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Journal articles on the topic 'Student academic achievement'
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1
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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Indrahadi, Deri, and Amika Wardana. "The impact of sociodemographic factors on academic achievements among high school students in Indonesia." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 1114. http://dx.doi.org/10.11591/ijere.v9i4.20572.
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<span>This study aimed to examine the effect of sociodemographic, student and school factors on the academic achievement of high school students in Indonesia. Using the cross-sectional survey data from the 2015 Indonesian Family Life Survey (IFLS) particularly involving 1,421 respondents (of the academic performances during their school years), the study run multiple regression analysis to examine the influences of their parents’ sociodemographic, students and other school-related factors on their academic achievements during their school years. As the results, it was revealed that the sociodemographic factors, students and schools predict significantly academic achievement of students in Indonesia. The results provided feedback to students and parents, schools and education policymakers in improving student academic achievement.</span>
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Sundari, Ayu. "Manajemen Kegiatan Ekstrakurikuler Dalam Meningkatkan Prestasi Non Akademik Siswa." Munaddhomah: Jurnal Manajemen Pendidikan Islam 2, no. 1 (April 21, 2021): 1–8. http://dx.doi.org/10.31538/munaddhomah.v2i1.45.
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Extracurricular activities are a place for students who have interests and talents. Extracurricular activities can help develop self-potential in increasing student achievement. Student achievement is not only obtained from academic achievement, with non-academic achievements students can be able to communicate and socialize well. Good extracurricular management will result in achievements in non-academic fields. Madrasah Aliyah Negeri 1 Mojokerto is one of the madrasas that has produced many students with non-academic achievements. The results of this study are (1) the management of extracurricular activities at Madrasah Aliyah Negeri 1 Mojokerto includes, first planning for extracurricular activities carried out at the beginning of the new academic year, secondly organizing is carried out by extracurricular guidance teachers by assigning assignments to coaches who have competence in their fields. The third implementation of extracurricular activities is carried out every day according to a predetermined schedule, the fourth supervision is carried out with the presence of the supervisor and students. (2) students' non-academic achievement after the management of extracurricular activities is good and is increasing. Judging from the educational process that went well and smoothly, the existence of good extracurricular management at Madrasah Aliyah Negeri 1 Mojokerto was able to achieve achievements, both at the district and provincial levels.
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Spasenovic, Vera. "Student prosocial behavior and academic achievement." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 131–50. http://dx.doi.org/10.2298/zipi0436131s.
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The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful learning and work. Also, correlation is interpreted by means of teacher?s preferences of prosocial students, which is reflected in teacher expectations and behavior towards students but in evaluating their work too. In addition, prosocial behavior may produce direct effects, for it is through peer prosocial interactions that positive intellectual exchange is performed, which contributes to more successful mastering of teaching content. The paper provides a survey of investigations whose results indicate that there exists correlation between student prosocial behavior and academic achievement. Also, consideration is given to possible methods and treatments for encouraging prosocial behavior in school context, especially the role of teacher in the process and the importance of the program for promoting student prosocial skills.
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Kim, Gyeonghoe. "Learning Related-Variables According to Online Classroom Types that Influence the General English Speaking Classroom." Korean Association of General Education 16, no. 4 (August 31, 2022): 101–20. http://dx.doi.org/10.46392/kjge.2022.16.4.101.
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The influence between the diverse learning variables affecting the academic achievement of learners according to class types should be studied extensively for the effectiveness of the Korean online general English classroom. Therefore, within the overall online non face-to-face class situation due to the prolonged COVID-19 pandemic, for 15 weeks 80 Korean university students experienced general English classes according to the non face-to-face class format. The purpose of this study was to investigate learner interactions (student-to-student vs. student-to-instructor), their motivation and satisfaction levels, and their English speaking achievement with a particular focus on lecture types (real-time Zoom classes vs. video-recorded classes). In addition, learning variables which can affect English speaking achievement and satisfaction were measured using a survey. By studying these variables, which have been insufficient so far, the intention was to provide some implications for the effective online class operation for the university general English classroom.</br>Correlation analysis, t-test, and multiple linear regression were conducted, and the results were as follows: First, students’ interaction and academic achievements showed significant correlation and student-to-student and student-to-instructor interactions showed significant correlation. However, there was not any significant correlation between student-to-student interaction and their English speaking achievement. Second, significantly different lecture types had an impact on student interactions, their learning motivation, and academic achievements, but not on their level of satisfaction. Third, there were not any significant variables affecting course satisfaction, and student-to-instructor and student-to-student interactions had a significant effect on academic achievement. The 54.4% of English speaking achievement is explained through student-to-instructor and studentto-student interactions.</br>Therefore, lecturers should take into regard the students’ diverse learning related-variables, which can affect the online English speaking class, and try to enhance the students’ satisfaction, motivation, and interaction levels. By doing so, we hope to maximize the educational effect of the online English speaking classes.
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Hardanti, Kurniasari Novi. "Factors that Affect Academic Achievement Student." AKRUAL: Jurnal Akuntansi 7, no. 2 (May 1, 2016): 93. http://dx.doi.org/10.26740/jaj.v7n2.p91-101.
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AbstractThe aim of this research is to reveal the influence of student’s background when entered university are the entrance, the priority option to choose field of study, majoring of the high school, mathematics value in high school, and other factor is active to follow assistance toward academic achievement accounting student, that explain as value quantitative accounting and Grade Point Advantage. The population of the research is undergraduate students of the Department of Accounting, Faculty of Economy and Business, University of Brawijaya, entering in 2008, still enlisted as active student, and is having auditing practice course. The data of the research is taken by using questionnaire. The questionnaires given are 170 but only 137 which meet the criteria purposive sampling. Result of the research show that only university recruitment’s way and active to follow assistance that has significant influence on the academic achievement for Accounting Student.
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Novesar, Muhammad Refki. "Students Emotional Intelligence as Catalisator for Academic Achievement." Management and Sustainable Development Journal 2, no. 2 (October 12, 2020): 53–68. http://dx.doi.org/10.46229/msdj.v2i2.188.
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Education is very important, in measuring signings one's activity in the world of education that can be seen from the academic achievement, in shaping the students ' academic achievements influenced by many things one of them is intellectual intelligence, which only affects 20% of his own accomplishments influenced by other factors, one of which is emotional intelligence, as emotional intelligence will help every learner in their learning and know their ideals and the steps they have traveled. This study saw how the relationship between emotional intelligence to the academic oprestation owned by a student, using a regression test in 105 student samples, selected by purposive sampling, i.e. active students, obtained overall results of emotional intelligence giving a significant and positive influence towards student academic achievement, for which students can improve the ability of emotional intelligence to be able to provide better academic achievement. of the results , to see what dimensions provide a positive and significant relationship to be researched in the form of a dimension possessed by emotional intelligence, whereby each dimension delivers a significant and posotive outcome, which gives meaning, every student should raise all of the emotional intelligence to be able to improve performance.
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Herianto, Rudi, Fitriyani Sanuhung, and Muhammad Farid Wajdi. "Meningkatkan Prestasi Belajar Peserta Didik melalui Manajemen Sarana dan Prasarana di Sekolah." ARZUSIN 1, no. 1 (December 30, 2021): 56–63. http://dx.doi.org/10.58578/arzusin.v1i1.107.
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This research was conducted to determine the effect of facilities and infrastructure in improving student achievement and how the invisible relationship between the management of facilities and infrastructure with student achievement. Facilities and infrastructure are one of the supporting factors so that students' academic and non-academic achievements in schools can increase, through good management of facilities and infrastructure that can meet the needs of students, teachers, staff, and school employees. Student achievement can increase if the management of facilities and infrastructure can be carried out effectively and efficiently. Facilities and infrastructure are not only carried out by maintaining them but facilities must be managed through planning, procurement, management, maintenance.
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Hwang, NaYoung, and Brian Fitzpatrick. "Student–Teacher Gender Matching and Academic Achievement." AERA Open 7 (January 2021): 233285842110400. http://dx.doi.org/10.1177/23328584211040058.
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Scholars have examined the effects of same-gender teachers on student achievement, but the findings are mixed. In this study, we use 7 years of administrative data from students in elementary and middle schools (i.e., Grades 3 through 8) in Indiana to test links between gender matching and student achievement. We find that female teachers are better at increasing both male and female students’ achievement than their male counterparts in elementary and middle schools. The positive effects of having female math teachers are particularly large for female students’ math achievement, but we do not find evidence for a positive gender matching effect in English language arts. In addition, contrary to popular speculation, boys do not exhibit higher academic achievement when they are assigned to male teachers. Our findings suggest that the effects of teacher gender on student learning vary by subject and gender, but the effect sizes are small.
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Milosevic, Nikoleta, and Slavica Sevkusic. "Student self-esteem and academic achievement." Zbornik Instituta za pedagoska istrazivanja 37, no. 1 (2005): 70–87. http://dx.doi.org/10.2298/zipi0501070m.
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There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and feeling of competence.
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Ludigo, Harriet, C. B. Mugimu, and A. M. Mugagga. "PEDAGOGICAL STRATEGIES AND ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC UNIVERSITIES IN UGANDA." Journal of Education and Practice 3, no. 1 (September 17, 2019): 81. http://dx.doi.org/10.47941/jep.314.
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Purpose: This study analysed the relationship between pedagogical strategies and academic achievement of students in public universities in Uganda. Specifically, the study analysed the relationship between student-centred, teacher-centred and teacher-student pedagogical strategies with academic achievement of students.Methodology: The study adopted a correlational design and data were collected using a questionnaire on a sample of 383. Quality control of data was ensured by carrying out Confirmatory Factor Analysis and calculating Cronbach’s alpha. Data analysis involved descriptive and inferential analyses.Findings: Regression results revealed that the student-centred strategy had a positive and significant influence on academic achievement of students but the teacher-centred and teacher-student interaction strategies did not. Therefore, the student-centred pedagogical strategy is essential for academic achievement of students, the teacher-centred pedagogical strategy is less affective teaching strategy for academic achievement of students and the teacher-student pedagogical strategy is not the most important teaching strategy for academic achievement of students.Contribution to policy, practice and policy: The study suggests that lecturers in the universities should prioritise the student-centred pedagogical strategy when teaching students, should give least priority to teacher-centred pedagogical strategy when teaching students, and should not over prioritise the teacher-student pedagogical strategy when carrying teaching of students.
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Sya, Mega Febriani, Helmia Tasti Adri, Abdul Kholik, Deski Halim Sudjani, Zahra Khusnul Latifah, and Uslan. "INDONESIAN LEARNING: TOWARDS THE ACADEMIC ACHIEVEMENT OF COMMUNICATIVE COMPETENCE." Indonesian Journal of Social Research (IJSR) 3, no. 3 (December 14, 2021): 183–89. http://dx.doi.org/10.30997/ijsr.v3i3.152.
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Academic achievement becomes very important in the language learning process. Student performance, student progress and student potential are essential to measuring academic achievement or learning outcomes. This study aims to identify the relationship of final learning achievement with the student learning experience to improve students’ language skills. Research focuses on what skills are the final achievements of learning and observe whether the learning experience can support the plan of acquisition of learning achievements. Research design is qualitative content analysis. The population used is the semester learning plan document of the Indonesian language and literature learning model SD. Sample selection uses the method of sampling units by selectively distinguishing the units to be analyzed based on the scope of the research problem. Data analysis using interpretive approaches: Reducing data to manageable representations: summarizing or simplifying data; inferring contextual phenomena: relying on analytical constructs or models of the chosen context as warrants; Narrating the answers to content analysts’ questions amount to make the result comprehensible to others. Based on the study results, the learning experience is determined based on the end goal of learning. Discuss in-depth the concept of learning the Indonesian language and literature in elementary schools based on multiliterate, integrative, and differentiated learning concepts.
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Alhosani, Abdulraheem Ali, Sanjay Kumar Singh, and Moza Tahnoon Al Nahyan. "Role of school leadership and climate in student achievement." International Journal of Educational Management 31, no. 6 (August 14, 2017): 843–51. http://dx.doi.org/10.1108/ijem-05-2016-0113.
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Purpose The purpose of this paper is to develop a conceptual model on students’ academic achievement that is well grounded in the academic research in the domain. The paper aims to weave together the divergent research findings into a comprehensive model for use by all the stakeholders. Design/methodology/approach It is a literature review-based paper wherein research papers on the factors that influence the academic achievement of the students were studied. The empirical evidence from literature that fits the context of this study was analyzed and used to propose a workable model. Findings A framework to understand the role of factors affecting students’ academic achievement was proposed. It was found that school leadership and climate together affect the academic achievement of the students, but mediated by the involvement of the parents of the students. Research limitations/implications As this paper is a literature review, a framework on the determinants of academic achievements of the students has been proposed but yet to be tested empirically. Practical implications The schools leadership and the policy-makers can effectively leverage the findings of the study to enhance the academic achievement of students in a school context. Originality/value There are few research-based studies on the determinants of the academic achievement of students. This paper has identified key variables which play a significant role in helping enhance academic achievement of the students.
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Wesson, Caroline J., and Nicola M. Derrer–Rendall. "Self-beliefs and student goal achievement." Psychology Teaching Review 17, no. 1 (2011): 3–12. http://dx.doi.org/10.53841/bpsptr.2011.17.1.3.
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Two preliminary studies are presented investigating the self-beliefs that may ffect goal achievement in a student population. In Study 1, goal achievement on an abstract task, where goals are externally set by others, is considered in relationto students’ levels of optimism. In Study 2, goal achievement on academic performance, where goals are internally set by ones’ self, is considered in relation to students’ academic confidence. Optimism was related to goal achievement in Study 1 but only when the goal was believed to be difficult to achieve; optimistic studentsachieved higher scores than pessimistic students. In Study 2 confidence was related to goal achievement; students with moderate levels of academic confidence were wellcalibrated in their grade predictions whereas those with high levels of academic confidence were overconfident in their grade predictions. The results are discussed in relation to student motivation.
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Satria, Muhammad Najib Dwi. "SISTEM INFORMASI PEMERINGKATAN PRESTASI SISWA BERBASIS WEB PADA SMK PELITA PESAWARAN." Journal of Social Sciences and Technology for Community Service (JSSTCS) 3, no. 1 (March 14, 2022): 114. http://dx.doi.org/10.33365/jsstcs.v3i1.1908.
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Pelita Pesawaran Vocational School is a university that has a myriad of achievements by students, both academic and non-academic. In reporting every year there is an increase in terms of the number of achievements that have been achieved, so that some adjustments to conditions are needed. Student achievements that have been achieved should actually be archived into a system that can be processed in order to obtain accurate and relevant results. Therefore we need a system that can process achievement data accurately and integrated and can display the ranking of student achievement at the level of study programs, faculties and university levels. With the creation of a system entitled Web-Based Student Achievement Rating System at Pelita Pesawaran Vocational School, it is hoped that it will be able to help Pelita Pesawaran Vocational School in processing achievement data every year and be able to rank student achievement so that Pelita Pesawaran Vocational School can obtain accurate and relevant information on outstanding students in accordance with the data provided. there is. The Web-Based Student Achievement Ranking System at Pelita Pesawaran Vocational School is designed using PHP, CSS, JavaScript, and HTML programming languages which are used as interfaces while for data storage media using MySql.languages which are used as interfaces while for data storage media using MySql.
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Oktarina, Harti, and Sitti Hajar Aswad. "Pengaruh Mentoring Dosen Pembimbing Akademik terhadap Prestasi Akademik Mahasiswa STKIP Pembangunan Indonesia." Phinisi Integration Review 3, no. 2 (August 31, 2020): 215. http://dx.doi.org/10.26858/pir.v3i2.14884.
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This study aims to: (1) find out how the implementation of academic guidance for students of the 2016 STKIP Pembangunan Indonesia Economic Education study program, (2) find out how the academic achievements of the STKIP 2016 Indonesian Economic Education Study Program, (3) find out how the influence of academic guidance to the improvement of academic achievement of students of the 2016 STKIP Pembangunan Indonesia economic education study program. in this study were 17 students of the 2016 economic education study program. Data collection techniques using a questionnaire. Data analysis techniques using simple linear regression analysis with the help of the SPSS program. The results showed that the Mentoring of academic supervisors in the 2016 class of economic education study program was included in the qualification sufficiently in its effect on improving academic achievement. Student academic achievements in the 2016 economic education study program included in the medium qualification. This can be seen in the average results of student learning achievement is 3.66 located at intervals of 3.51 - 4.00 and including Cum Laude qualification level. There is an influence between the mentoring lecturers of academic advisers on the academic achievements of students of the 2016 Economic Education Study Program STKIP Pembangunan Indonesia. This is indicated by the value of sig. 0.007 <0.05 then Ha is accepted and Ho is rejected
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Supriadi, Eddi, and Marinah Binti Awang. "HUBUNGAN KEPEMIMPINAN PENGAJARAN KEPALA SEKOLAH DAN DISIPLIN KERJA GURU TERHADAP PRESTASI AKADEMIK SISWA." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (June 30, 2018): 117. http://dx.doi.org/10.32678/tarbawi.v4i01.1773.
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This study aims to know and analyze the relationship of leadership principal teaching and work discipline to student academic achievement in school. This research uses quantitative method, the data is analyzed by using descriptive statistic and inference. Data collection using instruments, instruments compiled from various sources tailored to the research method used. The study was conducted on teachers in elementary schools in Jakarta. The study shows that there is a positive and significant correlation between the principal's teaching leadership and the students 'academic achievement with the correlation correlation value of 0.454, there is a significant correlation between the teacher's work discipline with the students' academic achievement with the correlation value of 0.576. From the results of the study can be concluded that the improvement and improving the quality of student achievement can be done with the improvement and improvement of the leadership quality of teaching the principal and the discipline of teacher work. Student achievement can develop well with the help and touch of a principal through good school management, as well as the discipline of a teacher in carrying out his work as an educator so that will provide a good quality of learning process also with the expected achievement of student learning achievement high in school.
Keywords. Leadership Teaching, Principals, Teachers Dicipline, Academic Achievements.
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Khudhur, Mokhalad Eesee, Mohammed Shihab Ahmed, and Saif Muhannad Maher. "Prediction of the Academic Achievement of Pupils Using Data Mining Techniques." Webology 19, no. 1 (January 20, 2022): 185–94. http://dx.doi.org/10.14704/web/v19i1/web19014.
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Introduction: During this epidemic, a problem in fundamental education affecting all globe is occurring, and we note that education and learning were online and conducted in students. Academic performance of students must be forecast, so that the instructor may better identify the missing pupils and offer teachers a proactive opportunity to develop additional resources for the student to maximize their chances of graduation. Students' academic achievement in higher learning (EH) has been extensively studied in addressing academic inadequacies, rising drop-out rates, graduation delays, and other difficult questions. Simply said, the performance of students refers to the amount to which short and long-term educational objectives are met. Academics nonetheless judge student achievement from different viewpoints, from grades, average grade points (GPAs) to prospective jobs. The literature encompasses numerous computing attempts to improve student performance in schools and colleges, primarily through data mining and analysis learning. However, the efficiency of current smart techniques and models is still unanimous. Method: This study employs multiple methods for machine learning to forecast student progress. With its accurate data sample prediction, five integrated classification algorithms have been created to forecast students' academic success (support vectors, decision-making trees algorithm and perceptron algorithm, logistic regression algorithm and a random forest algorithm). Results: Students' academic achievement has been reviewed and assessed. The performance of five learning machines mentioned in Section 4 is discussed here. First, we displayed the data after pre-processing by simply displaying distributions to form the data packet and then evaluated 5 important learning methods and described the variables in the data set. The entire series of 480 characteristics were examined.
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Hetherington, Vincent J. "Assessment Plan for Student Academic Achievement." Journal of the American Podiatric Medical Association 102, no. 6 (November 1, 2012): 529–34. http://dx.doi.org/10.7547/1020529.
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The general public has become increasingly concerned about the accomplishments of education. Accrediting bodies are holding institutions of higher education accountable for educational services and are demanding a variety of assessment activities. This article presents the plan for assessment of student achievement at the Kent State University College of Podiatric Medicine. (J Am Podiatr Med Assoc 102(6): 529–534, 2012)
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Qiuyan, Huang. "The Crucial Impact of Leadership Style Towards Academic Achievement in China." Journal of Digitainability, Realism & Mastery (DREAM) 1, no. 04 (September 30, 2022): 69–79. http://dx.doi.org/10.56982/dream.v1i04.39.
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With the emergence of the knowledge economy society, education has gained high prestige in China since the majority of Chinese citizens believe that education is the key to a country's future progress. It is essential for every school administrator to exercise effective management of the organisation through strong leadership. The leadership styles of principals have an effect on the climate of the school; the attitudes that teachers have toward leadership; the turnover rate of instructors; and the academic achievements of students. Therefore, this conceptual article investigated the various clusters of leadership styles and the relationship between the principal's leadership style and student academic achievement in China. Two main clusters of leadership, which are transactional leadership and transformational leadership, will be measured as significant measurements for student academic achievement. Contingency or situational theory has been proposed to support the whole body of study. The suggested framework on principal leadership style and its relationship with student achievement in China's schools was to understand where each leadership style was applied and how leadership styles are linked to student achievement. It is critical for subsequent analysis to confirm that different principal leadership practices and their philosophies were strongly related to the contingency of principals' positions and that differences in leadership philosophies can affect student progress. Taking into account the methodological implications for academics and policymakers, this study also made two suggestions for future research on executive leadership and leadership styles.
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Adeyinka, Olalekan Lawrence, Joshua Emmanuel Temiloluwa, and Aham Anastasia Chioma. "Individual Parental Involvement versus Peer Relationships Influences on Student Academic Achievement in Biology." Research and Analysis Journal 5, no. 9 (September 6, 2022): 06–12. http://dx.doi.org/10.18535/raj.v5i9.336.
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This paper attempts to review the impacts of single parenting, it’s factors versus peer groups and its factors on students’ academic performance in Biology, the paper research objectives such as investigating the differences in academic achievement between kids raised by co-parents and those by single parents, investigating the academic performance gaps between single-parent students who are male and female, determining how much a student's peer group affects their academic achievement, determining if children of single parents are more susceptible to peer pressure than children of co-parents. The paper reviewed several previous works from scholars on different concepts revolving around the research study including; Single Parenting, Peer Group, Concept of Academic achievements, Concept of Parenting and Academic achievements and Concept of Peer group and Academic achievement.
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Jauhar, St, Nur Mutmainnah, and Awaluddin Muin. "Hubungan antara Prokrastinasi Akademik dengan Prestasi Belajar Siswa Kelas IV SD Gugus III." JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 2, no. 1 (January 29, 2022): 65. http://dx.doi.org/10.26858/pjppsd.v2i1.27137.
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The problem in this research is the emergence of academic procrastination among students, thus affecting students learning achievement in school. This study is a quantitative study with a correlation design that aims to determine the relationship between academic procrastination and students learning achievement of IV grade SD Cluster III. The results showed that there was a significant negative relationship between academic procrastination and students learning achievement in IV grade SD Cluster III with a comparison tcount value of -0.222 was greater (>) ttable value of 0.156, so H0 was rejected and H1 was accepted. Based on the results of the data analysis, it can be concluded that academic procrastination has an unfavorable impact on student learning achievement. So, the higher the level of student academic procrastination, the lower the student's learning achievement. Thus, it can be seen the impact resulting from this study that academic procrastination can reduce student learning achievement.
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Panma, Yuanita. "Relationship Between Academic Stress and Learning Achievement in Nursing Student." International Journal of Educational Research & Social Sciences 2, no. 1 (April 7, 2021): 222–29. http://dx.doi.org/10.51601/ijersc.v2i1.43.
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The stress experienced by most students is academic stress. This academic stress is closely related to students' academic processes and the environment that affects the academic process. The purpose of this study was to determine the relationship between academic stress and student learning achievement. This study was a cross-sectional design with purposive sampling of 126 respondents. Data were collected at a nursing academy in Jakarta in 2018. The instrument used was the Student Life Stress Inventory (SLSI) questionnaire. Results showed most students were female(88.9%), from Senior High School majoring in science (38.9%), very satisfyinglearning achievement (91.3%), and experience severe academic stress (55.6%). There is no significant relationship between learning achievement and academic stress (p = 0.317) and gender (p-value 0.370). There is a significant relationship between learning achievement and sebior high school majoring (p=value 0.005) and age (p-value 0.007). Institutions should identify sources of the academic stressor and apply appropriate coping mechanisms to reduce academic stress.Keywords:academic stress, learning achievement, nursing student.
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Werang, Basilius Redan, I. Nyoman Jampel, Anak Agung Gede Agung, Hagnisaridewi Wananggiun Sutoyo Putri, and Sandra Ingried Asaloei. "Teacher teaching performance, students’ learning motivation and academic achievement." Cypriot Journal of Educational Sciences 17, no. 12 (December 31, 2022): 4672–82. http://dx.doi.org/10.18844/cjes.v17i12.7586.
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Academic achievement has become a phenomenon of interest to all, which explains why scientists have worked all out to disentangle the elements that impede student academic success. Despite the plethora of causal factors determining student academic success, this study focuses on revealing how teacher teaching performance and student learning motivation affect academic achievement in Indonesian language subjects among state junior high school students. Two survey questionnaires and the Indonesian language academic record were used to collect data from a total of 345 students, conveniently drawn from among the students enrolled at the state junior high schools in Merauke Regency, Indonesia. Obtained data were subjected to statistical analysis using simple linear regression by utilising the Statistical Package for the Social Sciences software version 21. The statistical results showed that the teacher teaching performance and student learning motivation impact significantly positively on the academic achievement in Indonesian language subjects among the state junior high school students. Teachers are crucial to the academic performance of all the students they teach and play a more dominating role in motivating children who are at risk of academic failure. Teachers are crucial to the academic performance of all the students they teach and play a more dominating role in motivating children who are at risk of academic failure and/or performing below their academic potential. Keywords: Teaching performance, learning motivation, academic achievement, student, teacher.
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Pratiwi, Lutfi Eka, Nadhirotul Laily, and Ima Fitri Sholichah. "THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ACADEMIC ACHIEVEMENT." Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC) 1, no. 2 (December 25, 2021): 851. http://dx.doi.org/10.30587/umgeshic.v1i2.3462.
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This research is motivated by the emergence of the phenomenon of students experiencing a decline in grades. Academic achievement is a skill and ability as an achievement which is considered as a measure of student success. One of the factors that influence academic achievement is self-efficacy. To determine the relationship between self-efficacy and student achievement. Using quantitative research methods with a population of 152 students. Researchers used non-probability sampling technique with incidental sampling technique, obtained 58 samples. Data collection in this study used a scale (questionnaire/questionnaire) via google form using a Likert scale and documentation method in the form of IPS scores (Semester Achievement Index) to measure student achievement. The data analysis technique used Spearman Rho correlation test with SPSS 25.0 program. The results of this study indicate that there is no relationship between self-efficacy and student achievement. This research can be useful as scientific information about the development of educational psychology, especially regarding self-efficacy and academic achievement. The limited number of samples who are willing to become respondents, as a consideration for further researchers to further deepen by using Academic Achievement with different variables.
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Kurniaman, Otang, Annisa Indarni, and Eddy Noviana. "HOW PARENTS EDUCATION IMPROVE STUDENT ACHIEVEMENT?" PrimaryEdu - Journal of Primary Education 5, no. 1 (March 5, 2021): 1. http://dx.doi.org/10.22460/pej.v5i1.1714.
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The Education in elementary school is a very important factor. Because the elementary school level is the foundation for the development of children's thinking and learning abilities influences and influences to the next level. The purpose of this research is to determine the academic achievement of students who are influenced by the parent’s education level. This research used a quantitative approach with a correlation test. The research conducted at Elementary school of 105 Tampan Pekanbaru to all of grade V students, with 150 total students. The Researcher used the Krejcie and Morgan tables sampling with 108 students. Based on the results of the correlation test shows that the magnitude of the father's education correlation coefficient on student academic achievement is 0.012 while the correlation of maternal education to student academic achievement is 0.081. Both are below the value of the r product moment correlation coefficient table for a sample of 108 with a significance level of 5% that is equal to 0.187. Thus the hypothesis H0 is accepted, it means that there is no meaningful relationship between parental education and student achievement.
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Erten, İsmail Hakkı. "Interaction between Academic Motivation and Student Teachers’ Academic Achievement." Procedia - Social and Behavioral Sciences 152 (October 2014): 173–78. http://dx.doi.org/10.1016/j.sbspro.2014.09.176.
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Yu, Hongwei. "Factors Associated With Student Academic Achievement at Community Colleges." Journal of College Student Retention: Research, Theory & Practice 19, no. 2 (October 26, 2015): 224–39. http://dx.doi.org/10.1177/1521025115612484.
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Student retention has garnered increased attentions in higher education. Drawing from various theoretical perspectives, researchers have developed multiple theoretical models to explain or predict student retention. Most models, however, were intended for traditional aged, full-time students at 4-year colleges or universities. The rapid growth of student enrollment at 2-year community colleges calls for further studies concerning student retention at these institutions. Built upon prior studies, I developed a conceptual framework to understand student credential completion at 2-year community colleges. Drawing data from Integrated Postsecondary Education Data System (IPEDS) and Beginning Postsecondary Students (BPS: 04/09) Longitudinal Study, I utilized multilevel modeling to identify variables that explain students’ likelihood of credential completion.
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Gencosman, Tuna, and Mustafa Doğru. "EFFECT OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE USED IN SCIENCE AND TECHNOLOGY EDUCATION ON SELF-EFFICACY, TEST ANXIETY AND ACADEMIC ACHIEVEMENT." Journal of Baltic Science Education 11, no. 1 (March 25, 2012): 43–54. http://dx.doi.org/10.33225/jbse/12.11.43.
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The main purpose of this study was to determine the effect of teaching the "Force and Motion" unit of the Science and Technology class using the Student Teams-Achievement Divisions (STAD) technique on self efficacies, test anxiety and academic achievements of seventh grade students. The STAD technique was applied to the experiment group; the existing program based on constructivism to control-1 group, and traditional teaching methods to control-2 group. The analysis of the obtained data was achieved by using the one-way variance analysis (ANOVA). In conclusion, it was determined that the experiment group was more effective than the control groups in respect to self-efficacy and academic achievement. Moreover, significant improvements were obtained in the exam anxiety of the students in the experiment and control-1 groups compared to the group where traditional teaching methods were used. Key words: academic achievement, self-efficacy, student teams, academic divisions techniques, test anxiety.
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Kim, Jungnam, Julia Bryan, Younyoung Choi, and Ji Hyun Kim. "Understanding Asian American Student Achievement." Professional School Counseling 21, no. 1 (January 2017): 2156759X1878853. http://dx.doi.org/10.1177/2156759x18788534.
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This study investigated the relationships of parent networks and parent empowerment to the academic performance of the children of Asian immigrant parents in U.S. schools. It also examined the role of parent networks in explaining the association between parent empowerment and children’s academic performance. We conducted multinomial logistic regression and path analysis on responses of 317 Asian immigrant parents from the Parent and Family Involvement Survey of the National Household Education Survey, 2007. Parent networks and some parent empowerment components (i.e., competence, parent contact with the school counselor) were significantly related to academic performance. Findings suggest the importance of school counselors utilizing empowerment strategies to help those Asian immigrant parents who need support with their children’s education.
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Jung, Byongsam. "Teaching-Learning Activities that Significantly Influence the Academic Achievement of High School Students in the Pandemic Situation: Multilevel Structural Equation Modeling." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 167–83. http://dx.doi.org/10.22251/jlcci.2022.22.22.167.
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Objectives The purpose of this study is to analyze the effect of teaching-learning activities of teachers and students on academic achievement of high school students at the student level and the teacher level in the COVID-19 pandemic situation. To this end, two research hypotheses were established based on previous studies, and first, at the student level, self-regulated learning and subject value recognition will have a significant effect on academic achievement through academic efforts. Second, at the school level, remote class preparation, feedback provision, learning data provision, and communication efforts will have a significant effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.
Methods To this end, the data of 10,526 students from 212 high schools who took the national level academic achievement evaluation were analyzed using a multi-layered structural equation model. Based on Brookhart's classroom evaluation model, the model used self-regulated learning, learning attitude, and subject value recognition as predictive variables at the student level, and academic achievement as dependent variables. At the school level, remote class preparation, feedback, learning material provision, and communication effort were used as independent variables, and self-regulated learning, subject value recognition, academic effort, and academic achievement were used as dependent variables.
Results As a result of the analysis, both research hypotheses were statistically supported, and first, self-regulated learning and subject value recognition at the student level had a significantly positive effect on academic achievement through academic effort. Second, at the school level, providing feedback and providing learning materials had a significantly positive effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.
Conclusions In the situation of COVID-19 Pendemic remote classes, self-regulated learning and subject value recognition at the student level have a significant impact on academic achievement through academic efforts. Second, at the school level, providing feedback from teachers and providing learning materials have a significant effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.
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Anggraini, Latiffah Yunia, and Titik Muti'ah. "PRESTASI AKADEMIK SISWA DITINJAU DARI PROKRASTINASI DAN PERSEPSI ANAK PADA POLA ASUH ORANG TUA DI SMK MUHAMMADIYAH 3 YOGYAKARTA." JURNAL SPIRITS 3, no. 1 (April 15, 2017): 65. http://dx.doi.org/10.30738/spirits.v3i1.1126.
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ABSTRACTThe objective of the study is to determinethe influence of procrastination and childperceptionon parenting to the student achievementat 3thSMK Muhammadiyah Yogyakarta. As additional, the syle of parenting was assessed in improving student academic achievement. The subjects of the research are the students in the grade eleven at 3thSMK Muhammadiyah Yogyakarta. The method used in this research is regression analysis. The results of this research shows the relation of procrastination and the perception of the child on parenting to the student achivement was not significant in the meanwhile the influence of procrastination (p: 0, 000) and child perception on democratist parenting (p:0,031) to the student achivement showed significant result. The determination coefficient (R2) of this research was 0.622. As concludedon the procrastination and child perception on democratic parenting contributed amoung 62,2% of the influence to the academic achievement. Keyword : Procrastination,perception of the child on parenting, academic achievement.
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Morinaj, Julia, and Tina Hascher. "On the Relationship Between Student Well-Being and Academic Achievement." Zeitschrift für Psychologie 230, no. 3 (July 2022): 201–14. http://dx.doi.org/10.1027/2151-2604/a000499.
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Abstract. Student well-being is considered as both an enabling condition for positive learning outcomes and an essential educational outcome itself. Previous studies have investigated the relationship between student well-being and academic achievement cross-sectionally, leaving unclear the direction of causality. Employing 3 waves of data spaced 1 year apart, this longitudinal study used a random intercept cross-lagged panel model (RI-CLPM) to account for between-person effects and segregate within-person effects between positive and negative dimensions of student well-being and academic achievement. Participants were 404 secondary school students in Switzerland in grades 7–9. The RI-CLPMs suggested that over 1-year time intervals students’ academic achievement may positively influence positive dimensions of student well-being (i.e., positive attitudes toward school, enjoyment in school, positive academic self-concept) within secondary school students. Negative dimensions of student well-being (i.e., worries in school, physical complaints, and social problems) were not associated with academic achievement.
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Novel, Fonds, Clara R. P. Ajisuksmo, and Sri Supriyantini. "The Influence of Processing and Regulation of Learning on Academic Achievement Amongst First Year Undergraduate Psychology Students in University of North Sumatra." Asian Journal of University Education 15, no. 2 (December 28, 2019): 36. http://dx.doi.org/10.24191/ajue.v15i2.7555.
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Transition of learning from secondary to higher education demands new students to do academic adjustments, especially towards the change from rote learning to student-centered learning. Student-centered learning requires students to process learning material with more depth and to regulate their own learning. These skills often relate with academic achievement. The purpose of this study was to investigate the influence of processing and regulation of learning conducted by first-level students on academic achievement. Other factors that affect academic achievement were explored too, such as student’s sex, parental support, conception of learning, and learning orientation . This study used mixed method. Quantitative data was obtained through Inventarisasi Cara Belajar (ICB) or Learning Style Inventory, which was filled by 180 third-semester students. ICB was used for measuring the processing and regulation of learning and their effect on academic achievement, which is depicted by Grade Point Average (GPA). Qualitative data was obtained through group interviews. Results of the study indicate that lack of regulation is the only one variable that can predict student academic achievement with a negative correlation. Several other factors were found to affect student academic achievement, including learning orientation, learning conceptions, learning motivation, academic commitment, and parental support. Researcher then designed a training based on reciprocal-teaching approach as an intervention with students as the participant.
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PRIJANA, P., and A. YANTO. "Student Academic Achievement with the Ability to Read a Collection of Textbooks from the Library Collection." University Library at a New Stage of Social Communications Development. Conference Proceedings, no. 7 (December 30, 2022): 141–46. http://dx.doi.org/10.15802/unilib/2022_270733.
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Objective. The students’ academic achievement is related to their intelligence (IQ). Studies on factors that affect student academic achievement are still relatively limited and few. Purpose of this research is to consider student academic achievement with the ability to read a collection of textbooks from the library collection. Methods. The research method used is quantitative research. While the method of observation is experiment. Results. First hypothesis is academic achievement has a significant relationship with the good reading method. The hypothesis is accepted because academic achievement has a significant relationship with reading habits. Both the experimental group and the control group showed that academic achievement has a significant relationship with students reading methods, or it can be said that the good reading method is equivalent to students' reading habits. Second hypothesis, academic achievement has a significant relationship with students' reading ability is accepted. The calculated Chi-square count is greater than the Chi-square table. Third hypothesis, academic achievement has a non-significant relationship with access to information sources, meaning that the hypothesis is rejected. Conclusions. Student’s academic achievement had a significant relationship with the good reading method and a non-significant relationship with reading ability. Student’s academic achievement had a non-significant relationship with access to information sources.
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Valentino, Ricky Ferrari, and Andy Ardian. "Hubungan antara Kecerdasan Emosional dengan Prestasi Belajar Siswa Kelas Khusus Olahraga." Jurnal Olahraga 3, no. 1 (April 30, 2017): 41–50. http://dx.doi.org/10.37742/jo.v3i1.71.
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Educational goals can not be separated from academic goals. However, in special sports class students academic achievement actually becomes marginalized compared to non-academic achievements. This study aims to determine the relationship between emotional intelligence and student achievement in special sports classes at SMAN 1 Ciparay. This study is a correlation description study using two types of variables consisting of one independent variable, emotional intelligence and one dependent variable, namely learning achievement. This study uses total sampling, so with this study took a sample of one class of special sports class students in SMA Negeri 1 Ciparay, namely class XI - 11 with a total of 40 students. The instruments used were Questionnaire and student report cards. The method used to analyze the data is the significance test (significance) of the correlation coefficient. The results of the analysis of the research data showed a correlation coefficient of (0.369) then Ha was accepted and Ho was rejected. The conclusion of this study is that there is a relationship between emotional intelligence and learning achievement in special sports class students at SMAN 1 Ciparay.
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Nurafifah, Fera Fazriani, Ajat Sudrajat, and Zarina Akbar. "The Effect of Academic Motivation and Information Literature Self-Efficiency on Student Academic Achievement." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (August 25, 2021): 421. http://dx.doi.org/10.18415/ijmmu.v8i8.2952.
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The purpose of this study was to determine whether there is an influence of academic motivation and information literacy self-efficacy on student academic achievement at the University of Kuningan. The population in this study were all students of the Elementary School Teacher Education (PGSD) study program at the University of Kuningan. While the sample in this study were students who were active in the 2019/2020 academic year, namely 2017, 2018, and 2019 classes as many as 183 people. The sampling technique in this study was done by selecting a simple random (Simple Random Sampling). This research uses the path analysis method. Data collection techniques in this study used a questionnaire or questionnaire. The linearity test results show that all path coefficient values between research variables are more than ttable with a coefficient = 0.05 so that H0 is rejected and H1 is accepted. The conclusions in this study are, 1) student academic motivation has a direct effect on student academic achievement by 0.82; 2) information literacy self-efficacy has a direct effect on student academic achievement by 0.18, and 3) academic motivation has a direct effect on student information literacy self-efficacy by 0.98.
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Yulianda, Muthia, and Rita Syofyan. "PENGARUH MOTIVASI BELAJAR, TEMAN SEBAYA TERHADAP PROKRATINASI AKADEMIK DAN PRESTASI BELAJAR MAHASISWA PENDIDIKAN EKONOMI UNIVERSITAS NEGERI PADANG." Jurnal Ecogen 1, no. 2 (December 28, 2018): 450. http://dx.doi.org/10.24036/jmpe.v1i2.4767.
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The purpose of this study is to determine the effect oflearning motivation, peers on academic procrastination and student learning achievement of student of the Departemen of Economic Education, State University of Padang. This research is causative. The population of this study are students majoring in Economics Education, State University of Padang 2014, 2015 and 2016years a namber 337 students and obtained as many samples 77 students by using a formula proportional random sampling. The analytical method used is path analysis using SPSS version 21. The results of this study indicate that (1) peers contribute to the learning motivation, (2) learning motivation, peers contribute simultaneously and significantly to the academic procrastination and (3) learning motivation , academic peers and procrastination contribute simultaneously and significantly to the learning achievement. The implementation from this Economic Education students will improve their motivation to learn and interact with peers and not take action to postpone doing assignments so that students of Economic Education can improve learning achievement optimally. Keywords: learning motivation, peers, academic procrastination, and learning achievemen
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Dinh, Tuong Cao, and Phuong Bao Ngoc Nguyen. "Impact of Internet Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Achievement in Online Learning: A Case Study in Vietnam." International Journal of Emerging Technologies in Learning (iJET) 17, no. 16 (August 31, 2022): 269–88. http://dx.doi.org/10.3991/ijet.v17i16.33819.
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The unexpected prolonged expansion of the Covid-19 pandemic has urged nu-merous educational institutions worldwide, including Vietnam, to offer online courses. Identifying factors that impact student satisfaction and academic achievement, hence, becomes crucial in online learning environments. The current study examines the impact of students' self-regulated learning and Internet self-efficacy on these two learning outcomes in an online environment. The proposed research model consists of two exogenous variables including students' Internet self-efficacy and self-regulated learning, and two endogenous variables, namely students' satisfaction and academic achievement. 710 students from four universi-ties in Vietnam voluntarily participated in this study by completing an online sur-vey questionnaire. The data analysis was performed by Partial Least Square Structural Equation Modeling (PLS-SEM). The results indicated that Internet self-efficacy, goal setting, and help-seeking have direct positive effects on both student satisfaction and academic achievement. Self-evaluation positively affected student satisfaction while it did not have an impact on student academic achieve-ment. Elaboration, environment structuring, and task strategies did not have a sta-tistically significant relationship with student satisfaction as well as their academic achievement. Students' satisfaction has a direct positive impact on their academic achievement. Pedagogical implications and limitations of the study are also deduced.
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Satuti, Jumaroh Ratna, Sunaryanto Sunaryanto, and Dudung Ma'ruf Nuris. "Does Student Satisfaction Mediate the Correlation between E-learning Service Quality, Academic Engagement and Academic Achievement?" JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) 5, no. 1 (July 10, 2020): 38. http://dx.doi.org/10.26675/jabe.v5i1.12699.
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This research aimed at analyzing the influence of e-learning service quality and academic engagement on academic achievement through student satisfaction as an intervening variable. Only students who had ever used e-learning service could be the research sample and 222 students were sampled using purposive sampling. The data were collected by distributing questionnaire to the research samples. The data were analyzed using path analysis technique. The result indicated that e-learning service quality, academic engagement, and student satisfaction had an influence on accounting students’ academic achievement. From this research finding, it was suggested that university lecturers keep on developing teaching and learning strategies which can improve students’ academic engagement since it has been proven that academic engagement has a dominant influence on students’ academic achievement.
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Oyoo, Syprine, Peter Mwaura, Theresia Kinai, and Josephine Mutua. "Academic Burnout and Academic Achievement among Secondary School Students in Kenya." Education Research International 2020 (May 27, 2020): 1–6. http://dx.doi.org/10.1155/2020/5347828.
Full textAbstract:
The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.