Dissertations / Theses: '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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Burnett, Steven Wayne. "School achievement for students with behavioral disorders." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Hau, Kit-tai. "Achievement orientation and academic causal attribution of Chinese students in Hong Kong /." [Hong Kong] : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13205109.

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Wing, Michael D. "Student Transfer: The Effect of Timing on Academic Achievement." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/WingMD2008.pdf.

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Zickar, Justin Michael. "The Effect of Veteran Student Support Services on Veteran Students' Academic Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7102.

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Since the introduction of the Post-9/11 G.I. Bill, veteran student support services have expanded in higher education in response to the growing veteran student population and to improve the academic achievement of veteran students. The problem addressed in this study was a lack of knowledge regarding the effect of veteran students' participation in veteran student support services on veterans' academic achievement at selected colleges in Maryland. Using a theoretical foundation of Pascarella and Terenzini's within-college framework, the research question examined the effects of veteran students' participation in veteran student support services on their academic achievement as measured by their grade point average. A quantitative causal-comparative design and a veteran student sample of N = 128 were used to determine if veteran student support services affect veteran students' academic achievement. Archival data from 2 higher education institutions in the state of Maryland were collected for this study. Results of a one-way ANOVA showed no significant difference in the academic achievement of veteran students who participated and who did not participate in veteran student support services. The findings from this study may lead to positive social change for veteran students in the state of Maryland and across the United States by providing an empirical basis for the need for improvements of veteran students support services in higher education.

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Matthews, Catherine E. "Socio-economic status, student perceptions and college readiness." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/c_matthews_112508.pdf.

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Thesis (Ed. D.)--Washington State University, December 2008.
Title from PDF title page (viewed on Apr. 17, 2009). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 163-169).

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Jackson, Cathie J. (Cathie Jean). "Reverse Transfer Students: Students Who Transfer from Area Universities to the Junior College." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330738/.

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A study was conducted to identify demographic and academic characteristics of students transferring from North Texas area senior colleges to Tarrant County Junior College (Texas) in the Fall 1984 semester. Academic characteristics were measured at the point of transfer and during subsequent junior college enrollment(s) through Spring 1989. Transcripts of 608 reverse transfer students were examined. Non-Completers, students who transferred prior to completing a baccalaureate degree, were identified as 77% of the population; students who transferred after earning a degree were 22%. Of the Non Completer students, 35% transferred as Poor Students (transfer GPA of 0.00-1.99), 23% as Fair Students (2.00-2.79) and 19% as Good Students (2.80-4.00). The reverse transfer students were 52% male. Most (87%) were white, with 6% black, 4% Hispanic, and 3% other ethnic. They varied in age from 18 to 81: 24% were younger than 21, 31% were 21-25, 45% older than 25. Poor Students earned a cumulative junior college GPA 1.29 higher than transfer GPA; Fair Student GPA was .63 higher; Good Student GPA decreased by .01. The change was significant at the .01 level for Poor and for Fair students. Poor arid Fair students who stopped out "for at least two years prior to transfer increased GPA by .58 more than the GPA of immediate transfers; those who changed from an academic program to vocational or avocational courses increased GPA by .46 more than those who did not. The differences were found to be significant at the .01 level. Too few Poor and Fair Students (11%) enrolled in remediation to allow statistical measurement, but Poor Student junior college GPA was found to be 1.41 higher than university transfer GPA. Degree students were found to be older than the average reverse transfer, to be 91% white and 52% male, and to be good students with diverse educational objectives.

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Adams, Athena. "THE ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3615.

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The study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic levels. The term "differences in academic achievement" is most commonly referred to as "achievement gap." Additionally, this study sought to determine the relationship, if any, in the achievement of African American students' academic achievement in five high schools in Orange County Public Schools, Orlando, Florida. In addition, the purpose was to identify differences in achievement level based upon the school attended, gender, socio-economic levels, class size, and qualifications of the teachers. The methods and procedures used to determine if there was an achievement gap between African-American and white American high school students was to review: (a) gain in African-American students on the reading portion of the Florida Comprehensive Assessment Test, from the 2003-2004 administration to the 2004-2005 administration in five Orange County public high schools, (b) difference between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percentage at proficient (level 3 and above) and white American students in five public high schools in Orange, (c) the relationship between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percent at proficient (level 3 and above) and the school poverty rate in all public high schools in Orange County, (d) the characteristics of schools making gains in reading. There were four conclusions based on the review of literature, as well as the data collected from the five high schools. Under the provision and penalties attached to the No Child Left Behind legislation, there was a noticeable gap in achievement between African-American students and their white American counterparts in each of the examined schools over a two year time period. In schools with a greater percentage of white students, African-American students, overall, performed at a higher level. The achievement gap was narrower and the percent at proficient and above was higher for all students in schools where white students represented a greater percentage of the students. In schools with a lower percentage of students on free and/or reduced lunch, the percent of students reading at proficient or above was higher and the achievement gap was less between African-American students and their white counterparts. Furthermore, the data indicated that as the percent of students on free and reduced lunch at a given school increases, the rate of those reading at proficient and above for African-American students was lower. In schools with a wide array of diversity, students overall have higher achievement scores. Based on the data in the study, the school with the highest rate of student proficient and above, was the school with the greatest diversity population of students.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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Kay, Joan-Marie. "Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school." The University of Waikato, 2008. http://hdl.handle.net/10289/2800.

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This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3. Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed. The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement. The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor. The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

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Turner, Teresa. "Grade size and student achievement : the relationship between grade size, socioeconomic status, and student achievement of Mississippi public school seventh grade students /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801444051&SrchMode=1&sid=24&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258654225&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. Committee chairs: Dr. Susan McClelland and Dr. Lori Wolff Includes bibliographical references (leaves 68-80). Also available online via ProQuest to authorized users.

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Margianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/109.

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This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.

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Wheelhouse, Patricia A. "A survey of minority student participation in music programs of the Minority Student Achievement Network /." Digitized version, 2009. http://hdl.handle.net/1802/11074.

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Thesis (Ph. D)--University of Rochester, 2009.
Includes abstract and vita. Includes bibliographical references. Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/11074

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Wright, Chrysalis L. "Parental Absence and Academic Achievement in Immigrant Students." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/322.

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Academic achievement and educational expectations as a function of parental absence were examined among 268 newly immigrant elementary, middle, and high-school students from Spanish-speaking countries. Data collected as part of a longitudinal study of adaptation and achievement in newly immigrant students were analyzed. Participants had varying experiences with parental absence, in terms of length of absence, gender of absent parent, and reason for absence. Reasons for parental absence included parental divorce, parental death, and serial migration, a cause unique to immigrant children. Students who experienced parental absence reported lower educational expectations. Students who experienced the death of a parent had lower achievement scores and lower expectations than students who did not experience parental death. Prolonged absence was also important, with students who experienced parental absence for more than one year performing worse than students who had minimal parental separation. In addition, boys who experienced parental absence because of serial migration performed worse academically than boys who did not have this occurrence. Educational expectations were reduced among students who experienced parental absence as a result of the migratory process, especially for younger students. The extent to which parental absence related to achievement and expectations through potential mediating factors, such as economic hardship, perceived school support, and parental school involvement was assessed with structural equation modeling. Overall, the model was able to explain some of the relationship between parental absence and the academic achievement and educational expectations of immigrant students from Spanish-speaking countries.

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Shildneck, Barry P. "Female Students and Achievement in Secondary School Mathematics." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/59.

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Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’s deficiencies. Despite the perspective and nature of this research, there are, however, women who have achieved at extraordinarily high levels in the secondary mathematics classroom. It is important to examine this historical research as it has impacted the views of teachers, researchers, and media with regard to female mathematics students’ opportunities. By reflecting upon the research literature and its far reaching impacts, high-achieving women in mathematics can begin to reverse the perceptions that limit their opportunities. Thus, the purpose of this study was to explore, through the experiences and stories relayed by the study’s participants, how young women might negotiate the (historic all male) mathematics domain. Employing a qualitative research designed within a phenomenological framework and analyzed through a combination of postmodern and standpoint feminisms, I examined the stories of four undergraduate female students who were identified as being high-achieving in secondary school mathematics. These young women, by reflecting upon their secondary school experiences, and by reflecting upon their experiences within the context of the existing research literature, not only identified the aspects of their lives they felt had the greatest impact upon their opportunities but also examined their personal definitions of success and the impacts their gender had on their (socially defined) achievements within secondary school mathematics.

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Lim, Brian S. "Factors associated with Korean American students' mathematics achievement /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7572.

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Roberts, Theresa Linam. "Relationships between students' fitness levels and academic achievement." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Hinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs." THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.

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Navajo school students, it is believed, underachieve at school in terms of school attendance, dropout rates, and standardized performance tests. Among the many reasons proposed to explain the persistent school underachievement is that school culture is largely based on individualism, interpersonal competition, and other Western norms and values. These, it is argued, are an anathema to Native Americans. Hence, school culture may predispose many Navajo High School students to failure. To test this belief I constructed a model of school achievement motivation drawn from Western conceptualizations of achievement motivation described Navajo High School students achievement motivation. Using confirmatory factor analyses tests of equivalency were conducted that contrasted non-traditional Navajo students and females with near traditional Navajo students and males. Using structural equation modeling, I examined the relations of the language, location, and gender variables on the achievement goal factors, mediated by school measures of achievement, ability beliefs, social goals and achievement goals. I concluded that non-traditional and near traditional Navajo students are more similar than dissimilar. Clearly this raises concerns regarding the making of policy based on assumptions regarding presumed differences between non-traditional and near traditional Navajo High School students. I also concluded that, school achievement measures, the ability beliefs, and the social approval and social concern goals are important factors that influence the school achievement goals Navajo students emphasize. This has implications for the manner in which schools and teachers emphasize these factors in classrooms.
Doctor of Philosophy (PhD)

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Glasner, David P. "The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.

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Gittens, Nicole. "Leadership Practices that Affect Student Achievement: Facilitating High-quality Learning Experiences for Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107961.

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Thesis advisor: Diana Pullin
It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study identified and explored the actions that a principal in a high performing, urban school that served a historically marginalized population took to facilitate high-quality learning experience for students. This study reviewed documents and interviewed school and district level personnel to learn whether or not the school leader engaged in certain practices. The study found that the school leader engaged in many practices that facilitate a high-quality learning experience including monitoring instruction, assessment and curriculum, as well as maintaining a safe and orderly environment. Recommendations from this study include considering the diversity of students’ backgrounds as a source of strength and not something to be ignored
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Dyke, Kimberly R. "Academic Achievement of Elementary Students: A Comparison Study of Student Athletes Versus Nonathletes." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1142.

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The place of sports in academic institutions has been analyzed at length for several years. However most studies focus on the participation of high school and university students in school sports. Very little research exists to suggest a positive or negative correlation between academic achievement and participation in interscholastic sports at the elementary level. As a result the relationship between academic performance and participation in school sports among elementary students in grades 4 and 5 was investigated in this study. Through an independent-samples t test analysis of 1,605 fourth and fifth grade boys and girls, it was determined that students who participated in school sports were likely to have higher standardized test scores in both reading and math as measured by the Tennessee Comprehensive Assessment Program. This was true of both male and female students. Additionally students of African-American, Asian, and Latino ethnicity who participated in interscholastic athletics also performed significantly higher on standardized tests than did their peers who did not participate in school sports. However it was determined that no significant relationship existed between participation in school sports and attendance at the elementary level. The results of this study suggest that there exists a positive relationship between interscholastic sports participation and academic achievement.

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Caracelo, Stephanie. "Evaluating a Student Leadership Program's Impact on Elementary Students' Behavior and Academic Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2716.

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Faculty members at a rural elementary school in a southeastern U.S. state have implemented a student leadership program called Leader in Me (LIM) in order to address increased behavioral disruptions and declining academic achievement scores and also better prepare students for the workforce. To determine the efficacy of the intervention, a mixed methods bounded case study of LIM was conducted. Watson's and Hull's theories of behaviorism support the objectives of the program. The focus of the research questions was on determining whether students' behavior, academic achievement, and leadership skills had changed based on their participation in the program. Quantitative data consisted of standardized test scores in the areas of reading and mathematics, administrative records, and a faculty survey. Qualitative data consisted of 10 interviews, which were conducted with a stratified purposeful sample of 3rd through 5th grade teachers participating in the program at the school. Quantitative data were analyzed using analysis of variance while qualitative data were coded and analyzed for common themes. Using these methods, a significant decrease in the instances of negative classroom behaviors was noted in relation to an increase in leadership behaviors of students in the LIM program. Interview data revealed the presence of a positive culture of leadership and learning in the classroom. Based on study findings, a policy recommendation paper advocating adoption of the leadership program was created. Adoption of the LIM program may help educators in better preparing students to be responsible individuals who use their leadership skills to positively impact their own learning and school and community cultures.

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Margianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12161.

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This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.

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Karzon, Lindsay S. "Effects of implicit theories of intelligence and gender on self-defining academic memories." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1001.

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Wilson, Michael Gregory. "Math course taking and achievement among secondary students with disabilities exploring the gap in achievement between students with and without disabilities /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8170.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Wang, Ze. "Academic motivation, mathematics achievement, and the school context building achievement models using TIMSS 2003 /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5520.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.

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Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings." THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.

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The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertaken
Doctor of Philosophy (PhD)

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Lam, Ka-yan. "Underprivileged students who succeed." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35522483.

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Sullivan, Anne Klare. "The effect of group counseling on academic achievement and achievement motivation of alternative high school students." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618760.

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This study compared the effectiveness of two structured small-group counseling techniques, Peer Counseling and Achievement Motivation Training, on the school attendance and academic achievement of underachieving alternative high school students. It also investigated whether participation in daily counseling sessions over a six-week period positively effected measures of self-concept, locus of control, and tendency to achieve.;Experimental subjects were 81 high school students in grades nine through twelve in a public open alternative high school. Subjects were students who had passed fewer than 75 percent of their classes during the marking period preceding the study.;Subjects were assigned randomly to one of four treatment groups: Achievement Motivation Training (AMT), Peer Counseling Training (PC), Attention Placebo control, and No-Treatment control. The AMT group participated in a structured training program designed to facilitate behaviors characteristic of high achievers.;The PC group participated in a structured program in human relations training designed to develop communication skills. The Attention Placebo group engaged in unstructured group discussions, while the No-Treatment control group pursued the normal Groups met daily for fifty minutes for six weeks.;Academic grade point averages and percentage of classes attended were calculated pre- and post-treatment for all subjects. The Tennessee Self Concept Scale, Rotter's I-E Scale, and Mehrabian and Bank's Measure of Achieving Tendency were also administered pre- and post-treatment. It was hypothesized that students participating in the AMT group would show greater increase in achievement motivation and movement toward internal locus of control than those participating in the PC group or control groups. It was also hypothesized that students participating in AMT and PC groups would show greater increase in self-esteem, and greater improvement in attendance and achievement than control group subjects.;Data analysis did not support any of the experimental hypotheses. All groups, experimental and control, showed significant improvement in grade point average subsequent to the experimental treatment period.;It was concluded that neither experimental treatment significantly effected the academic achievement, class attendance, achievement motivation, locus of control, or self-concept for this population. Several possible reasons were discussed for the failure to obtain the hypothesized results.

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Antonek, Thomas C. "Developmental task achievement in college students : a comparison of developmental task achievement among three groups of college students : athletes-former athletes-nonathletes." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720156.

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This study was designed to investigate the potential differences In the level of developmental maturity among three groups of college students (athletes, former athletes, and nonathletes). An additional Inquiry was conducted to examine variations by sex within groups of athletes.The Student Developmental Task Inventory-2 (SDTI-2) was selected as the dependent measure for developmental maturity, and three research hypotheses were tested:1) Athletes will demonstrate the lowest levels of developmental maturity, with the former athletes at an Intermediate level, and the nonathletes having thehighest levels.2) Male athletes in revenue-producing sports (football and basketball) will score lower on measured levels of developmental maturity than males Innonrevenue-producing sports.3) Female athletes will be more advanced In developmental maturity than male athletes.The SDTI-2 was administered to 281 college students. A research survey obtaining objective data and subjective accounts regarding sport participation was administered as a means of categorizing the students Into the groups for comparison.Combined adjusted mean scores on Tasks One, Two, and Three of the SDTI-2 were used to examine hypothesis 1. The overall adjusted group means did not support hypothesis 1.Data from the SDTI-2 were analyzed by a multivariate analysis of variance (MANOVA) which supported hypothesis 2 (f = 2.77, p<.04). Athletes in nonrevenue-producing sports were more advanced on Task One (Developing Autonomy) than athletes in revenue-producing sports.Data from the SDTI-2 were also analyzed by a MANOVA to test hypothesis 3. Results of the analysis demonstrated a statistically significant difference between male and female athletes (f = 7.41, p<.01). Female athletes were more advanced on Task Three (Developing Mature Interpersonal Relationships). Male and female athletes were further differentiated In terms of two subtasks. Females were more advanced In "Mature Relationships With Peers," and males were more advanced In "Appropriate Educational Plans.'These data denote that differences exist among the collegiate athletic population. The major implication being that the collegiate athletic population is variegated, demonstrating differing assets and needs regarding developmental task achievement.
Department of Counseling Psychology and Guidance Services

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Ahn, Jeahyeon. "The Effect of Accents on Cognitive Load and Achievement: The Relationship between Students' Accent Perception and Accented Voice Instructions in Students' Achievement." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1282580640.

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O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

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Simpson, Faith Mims. "An analysis of factors that Influence success in a low socioeconomic Georgia Middle School." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Thomas, Marybeth. "THE EFFECTS OF LOOPING ON STUDENT ACHIEVEMENT AND SELF-EFFICACY OF EXCEPTIONAL EDUCATION STUDENTS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3709.

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The focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the researcher began with a potential cause, looping, and studied the potential effects on achievement and self efficacy. The hypotheses were that the experimental group would outperform the control group on student achievement measures in reading and math as a result of participation in the looping classroom. In addition, it was hypothesized that the experimental group would outperform the control group on measures of self-efficacy and that there would be a correlation between reading and math developmental scale scores and self-efficacy scores. Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students' emotional growth.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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Erwin, Douglas. "Fine Arts Coursework and Student Achievement Among African-American Students in a Midwest Setting." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10244375.

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The researcher designed this study to investigate a possible correlation between the number of years of fine arts coursework and achievement on the American College Test (ACT). The district studied was predominantly African American; therefore, similar schools may use the results to plan strategies to reduce the achievement gap. Results included a mild positive correlation between student ACT achievement and coursework in visual arts, and a moderate correlation between ACT achievement and performing arts. The more fine arts coursework a student received, the higher his or her ACT score. The researcher conducted a z-test for difference in means to compare the ACT scores of students with two or more years of fine arts to the district population?s average ACT score. The researcher found significant statistical difference in ACT scores. Finally, the researcher conducted a z-test for difference in means to see if number of years of fine arts coursework correlated to student achievement on each of the ACT sub tests: English, Math, Reading, and Science. The researcher found students with two or more years of arts coursework scored higher on each sub test than students who only took one required year of fine arts. The researcher noted this study could be important to curricular programming and increased student achievement in the future.

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Perkins, Gwendolyn Moseley. "The Relationship between Teacher Attrition and Student Achievement in Reading among Middle School Students." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011806/.

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The purpose of this study was to determine whether a significant relationship existed between teacher attrition and student success in middle school reading by conducting a quantitative analysis. Additionally, the inclusion of school demographic characteristics were included in the model to consider previous findings referencing the challenges schools face in attracting and retaining teachers in low performing urban schools with high populations of economically disadvantaged and minority students. In this analysis, the relationship between teacher attrition and student achievement in middle school as measured by the State of Texas Assessments of Academic Readiness (STAAR) for reading among middle school students in Grades 6, 7, and 8, as reported on the Texas Academic Performance Reports (TAPR), were examined. The regression models used to analyze the three research questions addressed in the study include an examination of teacher attrition on campus pass rates, and grade level pass rates for sixth, seventh, and eighth grades as measured by the STAAR Reading assessment. The data utilized in this study were collected from seven North Texas middle schools in a fast growth school district together with their comparable campuses as identified by the Texas Education Agency for the school years 2013-2014 through 2015-2016. The results of the analysis indicate teacher attrition accounts for a significant variance in STAAR Reading pass rates among middle school students. Additionally, the school demographic characteristics defined as percentage economically disadvantaged, percentage English language learners, mobility rates, and percentage white students account for 83.4% of the variance in the average campus pass rates for STAAR Reading when combined.

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Whitinger, Jamie H. "K-12 Virtual Students: Relationships Between Student Demographics, Virtual Learning Experience, and Academic Achievement." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1196.

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The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined those relationships for the 476 students enrolled in virtual courses between January 2010 and January 2013 in Sullivan County Schools, TN. These students were in grades 7-12 during the time the courses were taken. Independent variables in Phase I of the study included gender, race/ethnicity, socio-economic status, prior number of virtual courses completed, and existing student grade point average. Independent variables in Phase II of the study included instructional dialogue in the virtual course, structure of the virtual course, and autonomy of the learner allowed in the virtual course. The researcher investigated the relationships between these independent variables and the dependent variable, academic achievement, as determined by final virtual course grade. The statistical methods used to answer the research questions included bivariate correlations, independent samples t-tests, and bivariate regression analysis. Two of the independent variables in Phase I of the study were found to be significant. Students identified as being economically disadvantaged tended to perform better academically in virtual courses than students identified as non-economically disadvantaged, as determined by final virtual course grade. A statistical significance was also found between existing student GPA and academic achievement in virtual environments. Students with a higher GPA prior to taking a virtual course tended to receive higher grades than those with lower existing GPAs. Using bivariate regression, existing GPA accounted for 25% of the variance in student academic achievement in virtual courses. All three of the independent variables in Phase II of the study were found to have a significant relationship with student academic achievement as determined by final virtual course grade. Students who reported high levels of instructional dialogue (frequency of teacher-student interactions, teaching presence, content interactions) tended to perform significantly higher than those reporting lower levels of instructional dialogue. Students who reported high levels of structure (instructional support, navigation, course design) tended to perform significantly higher than those reporting lower levels of structure in the course. Students who reported higher levels of autonomy (student ability to determine goals, learning experiences, and evaluation decisions) tended to perform significantly better academically than those who reported lower levels of autonomy.

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Hurt, James Matthew. "A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1487.

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Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st Century the government has produced legislation requiring schools to be responsible for improving instruction for students with disabilities. One of the major trends in accomplishing this task is a move toward inclusive education. This study determined the relationships of assessment type (Standards of Learning (SOL) assessments versus Virginia Grade Level Alternative (VGLA) assessments) and models of service delivery (general education inclusion classes versus special education pullout classes) for students with disabilities in grades 3 through 8 on student achievement in 4 counties in Southwest Virginia. Similar studies have been conducted with varying results noted. The review of the literature includes 18 studies that compared the achievement of students with disabilities who were instructed in the general education classroom with the achievement of students with disabilities who were instructed in the special education classroom. Significant differences were noted in 11 of the reviewed studies. The data were analyzed using chi-square analysis and pairwise comparisons. The findings indicate that there is a relationship between instructional delivery method (inclusion or pullout) and proficiency in reading and math. Students who were educated in the inclusion classrooms tended to have a higher incidence of pass proficient ratings and students in the pullout classrooms tended to have a higher incidence of pass advanced ratings. The findings also indicate that there is a relationship between assessment method (SOL assessment or VGLA) and proficiency in reading and math. Students who were assessed via the SOL assessment tended to have a higher incidence of pass proficient ratings and students who were assessed via the VGLA assessment tended to have a higher incidence of pass advanced ratings.

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Strohmaier, Mahla. "Alaskan Native Social Integration and Academic Achievement." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500923/.

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The variables communication skills, state anxiety, communication apprehension, and level of integration are studied in relation to the assimilation of Alaskan Natives into a western-culture university. Specifically, the differences in communication skills between the two cultures and their effects on course grades are addressed. Results of the statistical analyses (ANOVA, MANOVA, discriminant function analysis, multiple regression) were not significant, most likely due to the small Alaskan Native sample size. The most significant relationship appeared between situational communication apprehension and the ethnicity of the interaction partner. Other results were directional, indicating that variables may be related to assimilation of Native students into a western university environment. Further research and replication is warranted, using an adequate sample of Alaskan Natives.

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Leung, Hei Pak. "Evaluation of students' achievement and attitudes in primary school mathematics." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999588.

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Liew, Hui Peng. "Ethnicity and academic achievement by Malaysian eighth grade students." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06222009-100839.

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Garo, Sofokli. "A Cross-Cultural Comparison of Algebra 1 Students’ Achievement." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79868.

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The purpose of this research was to compare American and Albanian students’ achievement in Algebra 1. The study compared algebraic solving abilities of 219 students in a city of Albania and 242 ninth-grade American students, residents of an American region. Albanian sample did not use calculators on the test. Of the American sample, 97 students used calculators on the test, whereas 145 did not use them. The three research questions addressed: (1) students’ mastering of the overall algebraic achievement, (2) students’ mastering of specific domains of algebraic understanding: knowing, applying, and reasoning, and (3) students’ preference of algebraic strategies for solving word-problems. The study found that Albanian students outperformed American students on the overall achievement. However, American students who used calculators on the test significantly outperformed not only the American group who did not use calculators on the test, but also the entire Albanian sample. In addition, Albanian students scored significantly higher than their American peers both on 2 out of 3 cognitive domains and on using algebraic strategies.

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Dissertations / Theses on the topic 'Students' achievement'

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