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Дисертації з теми "Academic achievement in EFL"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Modirkhamene, Sima. "Possible effects of bilinguality on additional language proficiency and the academic achievement of EFL learners : findings from Iran." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/843239/.

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The present research examines the possible effects of bilinguality on additional language proficiency and the academic achievement of Iranian EFL learners. This study is a longitudinal survey of 98 EFL learners in the English Language Department of Urmia University in Azerbaijan, Iran, during the 2002-2004 academic years. It compares 56 Turkish-Persian bilinguals with 42 Persian monolinguals in terms of their performance on the FCE language proficiency tests, i.e. listening comprehension, reading comprehension, writing proficiency, and speaking proficiency in three phases of data collection. T

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2

Garnett, Bruce William. "A critical examination of the academic trajectories of ESL youth." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/687.

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This study modifies Cummins' (1997) theoretical framework of minority student achievement and social power relations to account for differences in educational achievement among different identifiable subgroups of the ESL population. This framework provides the conceptual structure for a multidimensional understanding of ESL academic achievement (e.g. Gonzales, 2001) whereby the mediating influence of the broad social power relations between dominant and minority groups, students' individual characteristics, including personal abilities, experiences and socio-demographic backgrounds, interacts

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3

Rachdan, Abdul Fattah. "Academic Achievement of ESL Learners at a Teaching Hospital Training Programs." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1714.

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Many students in an allied health program at a Middle Eastern Arab university were experiencing difficulties with courses taught in English, resulting in poor academic achievement, low grade point averages, a high failure rate amongst its first year students, and an adverse impact upon a future skilled and educated work force for the region. Tinto's theory of institutional action for students' success served as the conceptual framework for the inquiry that used a qualitative explanatory case study method to examine the experiences of those students who were facing difficulties with their studi

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4

Maino, Paola. "Study on Spanish for Native Speakers Curriculum and Academic Achievement in Florida." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5661.

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Using data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used individual level data on all Hispanic ELL students in Central and Southeast counties who attended 12th g

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5

Clayton, Christina Dick. "The Effect of Parent English Literacy Training on Student Achievement." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4973/.

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When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is

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6

Sabetghadam, Shirin. "The Effect on Student Performance of ESL Programs, Performance Pay and Immigrant Status." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293733.

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Optimal investment in human capital through effective K-12 schooling is critical for building a productive work force. This investment is particularly important for minority and low income students. My dissertation uses econometric techniques to analyze the effects of different educational programs on the academic achievement of elementary and middle school students in Arizona. The first essay evaluates the effect of Arizona's new English program, the 4-hour ELD block, on the achievement of students. In the 2008-2009 academic year, Arizona law required that English Language Learner (ELL) stude

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7

Åkerman, Lena, and Beatrice Svensson. "An investigation into the impact of movement and music on learning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36242.

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This essay investigates what impact different types of movement and music has on overall academic achievement and language learning, both when connected and unconnected to specific curriculum goals and lesson content. The essay looks at both a macro and a micro perspective of the two subject areas to investigate a wider range of possible language learning benefits to be gained from incorporating more movement and music in school, both in and outside of the English as a Second Language classroom. While researchers in these areas agree that academic achievement and language acquisition are benef

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8

Abdelnoor, Adam Simon Edward. "Childhood bereavement and academic achievement." Thesis, St George's, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266581.

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9

Baessa, Yetilú de, and Francisco Javier Fernández. "Borne factors in academic achievement." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100361.

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The objective of this research was to examine the relationship between academic achievement and home factors in third grade students attending urban and rural schools in Guatemala. The sample consisted of 4,952 students selected at random (52% males and 48% females). Mathematics and reading tests were administered to the students and other associated factors were obtained through a questionnaire. The data was analyzed using two statistical approaches: multiple regression and analysis of multiple correspondence. Results showed that an important percentage of the variance in reading achievement

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10

Lòpez, Muriel del Castillo. "Academic achievement in Filipino children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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11

Amaro-Jimenez, Carla. "Latino Children’s English as a Second Language and Subject-Matter Appropriation through Technology-Mediated Activities: A Cultural Historical Activity Theory Perspective." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211938498.

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12

Majdub, Giuma. "The psychological determining of academic achievement." Thesis, University of Bristol, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279730.

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13

Flynt, Cynthia J. "Predicting Academic Achievement from Classroom Behaviors." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28996.

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This study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined teacher ratings of student behavior and standardized measures of intelligence in predicting reading and math achievement. The Classroom Behavior Inventory (CBI) was used to measure student classroom behavior. The CBI contains 10 subscales of classroom behaviors: extroversion

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14

McKune, Benjamin Allen. "Religion and Academic Achievement Among Adolescents." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1879.pdf.

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15

Smits, Niels. "Academic specialization choices and academic achievement prediction and incomplete data /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2003. http://dare.uva.nl/document/66978.

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16

Kite, Toby G. "Academic Interventions and Academic Achievement in the Middle School Grades." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.

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<p> After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be successful with any students who need academic interventions (National Center on Response to Intervention, 2011). The success at the elementary level has led to middle schools adopting the model with varying success (National Center on Response to

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17

Skamfer, Christi. "Psychosocial influences on the academic achievement of adolescents." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999skamferc.pdf.

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18

Hillyer, F. James, and University of Lethbridge Faculty of Education. "Fostering achievement motivation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/50.

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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this

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19

Kwan, Sze-wai David, and 關思偉. "Thinking styles, learning approaches, and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961666.

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20

Snyder, Samantha H. "Impact of sport participation on academic achievement." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1498.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Sociology

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21

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 expla

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22

Hall, Kate. "Looping and Academic Achievement in Elementary Schools." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3878.

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The purpose of the quantitative study was to determine if there was a significant difference in the academic performance of students at the elementary level who loop compared to those who do not. This study also assessed if there was a significant difference in academic achievement among subgroups in students who loop compared to those who do not. A quantitative, ex post-facto, comparative design was used to analyze data to determine if there is a signficiant relationship between looping and academic achievement for elementary students. The scores of students enrolled in two looping classrooms

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23

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 apprehen

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24

Toussaint, Jeffrey Guy. "Adoptive Status, Social Capital, and Academic Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27815.

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This dissertation examined the relationships among adoptive status, social capital, and academic achievement. Data from the National Longitudinal Study of Adolescent Health (Add Health) had 609 adopted and 11, 940 non-adopted adolescents. I used OLS regression models to help explain why adopted adolescents have significantly lower grade point averages (GPA) than non-adopted adolescents. Potential mediators were family social capital, closeness to family, mother and father, mothers' and fathers' involvement in their children's education, self-esteem, academic expectations, and in-school beha

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25

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 wo

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26

Harris, Laura M. "Disparity between boys' and girls' academic achievement /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566326.pdf.

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27

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

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28

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

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The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-es

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29

Grafft, Amanda Jo. "Academic achievement following childhood onset brain injury." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3304.

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The degree of academic achievement following early onset brain injury is poorly understood. Furthermore, it is unclear if academic success can be predicted by age of onset or other lesion variables (e.g., size, laterality). The purpose of the current study was to describe patterns of academic achievement in individuals with childhood-onset focal brain lesions and to determine the role of variables in the plasticity or vulnerability of the developing brain with regard to achievement. Academic achievement data were collected from 58 individuals with childhood-onset focal brain lesions. The parti

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30

Gota, Abesha A. "Effects of parenting styles, academic self-efficacy, and achievement motivation on the academic achievement of university students in Ethiopia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/461.

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The prime purpose of this study was to propose and test an integrated parental and social-cognitive model of academic achievement and examine the effects of parenting styles, academic self-efficacy, and achievement motivation on academic achievement by employing an ex-post facto prospective research design. The data on demographic characteristics, parenting styles, academic self-efficacy and achievement motivation were collected through self-report questionnaires from a sample of 2116 (763 females and 1353 males) undergraduate first year students selected via multi-stage cluster random samplin

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31

McGuigan, Leigh. "The role of enabling bureaucracy and academic optimism in academic achievement growth." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123098409.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains ix, 178 p.; also includes graphics. Includes bibliographical references (p. 160-178). Available online via OhioLINK's ETD Center

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32

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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33

Branch, Joy Joiner Zugazaga Carole B. "Factors associated with the Black and White student achievement gap an exploratory study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/BRANCH_JOY_35.pdf.

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34

Johnson, David M. Halpin Glennelle. "An investigation of the effects of community drug use on academic achievement in the public school systems of the state of Alabama." Auburn, Ala., 2003. http://repo.lib.auburn.edu/EtdRoot/2003/SPRING/Educational_Foundations/Dissertation/johnsd2_9_Combined%20Dissertation%20With%20Title%20Pages%20031002.pdf.

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35

Wells, Rossano S. "The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution." Thesis, University of Zululand, 2011. http://hdl.handle.net/10530/1097.

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A dissertation submitted in partial fulfillment of the requirements for the degree PhD Psychology in the Department of Psychology, at the University of Zululand, South Africa, 2011.<br>The present study investigated the impact of motivation on academic success by using the impostor phenomenon to understand the experiences of a selected group in a Black Higher Education institution. The researcher used a questionnaire, interviewed and observed research participants. Questionnaires were sent out in the first week of term to ascertain maximum number of participants as well as receive demographic

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36

Odom, Natalie M. "Elementary school student achievement an analysis of school size and student achievement /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002696.

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37

Yumusak, Necmettin. "Predicting Academic Achievement With Cognitive And Motivational Variables." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/2/12607582/index.pdf.

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This study aimed at investigating the contribution of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy and test anxiety), cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, help seeking) to Turkish high school students&rsquo<br>achievement in biology. In this study Turkish version of the Motivated Strategies for Learning Questionnaire developed by Pintrich, Smith, Garcia,

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38

Andersson, Håkan. "Childhood Self-Regulation, Academic Achievement, and Occupational Attainment." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75715.

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The general aim of this thesis was to extend knowledge of the interplay between self-regulation (SR) skills during childhood in relation to academic achievement and later adult educational and occupational attainment. Previous research has shown that cool SR (i.e., cognitive) is more closely linked to academic achievement than hot SR (i.e., motivational/emotional). However, studies investigating both cool and hot SR in relation to academic achievement have been restricted to young children. Therefore, Study I assessed cool and hot SR in relation to academic achievement over a longer time perio

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39

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. Studen

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40

Smith, Samantha Lynn. "Academic target setting : Formative use of achievement data." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/5863.

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Improving student achievement is an ongoing challenge for schools with a great deal of data collected to ascertain improvement trends. In this thesis, possibilities for using this achievement data to improve outcomes for students, through establishing academic achievement targets was explored. Longitudinal achievement data were collected about students, over time and analysed for patterns and trends. This information was then used to formulate individual academic achievement targets for students in Year 9 and Year 11. All the academic targets for the students incorporated an element of challen

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41

Roche, Cathy. "Making the grade academic achievement among Latino adolescents /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11112005-134602/.

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Thesis (M.A.)--Georgia State University, 2005.<br>Title from title screen. Gabriel Kuperminc, committee chair; Julia Perilla, Rod Watts, committee members. Electronic text (42 p. : ill.) : digital, PDF file. Description based on contents viewed June 12, 2007. Includes bibliographical references (p. 33-36).

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42

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

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43

Zaller, Andrew B. "The relationship between school bureaucratization and academic achievement /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711960.

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44

Dallah, Dorothy M. "Child rearing practices as antecedents to academic achievement /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11167567.

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Анотація:

Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Francis A.J. Ianni. Dissertation Committee: Edith V. Francis. Includes bibliographical references: (leaves 148-155).

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45

Roche, Cathy. "Making the Grade: Academic Achievement among Latino Adolescents." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_theses/10.

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Academic achievement among Latino adolescents was examined to determine what contextual factors contribute to school success. ANCOVA analyses indicated that lower levels of perceived discrimination and a higher sense of school belonging were associated with better grades. Neighborhood social capital was not associated with school grades. More adaptation stress was associated with lower grades for US-reared students, but it was not associated with grades for more recent Latino immigrants. The findings suggest that discrimination, school belonging, and adaptation stress play an important role in

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46

Klein, Abby E. "Academic achievement of children in single father families." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272766.

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This paper uses the National Education Longitudinal Study of 1988 (NELS:88) to compare academic achievement of children in two-parent, single mother and single father families. Academic achievement is measured by a math and reading composite score from a standardized achievement test. Ordinary least squares (OLS) regression models are used to test three competing theories of children's academic achievement: economic theory, individualistic perspective of gender and evolutionary parental investment theory. Findings do not support the evolutionary parental investment theory. The economic theory,

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Taylor, Tresa S. "Do Minutes Matter? Connecting Tardiness to Academic Achievement." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700113/.

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Within the scope of all that is expected to be accomplished in education, what difference does a tardy make? This study was designed to examine the significance of tardiness, as it relates to student achievement, as measured by the results of the state math test. It also investigated the generation of change by the campus administrator to improve punctuality, with a new method of enforcing the tardy policy with the use of an electronic data system. This study used archived data from the one high school in a suburban school district in Texas. From a student population of 2,631, two subject g

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

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The effect of a principal's leadership on school climate and instructional organization seems apparent to parents and teachers. However, there is little evidence that a principal's leadership has a direct measurable effect on student achievement. Maehr's (1990) causal model, that ties school culture to student motivation and student motivation to student achievement, and Heck's (1990) structural equation model, that relates instructional leadership to student achievement, were the basis for posing relationships among professional treatment of teachers, school climate, instructional organizat

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White, Nathan Benjamin. "THE EFFECTS OF ATHLETIC PARTICIPATION ON ACADEMIC ACHIEVEMENT." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1124134979.

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Ach, Emily Lauren. "Academic Achievement in Survivors of Pediatric Brain Tumors." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1279645449.

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