, adolescents’ well-being in- and outside school may affect their educational achievement. The objective of the present study is to investigate how self-reported dimensions of adolescents’ subjective well-being (SWB) in an educational context (i.e., academic self-concept, school anxiety, social and emotional inclusion) relate to educational pathways (regular vs. irregular school transitions; attendance of more vs. less prestigious secondary school tracks) and standardized assessment scores in key academic areas (i.e., mathematics and languages). Drawing on representative data emerging from the Luxembourg School Monitoring Programme “Épreuves Standardisées” (academic year 2018/2019), the relationship between academic achievement and students’ self-reported well-being was analysed cross-sectionally for the entire student cohorts of 5th and 9th graders. Result indicated that grades and educational pathways affect SWB, whereby in general lower ratings of SWB were observed in older students, students that experienced grade retention and students in lower secondary school tracks. Furthermore, ratings of SWB explained a significant proportion of variance in academic achievement in bot Grade 5 and Grade 9. These findings highlight the importance of student´ SWB in education. SWB may not only affect academic achievement, but also impact motivation and engagement and hence long-term educational success. Implications of the findings for research and educational debate are discussed.
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Weinert, F. E., and A. Helmke. "Compensatory Effects of Student Self-Concept and Instructional Quality on Academic Achievement." In Motivation, Intention, and Volition, 233–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-70967-8_16.

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Cheong, Kok Choy, and Bessie Ong. "An Evaluation of the Relationship Between Student Engagement, Academic Achievement, and Satisfaction." In Assessment for Learning Within and Beyond the Classroom, 409–16. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_34.

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Lindholm-Leary, K. "Chapter 5. Student Outcomes in Chinese Two-Way Immersion Programs: Language Proficiency, Academic Achievement and Student Attitudes." In Immersion Education, edited by Diane J. Tedick, Donna Christian, and Tara Williams Fortune, 81–103. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694041-008.

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Conference papers on the topic "Student academic achievement"

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Lukkarinen, Anna, and Paula Koivukangas. "Relationship between student guidance and academic achievement." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8180.

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We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.
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Podungge, Robiyati, Mintarti Rahayu, Margono Setiawan, and Achmad Sudiro. "Teacher Competence and Student Academic Achievement." In 23rd Asian Forum of Business Education(AFBE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200606.011.

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Kosasi, Sandy, Vedyanto, I. Dewa Ayu Eka Yuliani, and Robertus Laipaka. "The Antecedent of Student Academic Achievement Prediction." In 2020 2nd International Conference on Cybernetics and Intelligent System (ICORIS). IEEE, 2020. http://dx.doi.org/10.1109/icoris50180.2020.9320788.

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Luwes, Nicolaas Johannes, and James Swart. "The relationship between demographics and the academic achievement of engineering students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5206.

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The changing structure of student populations or cohorts over decades’ produces changing academic achievements or results. This may be due to a number of factors, including the school education system, the political system and the sociocultural system. The aim of this paper is to analyse the relationship between student demographics and the academic achievement of undergraduate engineering students over a 15-year period. A longitudinal descriptive study is used to determine the relationships between specific variables that existed between 1998 and 2013. These variables include gender, age and home languages of students that are contrasted to their final grade in a compulsory Design Projects module. Students need to obtain more than 50% to successfully complete this module, with the results indicating greater success for students with an Afrikaans or IsiZulu mother tongue than compared to students with a Sesotho, Setswana or Xhosa mother tongue. Younger students, less than 21 years of age, have a higher pass rate than older students who are more than 24 years of age. Finally, males outnumber females by more than 3:1. However, their final overall pass rates differ by only 3%, suggesting that both genders performed equally well in the Design Projects module. A key recommendation is to provide additional academic support to older students who may be struggling to synthesize knowledge and skills from a wide number of modules
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Suhana, Suhana, Anwar Mansyur, and Lutfika Rachmawati. "Efforts to Increase Student Academic Achievement Through Knowledge Sharing." In 2nd International Conference on Industry 4.0 and Artificial Intelligence (ICIAI 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aisr.k.220201.010.

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Yüksel, Sedat, and Mestan Boyaci. "EXAMINING EFFECT OF ANIMATION APPLICATIONS ON STUDENT ACHIEVEMENT IN SCIENCE AND TECHNOLOGY COURSE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.51.

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The aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key wordThe aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key words: animation, constructivist science education, teaching supported by computer. s: animation, constructivist science education, teaching supported by computer.
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Solis Rodriguez, Janet. "Growth Mindsets Impact on Student Academic Achievement: A Meta-Analysis." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1967969.

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Senay, Hanife Hilal. "Relationships Among Self-Efficacy, Academic Optimism, Income, and Student Achievement." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573306.

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Barrow, Karla. "Factors Affecting Minority Student Academic Achievement in Math and Science." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682184.

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Stan, Maria Magdalena. "Self-Management Skills and Student Achievement – A Pilot Study." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/34.

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The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro & Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth & Carlson, 2013) represents a good predictor of academic achievement (Blair & Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth & Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.
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Reports on the topic "Student academic achievement"

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Lavy, Victor. Expanding School Resources and Increasing Time on Task: Effects of a Policy Experiment in Israel on Student Academic Achievement and Behavior. Cambridge, MA: National Bureau of Economic Research, September 2012. http://dx.doi.org/10.3386/w18369.

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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
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Cristia, Julian P., Paulo Bastos, Kim Beomsoo, and Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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Hanushek, Eric, John Kain, and Steven Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities? Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6690.

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Harris, Amanda. Stories of Success: Understanding Academic Achievement of Hispanic Students in Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1833.

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Lavy, Victor, and Edith Sand. The Friends Factor: How Students' Social Networks Affect Their Academic Achievement and Well-Being? Cambridge, MA: National Bureau of Economic Research, October 2012. http://dx.doi.org/10.3386/w18430.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Brule, Heather. Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2111.

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