Relevant bibliographies by topics / Students' achievement

Contents

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

Academic literature on the topic 'Students' achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Students' achievement"

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Juwelsdi, Febrianto. "Hubungan Antara Prestasi Belajar Siswa di Kelas Dengan Kemampuan Praktek Siswa Teknik Furniture di SMKN 4 Jakarta." Jurnal PenSil 3, no. 1 (February 27, 2014): 1–8. http://dx.doi.org/10.21009/jpensil.v3i1.9880.

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The objectives of this study analyzing the relationship between students learning achievement in the classroom and students of furniture engineering’s practice achievement. This study was conducted in SMKN 4 Jakarta, the population of this study were the year XI students which specialized in Furniture Engineering Competences and wood construction engineering, year 2012/2013 which consist of 18 students. The number of the sample is 12 students. The problem which the writer got from this study was that the students learning achievement was in proportion to the practice achievement, dan the oppositeThe instrument of this study is a test which is used to know the relation between students’ learning achievements in the classroom and the students’ practice achievement. The quesioner shows that the data were valid and the reability was high with r11 = 0.8793, with 30 point of questions (20 multiple choice questions and 10 essay questions). The result of the study showed that students’ learning achievements average score was 76.7 and students practice achievement average score was 78.67.It showed that the practice has a positive relationship (0.942). In other words, students’ learning achievement give contributions to the percentage of practice ability. The students have to prepare themselves to be focus to the lesson or material from the teacher and the teacher should prepare the material and better learning method to help the students to be able to receive all the materials.
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Hikmawati, Hikmawati. "Studi Analisis Tentang Pembelajaran Soft Skills Oleh Guru Terhadap Siswa Program Studi Keahlian Teknik Gambar Bangunan SMK Negeri 1 Jakarta." Jurnal PenSil 3, no. 2 (August 7, 2014): 76–86. http://dx.doi.org/10.21009/jpensil.v3i2.9886.

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The objectives of this study analyzing the relationship between students learning achievement in the classroom and students of furniture engineering’s practice achievement. This study was conducted in SMKN 4 Jakarta, the population of this study were the year XI students which specialized in Furniture Engineering Competences and wood construction engineering, year 2012/2013 which consist of 18 students. The number of the sample is 12 students. The problem which the writer got from this study was that the students learning achievement was in proportion to the practice achievement, dan the oppositeThe instrument of this study is a test which is used to know the relation between students’ learning achievements in the classroom and the students’ practice achievement. The quesioner shows that the data were valid and the reability was high with r11 = 0.8793, with 30 point of questions (20 multiple choice questions and 10 essay questions). The result of the study showed that students’ learning achievements average score was 76.7 and students practice achievement average score was 78.67.It showed that the practice has a positive relationship (0.942). In other words, students’ learning achievement give contributions to the percentage of practice ability. The students have to prepare themselves to be focus to the lesson or material from the teacher and the teacher should prepare the material and better learning method to help the students to be able to receive all the materials.
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Dr. V. V. Kulkarni, Dr V. V. Kulkarni. "Academic Achievement Among Tribal Students." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 366–68. http://dx.doi.org/10.15373/2249555x/mar2013/125.

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FOLLMAN, JOHN. "TEACHERS' JUDGMENTS OF STUDENTS' ACHIEVEMENT AND STUDENTS' ACTUAL ACHIEVEMENT." Perceptual and Motor Skills 71, no. 7 (1990): 1330. http://dx.doi.org/10.2466/pms.71.7.1330-1330.

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Follman, John. "Teachers' Judgments of Students' Achievement and Students' Actual Achievement." Perceptual and Motor Skills 71, no. 3_suppl (December 1990): 1330. http://dx.doi.org/10.2466/pms.1990.71.3f.1330.

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Saija, Louise M. "ANALYSIS ON STUDENTS’ MATHEMATICS ACHIEVEMENT BASED ON LEARNING STYLES." Jurnal Magister Pendidikan Matematika (JUMADIKA) 3, no. 2 (November 6, 2021): 59–64. http://dx.doi.org/10.30598/jumadikavol3iss2year2021page59-64.

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This descriptive and comparative study aims to see the students learning styles and mathematics achievements. The respondent are fifty junior high school students in Lembang, West Bandung, Indonesia. The research instruments are Perceptual Learning Style Preference Questionnaire (PLSPQ) and mathematics problem solving test. The result of this study are: (1) Only twenty percent of the students have exactly one learning style and most of the students has kinesthetic learning style; (2) Students who have three or less major learning styles perform good mathematics achievement, and students who have minor learning styles only, perform better mathematics achievements averagely, comparing with students who have major learning styles; (3) Students perform better mathematics achievement when they have more than one learning style, (4) There is no significant difference in the students’ mathematics achievement, between students who have three or less major learning styles and students who have more than three major learning styles.
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Kuliahana, Ana, and Abdul Gafur Marzuki. "REPETITION TECHNIQUE IN AN EFL SPEAKING CLASS IN ISLAMIC HIGHER EDUCATION IN INDONESIA." Academic Journal Perspective : Education, Language, and Literature 8, no. 1 (May 27, 2020): 20. http://dx.doi.org/10.33603/perspective.v8i1.3295.

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This research aims at analysing the development of students’ speaking skill in Islamic higher education in Indonesia through repetition technique. This is a CAR (Classroom Action Research) implemented in cyclical process, covering planning, acting, observing, and reflecting. The subject of research was the fourth semester students of EFL speaking class which consist of 25 students. The data were obtained from observation checklist, field notes, questionnaire, and test. They were analysed qualitatively and quantitatively. Quantitative data dealt with teaching-learning process, i.e. students’ participation in the classroom activities. They were gained from students’ achievement tests. The findings revealed that in cycle 1 there were twelve students who achieved minimum criteria of achievement. It means that the classical achievement was 48%. In cycle 2, it showed that there were twenty of students who achieved the minimum criteria of achievement. It means that the classical achievement was 80%. Both classical and individual achievements have met the criteria of success. It can be concluded that the repetition technique is proved to be useful to develop students’ speaking skill.
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Thilavongsa, Veleriy, Peter Phoumai, and Souvandee Souvandee. "Developing the Talents and Creativity of Students." Journal La Edusci 1, no. 6 (December 31, 2020): 37–41. http://dx.doi.org/10.37899/journallaedusci.v1i6.288.

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This paper aims to discuss the relationship between talent, creativity and achievement. Talent can affect a person's achievement so that he is able to make achievements, in addition to realizing talent, it is necessary to have extensive knowledge, experience and motivation that support that talent. A person with supportive talent and creativity is able to score good achievements because someone with talent and creativity that is developed from an early age will be realized in the form of superior achievements. They are able to develop their talents through their unlimited creativity so that they can make superior achievements.
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Kunah, Kunah, and Supriyani Supriyani. "INVESTIGATING PARENTAL INVOLVEMENT ON STUDENTS’ ENGLISH ACHIEVEMENT." Journal of English Language and Literature (JELL) 7, no. 2 (September 2, 2022): 117–28. http://dx.doi.org/10.37110/jell.v7i2.152.

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This study is aimed to investigate parental involvement on students’ English achievement. And this study is also aimed to investigate English achievement in Students SMP Negeri 1 Lohbener, to know the impacts parental involvement, furthermore how far and perception parental involvement on students’ English achievements. This research used a qualitative research paradigm: a case study approach. This case study is conducted to three students who have different scoring and would like to be investigated. Those students are three students who identified as the high, middle, and low achievement in the English classroom. In three students are affected by parents or not in their process achievements. To investigate them, this study employed four instruments; documentation, questionnaire, observation, and informal interviews. The finding from questionnaire Percentage Levels of Each Students’ Achievement. The finding which is gained from questionnaire revealed that all three participants; Putri Soleha (A), Catur Piyanti (B), and Sunanto (C). In sequentially, their involvement with parents is 70%, 42%, and 27,5%. Putri has a high of parental involvement, then Catur has a middle of parental involvement, and finally Sunanto has a lack of parental involvement. And reality is Putri has higher achievement than Catur and Sunanto.
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Parmin, Agus Yulianto, Eling Purwantoyo, Ibnul Mubarok, and Iwan Junaedi. "The Coaching Model for Prospective Science and Mathematics Teachers from the Achievement and KIPK Paths." Mimbar Ilmu 27, no. 2 (August 23, 2022): 183–87. http://dx.doi.org/10.23887/mi.v27i2.51340.

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Analysis of students' achievement in 2019 found new facts that there was a tendency to decrease in achievement from the achievement path and the Indonesian Smart College Card students. The percentage of students' achievement from both paths is less than 5%. This study aims to develop a student achievement coaching model for prospective science and mathematics teachers from the achievement and KIPK paths. The research uses research and development methods to develop a student coaching model involving education management experts to validate the model. The study obtained results where the student achievement coaching model was declared suitable for use by experts. The results of a large-scale model applicability test involve 240 prospective science and mathematics teachers. The percentage of students who made achievement for one semester from the achievement path was 16%, and from the KIPK path was 25%. The coaching model increased students' achievements, which was less than 5% for both paths. In conclusion, the student achievement coaching model from this research can be a new way to continue the culture to make achievements during school and college.
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Dissertations / Theses on the topic "Students' achievement"

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Cate, Jessica W. "Students to Computer Ratio, Socioeconomic Status, and Student Achievement." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3284.

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The purpose of this study was to determine if there was a relationship between the students to computer ratio and 6th grade student achievement in Math and Reading during the 2013-2014 and 2014-2015 school years as compared by socioeconomic status at each of 562 schools in Tennessee. The independent variables in the study were the ratio of students to computer (low/middle/high), the change in ratio of students to computer from 2013-2014 to 2014-2015, and socioeconomic status (low/non-low). The dependent variables in the study were 6th grade mean Reading scores for 2014-2015, 6th grade mean Reading gain scores from 2013-2014 to 2014-2015, 6th grade mean Math scores for 2014-2015, and 6th grade mean Math gain scores from 2013-2014 to 2014-2015. There was not a significant difference between the mean TCAP scores in Reading and Math and low, middle, or high technology schools. There was no correlation between the changes in ratios and TCAP Reading and Math scores. There was no significant difference between low, middle, and high technology schools as compared by their low or non-low SES. There was no significant difference in TCAP Reading or Math scores for low, middle, or high technology schools as compared by their low or non-low SES. There was no significant difference in the change in TCAP Reading and Math scores as compared by low, middle, or high technology and their low or non-low SES. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in low SES schools. There was no significant difference in TCAP Reading and Math achievement scores as compared by low, middle, or high technology in non-low SES schools.
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Huang, John. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kong fifth form students." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035413.

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Kan, Yat-man, and 簡逸民. "Parenting styles and students' achievement motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957882.

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Kan, Yat-man. "Parenting styles and students' achievement motivation." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778373.

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Scott, Judith. "Perceptions of low SES, high academic achievement Vietnamese middle grades students of factors that have contributed to their school achievement." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,248.

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Thesis (Ph. D.)--University of New Orleans, 2005.
Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of in the Department of Special Education and Habilitative Services"--Dissertation t.p. Vita. Includes bibliographical references.
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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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Talley, Zebedee Jr. "A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/28003.

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This study involved a qualitative investigation of Black middle school students' experiences of teacher characteristics that they saw as influential in their learning and achievement. The sample consisted of 8 students selected from a public middle school in central Virginia . Data collection involved both in-depth individual interviews and classroom observations. Interviews focused on the participants' early educational experiences, middle school experiences with teachers, and experiences of the role that teachers play in learning and achievement. Classroom observations provided additional insight into the classroom setting, participants' actions, and participants' interactions with teachers and other students and were conducted to minimize their influence on classroom activities. A whole-text analysis of the interview transcripts and field notes generated 5 major categories: elementary school experiences, instructional environment, student motivation, student trust, and racism. For each category, subcategories were also developed. Participants were motivated by teacher trust, encouragement, and expectations. They emphasized the need for equity in the classroom as a prerequisite to academic achievement. They were also motivated to learn by teachers who shared instructional and personal time, spoke positively to them about their future, shared their own educational experiences, and demonstrated a caring attitude toward them. Participants described how they were not motivated to learn by teachers who were viewed as racist, yelled at them, refused to spend time assisting them, or displayed an attitude of apathy. They also expressed how they were sometimes denied bathroom privileges, were separated from White students during class, were treated as if they were "invisible," or were treated like second-class citizens. They also experienced racism as prevalent in teachers' grading practices. Significant findings include the following: (a) the Black middle school student participants' educational experiences influenced their learning and the classroom environment, (b) duration of instructional time influenced students' learning, (c) high teacher expectations of students and teacher encouragement of discussions beyond course subject matter increased students' motivation to learn, (d) development of a trusting teacher–'student relationship promoted their learning, and (e) various forms of racism decreased students' willingness to learn. Implications of the findings for educational practice and further research are discussed.
Ed. D.
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Gruman, Diana H. "Individual growth curve analysis of the effects of student mobility on measures of elementary school adjustment /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7715.

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Niño, de Guzmán Isabel, Arturo Calderón, and Mónica Cassaretto. "Personality and academic achievement in nniversity students." Pontificia Universidad Católica del Perú, 2003. http://repositorio.pucp.edu.pe/index/handle/123456789/99879.

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The correlations among personality, academic performance and other variables in 170 university students were studied, using two instruments validated into the population: the NEOPJ-R, and the EPPS. Other variables as age, study level, self perception of academic achievement and self perception of motivation, and sources of support were included. Jt was confirmed the reliability and validity of both tests and the correlations between them. The results showed associations among academic performance and conscientiousness, endurance,change, and aggression. The academic performance was better explained by achievements triving, deliberation, change, self perception of academic achievement and age.
Se investigó la relación entre personalidad, rendimiento académico y otras variables en 170 universitarios, mediante dos instrumentos validados para esta población: el NEO PI-R de Costay McCrae y el EPPS de Edwards4• Se consideró las variables edad, ciclo académico, percepcióndel rendimiento, de la propia motivación para estudiar, y fuentes de apoyo. Se confirmo la validez y confiabilidad de ambas pruebas y sus respectivas correlaciones. Se encontraron asociaciones entre el rendimiento y conciencia, perseverancia, cambio y agresión. El rendimiento fue mejor explicado por la aspiraciones de logro, reflexión, cambio, percepción del rendimientoy edad del estudiante.
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Spruill, Nicklaus R. "Predicting Academic Achievement of Male College Students." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26839.

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Post-secondary academic achievement in the United States has shifted dramatically over the past 30 years in terms of gender; men are underrepresented within the ivory tower (Postsecondary participation rates by sex and race/ethnicity: 1974 - 2003 , 2005). When the intersection of race and gender is examined, enrollment gaps widen even further. Sixty-five percent of Black college enrollment is comprised of female students while Black men make up only 35%. In comparison, Asian college women outnumber Asian college men 54% to 46%, White women outnumber White men 56% to 44%, and Hispanic/Latina women outnumber Hispanic/Latino men 59% to 41% (Chronicle of Higher Education Almanac, 2009). College enrollment patterns are inextricably linked to academic success (i.e., GPA, degree attainment). Currently, more opportunities are available for African Americans and Hispanics to attend college than ever before; however, GPA and the rate of attainment of a Bachelor of Arts degree are significantly lower for African American and Hispanic men when compared to other ethnic/gender combinations (Carter, 2001; Perna, 2000; Porter, 2006; Strayhorn, 2006). The purpose of this study was to determine what factors predict post-secondary education academic success of male students. Academic success was defined as college GPA and degree attainment. I employed a modified version of the Bandura, et al. (1996) theoretical model that identified four factors that influence self efficacy, hence academic success: SES, familial, peer, and self. In my study, I used SES as a control variable and also controlled for high school preparation, two factors that prior research has revealed influence college GPA and degree attainment (Clark, Lee, Goodman, & Yacco, 2008; Perna, 2000). The findings suggest that race and select parental and peer factors can have both negative and positive effects on the academic achievement and persistence of male students in college. One parental and one peer factor were significantly positively associated with success. The remaining factors were significantly, but negatively associated with academic success.
Ph. D.
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Books on the topic "Students' achievement"

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Training, Gujarat Council of Educational Research and. Baseline information on students' achievement: An appraisal of students' achievement. Gandhinagar: Gujarat Council of Educational Research and Training, 2004.

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Assesing and recording achievement. Buckingham: Open University Press, 1993.

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Hastedt, Dirk. Mathematics Achievement of Immigrant Students. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0.

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

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Zhao, Dacheng. Chinese Students' Higher Achievement in Mathematics. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0285-4.

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Green, Muriel. Action planning and recording achievement. London: Further Education Development Agency, 1995.

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Extreme students: Challenging all students and energizing learning. Lanham, MD: Rowman & Littlefield Education, 2005.

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E, Robinson Glen. Assessing and grading student achievement. Arlington, Va. (2000 Clarendon Blvd., Arlington 22201): Educational Research Service, 1989.

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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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L, Berry Gordon, and Asamen Joy Keiko 1953-, eds. Black students: Psychosocial issues and academic achievement. Newbury Park, Calif: Sage Publications, 1990.

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Book chapters on the topic "Students' achievement"

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Iseman, Jacqueline S., Stephan M. Silverman, and Sue Jeweler. "Encouraging Achievement." In 101 school success tools for students with ADHD, 35–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232568-4.

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Hastedt, Dirk. "Immigrant Students in TIMSS." In Mathematics Achievement of Immigrant Students, 47–73. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_4.

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Hastedt, Dirk. "Immigrant Students in Singapore." In Mathematics Achievement of Immigrant Students, 187–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_8.

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Hastedt, Dirk. "Immigrant Students in Canada." In Mathematics Achievement of Immigrant Students, 195–207. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_9.

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Hastedt, Dirk. "Introduction." In Mathematics Achievement of Immigrant Students, 1–9. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_1.

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Hastedt, Dirk. "Discussion and Conclusion." In Mathematics Achievement of Immigrant Students, 209–19. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_10.

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Hastedt, Dirk. "Review." In Mathematics Achievement of Immigrant Students, 11–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_2.

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Hastedt, Dirk. "Data and Methods." In Mathematics Achievement of Immigrant Students, 31–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_3.

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Hastedt, Dirk. "Immigrant Students’ Background in TIMSS 2007." In Mathematics Achievement of Immigrant Students, 75–122. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_5.

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Hastedt, Dirk. "School Factors." In Mathematics Achievement of Immigrant Students, 123–60. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_6.

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Conference papers on the topic "Students' achievement"

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Suryaman, Maman. "Bridging Students' Learning Achievement." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.55.

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Coffman, Joel, Justin M. Hill, Shannon Beck, Adrian A. De Freitas, and Troy Weingart. "Good Students are Good Students Student Achievement with Visual versus Textual Programming." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962693.

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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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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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U. I., Ogbonnaya. "Gender and Students’ Achievement in Statistics." In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.89.

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Liu, Chang-Jiang, Xiao-Ping Sun, Li-Yan Guo, and Bao-Cai Han. "Instrument Achievement Goal for Chinese Students." In 2008 International Workshop on Geoscience and Remote Sensing (ETT and GRS). IEEE, 2008. http://dx.doi.org/10.1109/ettandgrs.2008.149.

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Awaludin, Izyan Syazana, Ruzanna Ab Razak, Hezlin Harris, and Zarehan Selamat. "Antecedents of students’ achievement in statistics." In THE 2ND ISM INTERNATIONAL STATISTICAL CONFERENCE 2014 (ISM-II): Empowering the Applications of Statistical and Mathematical Sciences. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4907470.

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Huda, Nadia Nurul. "Student Team Achievement Division (STAD) and Students’ Attitude Towards Writing Achievement at SMP N 34 Pekanbaru." In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.026.

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Halabiya, Maria Leonidovna. "Means of achievement of retrieval accessibility in distributed database." In X International students' applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112054.

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Xianhua Yang and Shuyan Xu. "Notice of Retraction: Correlations among classroom achievement goals, personal achievement goals, and junior school students' academic achievement." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC 2011). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6011425.

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Reports on the topic "Students' achievement"

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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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GAO, YONGQI, Kim Geok Soh, Noor Syamilah Zakaria, Roziah Mohd Rasdi, XIN JEAN LIM, Kim Lam Soh, and Guo Wei. Effect of Content Knowledge on Students’ Learning Achievement: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0072.

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Warberg, William. An Analysis of the Ability and Achievement of Business Education Students Compared to Non-Business Education Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1526.

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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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Graham, Suzanne, and Lauren Provost. Mathematics achievement gaps between suburban students and their rural and urban peers increase over time. University of New Hampshire Libraries, 2012. http://dx.doi.org/10.34051/p/2020.172.

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Hoxby, Caroline, and Sonali Murarka. Charter Schools in New York City: Who Enrolls and How They Affect Their Students' Achievement. Cambridge, MA: National Bureau of Economic Research, April 2009. http://dx.doi.org/10.3386/w14852.

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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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Oswalt, Meghan. Perspectives on the College Readiness and Outcome Achievement of Former Intensive English Language Program (IELP) Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2509.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Abstract:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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