Search results for: student achievement

Authors: Jatuphum Ketchatturat

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Value-added assessment has been used for developing the model of monitoring and evaluation of student's learning achievement. The steps of model development consist of 1) study and analyisis of the school and the district report system of student achievement and progress, 2) collecting the data of student achievement to develop the value added indicator, 3) developing the system of value-added assessment by participatory action research approach, 4) putting the system of value-added assessment into the educational district of secondary school, 5) determining the quality of the developed system of value-added assessment. The components of the developed model consist of 1) the database of value-added assessment of student's learning achievement, 2) the process of monitoring and evaluation the student's learning achievement, and 3) the reporting system of value-added assessment of student's learning achievement.

Keywords: learning achievement, monitoring and evaluation, value-added assessment

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Authors: S. Chee Choy, Daljeet Singh Sedhu

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This study examines the relationships between how and why students learned and academic achievement for 2646 university students from various faculties. The LALQ, a self-report measure of student approaches to learning was administered and academic achievement data were obtained from student CGPA. The results showed significant differences in the approach to learning of male and female students. How and why students learned can influence their achievement and efficacy as well. High and low achievers have different learning behaviours. High female achievers were more likely to learn for a better future and be persistent in it. Meanwhile high male achievers were more likely to seek approval from their peers and be more confident about graduating on time from their university. The implications of individual differences and limitations of the study are discussed.

Keywords: student learning, learner awareness, student achievement, LALQ

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Authors: Theresa Marie Miller, Ma. Nympha Joaquin

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The aim of this study was to check the predictive power of social-oriented and individual-oriented achievement motivation on student engagement and collaborative problem-solving skills in mathematics. A sample of 277 fourth year high school students from the Philippines were selected. Surveys and videos of collaborative problem solving activity were used to collect data from respondents. The mathematics teachers of the participants were interviewed to provide qualitative support on the data. Systemaitc correlation and regression analysis were employed. Results of the study showed that achievement motivations−SOAM and IOAM− linearly predicted student engagement but was not significantly associated to the collaborative problem-solving skills in mathematics. Student engagement correlated positively with collaborative problem-solving skills in mathematics. The results contribute to theorizing about the predictive power of achievement motivations, SOAM and IOAM on the realm of academic behaviors and outcomes as well as extend the understanding of collaborative problem-solving skills of 21st century learners.

Keywords: achievement motivation, collaborative problem-solving skills, individual-oriented achievement motivation, social-oriented achievement motivation, student engagement

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Authors: Ting Shen

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Whether resource matters to school has been a topic of intense debate since 1960s. Educational researchers and policy makers have been particularly interested in knowing the return or payoff of Per-Pupil Expenditure (PPE) on improving students’ achievement. However, the evidence on the effect of PPE has been mixed and the size of the effect is also unknown. With regard to the methods, it is well-known that meta-analysis study is superior to individual study and it is also preferred to vote counting method in terms of scientifically weighting the evidence by the sample size. This meta-analysis study aims to provide a synthesized evidence on the correlation between PPE and student academic achievement using recent study data from 1990s to 2010s. Meta-analytical approach of fixed- and random-effects models will be utilized in addition to a meta regression with predictors of year, location, region and school type. A preliminary result indicates that by and large there is no statistically significant relationship between per pupil expenditure and student achievement, but location seems to have a mediating effect.

Keywords: per pupil expenditure, student academic achievement, multilevel model, meta-analysis

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Authors: Kara Rosenblatt, Kevin Badgett, James Eldridge

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There is a preponderance of information regarding the overall effectiveness of charter schools and their ability to increase academic achievement compared to traditional district schools. Most research on the topic is focused on comparing long and short-term outcomes, academic achievement in mathematics and reading, and locale (i.e., urban, v. Rural). While the lingering unanswered questions regarding effectiveness continue to loom for school leaders, data on charter schools suggests that enrollment increases by 10% annually and that charter schools educate more than 2 million U.S. students across 40 states each year. Given the increasing share of U.S. students educated in charter schools, it is important to better understand possible differences in student achievement defined in multiple ways for students in charter schools and for those in Independent School District (ISD) settings in the state of Texas. Data were retrieved from the Texas Education Agency’s (TEA) repository that includes data organized annually and available on the TEA website. Specific data points and definitions of achievement were based on characterizations of achievement found in the relevant literature. Specific data points include but were not limited to graduation rate, student performance on standardized testing, and teacher-related factors such as experience and longevity in the district. Initial findings indicate some similarities with the current literature on long-term student achievement in English/Language Arts; however, the findings differ substantially from other recent research related to long-term student achievement in social studies. There are a number of interesting findings also related to differences between achievement for students in charters and ISDs and within different types of charter schools in Texas. In addition to findings, implications for leadership in different settings will be explored.

Keywords: charter schools, ISDs, student achievement, implications for PK-12 school leadership

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Authors: Anu Malhotra, Rahul Malhotra

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This review paper is focused on achievement ability analysis of perspective teachers and students of technical education of Haryana. It is well known that women have higher verbal achievement, while men have higher achievement in non-verbal and scientific achievement. Chi-square analyses were performed to evaluate the effect of information and communication technology tools on the scientific, verbal and non-verbal achievement of the controlled and uncontrolled group of 204 students of Haryana. The computed value of expected count, which is more than 5, shows that there is a significant improvement in achievement ability of students of the controlled group when compared to the uncontrolled group. The research analyzes that the Information and communication technology tools play an important role in enhancing student’s achievement.

Keywords: achievement, ICT, perspective teacher, verbal achievement

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Authors: Maria Georgiou

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This study examined whether there was a statistically significant difference between pretest and posttest achievement scores for students who received multimedia-based instructions in science. The paired samples t-test was used to address the research question and to establish whether there was a significant difference between pretest and posttest scores that may have occurred based on the students’ learning experience with multimedia technology. Findings indicated that there was a significant difference in students’ achievement scores before and after a multimedia-based instruction. Students’ achievement scores were increased by approximately two points, after students received multimedia-based instruction. On a paired samples t-test, a high level of significance was found, p = 0.000. Opportunities to learn with multimedia are more likely to result in sustained improvements in student achievement and a deeper understanding of science content. Multimedia can make learning more active and student-centered and activate student motivation.

Keywords: constructivist learning, hyperstudio, multimedia, multimedia-based instruction

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Authors: Yuan Liu, Hongyun Liu

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Teacher-student relationship plays an important role on facilitating students’ learning behavior, school engagement, and academic outcomes. It is believed that good relationship will enhance the human agency—the intrinsic motivation—mainly through the strengthening of autonomic support, feeling of relatedness, and the individual’s competence to increase the academic outcomes. This is in line with self-determination theory (SDT), which generally views that the intrinsic motivation imbedded with human basic needs is one of the most important factors that would lead to better school engagement, academic outcomes, and well-being. Based on SDT, the present study explored the relation of among teacher-student relationship (teacher’s encouragement, respect), students’ motivation (extrinsic and intrinsic), and achievement outcomes. The study was based on a large scale academic assessment and questionnaire survey conducted by the Center for Assessment and Improvement of Basic Education Quality in Mainland China (2013) on Grade 8 students. The results indicated that intrinsic motivation mediated the relation between teacher-student relationship and academic achievement outcomes.

Keywords: teacher-student relationship, intrinsic motivation, academic achievement, mediation

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Authors: Babatunde Kasim Oladele

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This current study investigated students’ characteristics as factors that influence Mathematics Achievement of junior secondary school students. The study adopted a descriptive survey design. The population of the study was one hundred and twenty-three (123) JSS students of secondary schools in Ibadan North Local Government in Oyo State. A Mathematics achievement test and three questionnaires on student’s self-efficacy belief, attitude, and learning style were the instruments used. Prior to the administration of the constructed mathematics achievement test, 100-item mathematics was subjected to the expert review, and items analysis was carried out. Fifty items were retained. The Cronbach Alpha reliability coefficients of the instruments were 0.71, 0.76, and 0.83, respectively. Collected data were analysed using the frequency count, percentages, mean, standard deviation, and Path Analysis in Amos SPSS Version 20. Students characteristics: gender, age, self-efficacy, attitude and learning style had positive direct effects on students’ achievement in Mathematics as indicated by their respective beta weights (β = 0.36, 0.203, 0.92, 0.079, 0.69 p < 0.05). Consequently, the study concluded that student’s characteristics (Age, gender, and learning style) explained a significant part of the variability in students’ achievement in Mathematics.

Keywords: mathematics achievement, students’ characteristics, junior secondary school, Ibadan

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Authors: Thanawit Tongmai, Chatchawan Saewor

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Learning management is very important for students’ development. To promote students’ potential, the teacher should design appropriate learning activity that brings their students potential out. Problem based learning has been using worldwide and it has presented numerous of success. This research aims to study third year students’ attitude and their achievement in scientific research course. To find the results, mix method was used to design research conduction. The researcher used PBL and reflection activity in the class. The students had to choose a topic, reviewed information, designed experimental, wrote academic report and presented their research by themselves. The researcher was only a facilitator. Reflection activity was used to progressing and consulting their research. The data was collected along with research conduction by questionnaire and test, including attitude, opinion and their achievement. The result of this study showed that 74.71% from all of students (n = 87) benefited from PBL and reflection activity, while 25.19% were just satisfied. 100% of students had a positive reflection toward PBL activity and they believed that PBL was the best pedagogy method for scientific research course. The achievements of these students were higher than the previous study (P < 0.05). The student’s learning achievement, A, B+ and B, was 48.28, 28.74 and 22.98% respectively. Therefore, it can conclude that PBL activity is appropriate for scientific research course and it can also promote student’s achievement.

Keywords: reflection, attitude, learning, achievement, PBL

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Authors: Emmanuel Nkemakolam Okwuduba, Fransica Chinelo Offiah

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The technique of teaching chemistry to students is one of the determining factors towards their achievement. Thus, the study investigated the relationship between classroom interaction patterns and students’ achievement in Chemistry. The purpose of this study was to identify patterns of interaction in an observed chemistry classroom, determine the amount of teacher talk, student talk and period of silence and to find out the relationship between them and the mean achievement scores of students. Five research questions and three hypotheses guided the study. The study was a correlational survey. The sample consisted of 450 (212males and 238 females) senior secondary one students and 12 (5males and 7 females) chemistry teachers drawn from 12 selected secondary schools in Awka Education Zone of Anambra state. In each of the 12 selected schools, an intact class was used. Science Interaction Category (SIC) and Chemistry Achievement Test (CAT) were developed, validated and used for data collection. Each teacher was observed three times and the interaction patterns coded using a coding sheet containing the Science Interaction Category. At the end of the observational period, the Chemistry Achievement Test (for collection of data on students’ achievement in chemistry) was administered on the students. Frequencies, percentage, mean, standard deviation and Pearson product moment correlation were used for data analysis. The result showed that the percentages of teacher talk, student talk and silence were 59.6%, 37.6% and 2.8% respectively. The Pearson correlation coefficient(r) for teacher talk, student talk and silence were -0.61, 0.76 and-0.18 respectively. The result showed negative and significant relationship between teacher talk and mean achievement scores of students; positive and significant relationship between student talk and mean achievement scores of students but there is no relationship between period of silence and mean achievement scores of students at 0.05 significant levels. The following recommendations were made based on the findings: teachers should establish high level of student talk through initiation and response as it promotes involvement and enhances achievement.

Keywords: academic achievement, chemistry, classroom, interactions patterns

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Authors: Abigail Gragg

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The goal of this research study was to adjudicate if implementing Howard Gardner’s multiple levels of intelligence would enhance student achievement levels in an Algebra 1 College Preparatory class. This was conducted within every class by incorporating one level of the eight levels of intelligence into small group work in stations. Every class was conducted utilizing small-group instruction. Achievement levels were measured through various forms of collected data that expressed student understandings in class through formative assessments versus student understandings on summative assessments. The data samples included: assessments (i.e. summative and formative assessments), observable data, video recordings, a daily log book, student surveys, and checklists kept during the observation periods. Formative assessments were analyzed during each class period to measure in-class understanding. Summative assessments were dissected per question per accuracy to review the effects of each intelligence implemented. The data was collated into a coding workbook for further analysis to conclude the resulting themes of the research. These themes include 1) there was no correlation to multiple levels of intelligence enhancing student achievement, 2) bodily-kinesthetic intelligence showed to be the intelligence that had the most improvement on test questions and 3) out of all of the bits of intelligence, interpersonal intelligence enhanced student understanding in class.

Keywords: stations, small group instruction, multiple levels of intelligence, Mathematics, Algebra 1, student achievement, secondary school, instructional Pedagogies

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Authors: Duangkamol Thitivesa

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This paper focuses on the use of project work as a pretext for applying the conventions of writing, or the correctness of mechanics, usage, and sentence formation, in a content-based class in a Rajabhat University. Its aim was to explore to what extent the student teachers’ academic achievement of the basic writing features against the 70% attainment target after the use of project is. The organization of work around an agreed theme in which the students reproduce language provided by texts and instructors is expected to enhance students’ correct writing conventions. The sample of the study comprised of 38 fourth-year English major students. The data was collected by means of achievement test and student writing works. The scores in the summative achievement test were analyzed by mean score, standard deviation, and percentage. It was found that the student teachers do more achieve of practicing mechanics and usage, and less in sentence formation. The students benefited from the exposure to texts during conducting the project; however, their automaticity of how and when to form phrases and clauses into simple/complex sentences had room for improvement.

Keywords: project-based learning, project work, writing conventions, academic achievement

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Authors: Jarrod Sio Jyh Lih

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This paper discusses the factors contributing to student achievement in literacy and numeracy in primary schools within Sibu division. The study involved 694 level 1 primary schoolteachers. Using descriptive statistics, the study observed high levels of practice for teacher efficacy, instructional leadership and professional learning communities (PLCs). The differences between gender, teaching experience and academic qualification were analyzed using the t-test and one-way analysis of variance (ANOVA). The study reported significant differences in respondent perceptions based on teaching experience vis-à-vis teacher efficacy. Here, the post hoc Tukey test revealed that efficaciousness grows with experience. A correlation test observed positive and significant correlations between all independent variables. Binary logistic regression was applied to predict the independent variables’ influence on student achievement. The findings revealed that a dimension of instructional leadership – ‘monitoring student progress’ - emerged as the best predictor of student achievement for literacy and numeracy. The result indicated the students were more than 4 times more likely to achieve the national key performance index for both literacy and numeracy when student progress was monitored. In conclusion, ‘monitoring student progress’ had a positive influence on students’ achievement for literacy and numeracy, hence making it a possible course of action for school heads. However, more comprehensive studies are needed to ascertain its consistency within the context of Malaysia.

Keywords: efficacy, instructional, literacy, numeracy

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Authors: Nurul Yusnita

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Many studies have been developed to help the students to get good achievement in English learning. They can be from the teaching method or psychological ones. One of the psychological studies in educational research is learning style. In some ways, learning style can affect the achievement of the students. This study aimed to examine 4 (four) learning styles and their relations to English achievement among the students learning English in Language Training Center of Universitas Muhammadiyah Yogyakarta (LTC UMY). The method of this study was descriptive analytical. The sample consisted of 39 Accounting students in LTC UMY. The data was collected through questionnaires with Likert-scale. The achievement was obtained from the grade of the students. To analyze the questionnaires and to see the relation between the learning styles and the student achievement, SPSS statistical software of correlational analysis was used. The result showed that both visual and auditory had the same percentage of 35.9% (14 students). 3 students (7.7%) had kinaesthetic learning style and 8 students (20.5%) had visual and auditory ones. Meanwhile, there were 5 students (12.8%) who had visual learning style could increase their grades. Only 1 student (2.5%) who had visual and auditory could improve his grade. Besides grade increase, there were also grade decrease. Students with visual, auditory, visual and auditory, and kinaesthetic learning styles were 3 students (7.7%), 5 students (12%), 4 students (10.2%) and 1 student (2.5%) respectively. In conclusion, there was no significant relationship between learning style and English achievement. Most of the good achievers were the students with visual and auditory learning styles and most of them preferred visual method. The implication is the teachers and material designers could improve their method through visual things to achieve effective English teaching learning.

Keywords: accounting students, English achievement, language training centre, learning styles

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Authors: Emmanuel Osaze Oshoiribhor, Adetokunbo MacGregor John-Otumu

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In recent years, there has been a desire to forecast student academic achievement prior to graduation. This is to help them improve their grades, particularly for individuals with poor performance. The goal of this study is to employ supervised learning techniques to construct a predictive model for student academic achievement. Many academics have already constructed models that predict student academic achievement based on factors such as smoking, demography, culture, social media, parent educational background, parent finances, and family background, to name a few. This feature and the model employed may not have correctly classified the students in terms of their academic performance. This model is built using a logistic regression classifier with basic features such as the previous semester's course score, attendance to class, class participation, and the total number of course materials or resources the student is able to cover per semester as a prerequisite to predict if the student will perform well in future on related courses. The model outperformed other classifiers such as Naive bayes, Support vector machine (SVM), Decision Tree, Random forest, and Adaboost, returning a 96.7% accuracy. This model is available as a desktop application, allowing both instructors and students to benefit from user-friendly interfaces for predicting student academic achievement. As a result, it is recommended that both students and professors use this tool to better forecast outcomes.

Keywords: artificial intelligence, ML, logistic regression, performance, prediction

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Authors: Fani Firmahandari

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The development learning module physics based on guided inquiry approach on model cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat. The research development aimed to produce physics learning module based on guided cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat to the student in X class. The research method used Research and Development approach. The development procedure of this module includes potential problems, data collection to meet the need, product design, and feasibility of this module. The impact of learning can be seen or observed clearly when the learning process takes place, the teachers or the students already implemented measures cooperative learning model type STAD, so that the learning process goes well, the interaction of teachers and students, students with student looks good, besides that students can interact and work together in group.

Keywords: cooperative learning type STAD (student team achievement division), development, inquiry, interaction students

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Authors: Mahmoud Abdelrazig Mahmoud Barakat

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Achievement tests administered at national level play a significant role in the lives of test-takers as well as the whole society. This paper aims to investigate the effect of giving students a choice between two optional questions on their overall performance in a high stake achievement test for university admission. It is hypothesized that questions targeting writing-based productive skills and language system necessitate display of abilities which are different from fact-based questions designed around story content. The two items are assumed to reflect different constructs that require different criteria of assessment. Consequently, the student’s overall score is affected by the item they choose to answer, which might not be reflective of their real language abilities. An open-ended interview was carried out with ten teachers working with grade 3 students in model secondary schools to investigate the nature of the two test items and their impact on the student’s performance. The data has proved that giving choice in an achievement test generates different performances that are assessed differently. It is recommended that in order to address the question of fairness, it is important to clearly define and balance the construct of the items that affect the student’s choice and performance.

Keywords: achievement test, assessment, choice, fairness performance

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Authors: Mark Deschaine, David Whale

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Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews non-traditional student engagement in online courses. The goals of the study are to enhance student focus, attention and interaction. Findings suggest that interactivity seemed to be a key in keeping students involved and achieving, with specific activities routinely favored by students. It is recommended that time spent engaging students is worthwhile and results in greater course satisfaction and academic effort.

Keywords: online learning, student achievement, student engagement, technology

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Authors: A. T. Zaki

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The flipped classroom approach as a mode of blended learning was formally introduced to students of the English language modules at the British University in Egypt (BUE) at the start of the academic year 2015/2016. This paper aims to study the impact of the flipped classroom approach after three semesters of implementation. It will restrict itself to the examination of students’ achievement rates, student satisfaction, and how different student cohorts have benefited differently from the flipped practice. The paper concludes with recommendations of how the experience can be further developed.

Keywords: achievement rates, developmental experience, Egypt, flipped classroom, higher education, student cohorts, student satisfaction

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Authors: Akintunde O. Osibamowo, Abdulrasaq O. Olusanya

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The present study was designed to examine the effect of problem-solving approach as a medium of instruction in teaching and learning of mathematics to improve the achievement of the student. One Hundred (100) students were randomly chosen from five (5) Junior Secondary School in Ijebu-Ode Local Government Area of Ogun State, Nigeria. The data was collected through Mathematics Achievement Test (MAT) on the two groups (experimental and control group). The study confirmed that there is a significant different in the achievement of students exposed to problem-solving approach than those not exposed. The result also indicated that male students, however, had a greater mean-score than the female with no significant difference in their achievement. The result of the study supports the use of problem-solving approach in the teaching and learning of mathematics in secondary schools.

Keywords: problem, achievement, teaching phases, experimental control

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Authors: Emmanuel Osaze Oshoiribhor, Adetokunbo MacGregor John-Otumu

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There has been a need in recent years to predict student academic achievement prior to graduation. This is to assist them in improving their grades, especially for those who have struggled in the past. The purpose of this research is to use supervised learning techniques to create a model that predicts student academic progress. Many scholars have developed models that predict student academic achievement based on characteristics including smoking, demography, culture, social media, parent educational background, parent finances, and family background, to mention a few. This element, as well as the model used, could have misclassified the kids in terms of their academic achievement. As a prerequisite to predicting if the student will perform well in the future on related courses, this model is built using a logistic regression classifier with basic features such as the previous semester's course score, attendance to class, class participation, and the total number of course materials or resources the student is able to cover per semester. With a 96.7 percent accuracy, the model outperformed other classifiers such as Naive bayes, Support vector machine (SVM), Decision Tree, Random forest, and Adaboost. This model is offered as a desktop application with user-friendly interfaces for forecasting student academic progress for both teachers and students. As a result, both students and professors are encouraged to use this technique to predict outcomes better.

Keywords: artificial intelligence, ML, logistic regression, performance, prediction

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Authors: Mehmet Cogal

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Students with disabilities perform historically lower than their peers on standardized assessments. There needs to be more work in the literature providing strategies to improve student scores on standardized assessments and how they are connected to teacher in-service programs. This quantitative causal-comparative study measured the impact of a teacher in-service program geared toward special education teachers. The study was conducted at a small public charter school serving grades 6-12 in Massachusetts. The students were given a pre and post-test before and after the teacher in-service program. Data were collected from 34 students’ reading scores in grades six, seven, eight, and 10. A paired t-test was conducted to measure if there was an increase in reading scores after the teacher in-service program. The study assumed that the teachers had implemented the strategies they learned during the teacher in-service program. The study also had limitations, including a small sample size, and the findings may not be generalized for the entire special education population. Although the study indicated no significant difference in the test scores, the teacher in-service programs and their effects on student achievement can still be further investigated.

Keywords: student achievement, standardized testing, teacher in-service, special education

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Authors: Lin Xie, Yang Wang

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An extensive body of research studies suggest that students, teachers, and supervisors can enhance the likelihood of reaching their goals by improving their communication skills. It is highly important to learn how and when to provide different kinds of feedback, e.g. anticipatory, corrective and positive) will gain better result and higher morale. The purpose of this mixed methods research is twofold: 1) To find out what factors affect effective communication among different stakeholders and how these factors affect student learning2) What are the good practices for improving communication among different stakeholders and improve student achievement. This presentation first begins with an introduction to the recent research on Marshall’s Nonviolent Communication Techniques (NVC), including four important components: observations, feelings, needs, requests. These techniques can be effectively applied at all levels of communication. To develop an in-depth understanding of the relationship among different techniques within, this research collected, compared, and combined qualitative and quantitative data to better improve communication and support student learning.

Keywords: education, communication, psychology, student learning, language teaching

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Authors: Azza Taha Zaki

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Technology-enhanced teaching has been in the limelight since the 90s when educators started investigating and experimenting with using computers in the classroom as a means of building 21^st. century skills and motivating students. The concept of technology-enhanced strategies in education is kaleidoscopic! It has meant different things to different educators. For the purpose of this paper, however, it will be used to refer to the diverse technology-based strategies used to support and enrich the flipped learning process, in the classroom and outside. The paper will investigate how technology is put in the service of teaching and learning to improve the students’ learning experience as manifested in students’ attendance and engagement, achievement rates and finally, students’ projects at the end of the semester. The results will be supported by a student survey about relevant specific aspects of their learning experience in the modules in the study.

Keywords: attendance, British University, Egypt, flipped, student achievement, student-centred, student engagement, students’ projects

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Authors: Jareeluk Ratanaphan

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The purposed of this research were; 1. To survey the teacher’s needs on knowledge about special education management for special needs student 2. Development of distance training packages for teacher on special education management for special needs student 3. to study the effects of using the packages on trainee’s achievement 4. to study the effects of using the packages on trainee’s opinion on the distance training packages. The design of the experiment was research and development. The research sample for survey were 86 teachers, and 22 teachers for study the effects of using the packages on achievement and opinion. The research instrument comprised: 1) training packages on special education management for special needs student 2) achievement test 3) questionnaire. Mean, percentage, standard deviation, t-test and content analysis were used for data analysis. The findings of the research were as follows: 1. The teacher’s needs on knowledge about teaching for a learner with learning disability, mental retardation, autism, physical and health impairment and research in special education. 2. The package composed of special education management for special needs student document and manual of distance training packages. The document consisted by the name of packages, the explanation for the educator, content’s structure, concept, objectives, content and activities. Manual of distance training packages consisted by the explanation about a document, objectives, explanation about using the package, training schedule, and evaluation. The efficiency of packages was established at 79.50/81.35. 3. The results of using the packages were the posttest average scores of trainee’s achievement were higher than the pretest. 4. The trainee’s opinion on the package was at the highest level.

Keywords: distance training package, teacher, learner with special needs

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Authors: Edwin Christmann, John Hicks

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This meta-analysis compared the mathematics achievement of students who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI). From the 27 conclusions, an overall mean effect size of 0.236 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher mathematics achievement than did 59.48 percent of those receiving traditional instruction per se.

Keywords: CAI, science, meta-analysis, traditional

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Authors: Saba Latif

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The use of social media among university students is a topic of ongoing debate, with conflicting views on its impact on academic achievement. This study aimed to explore the relationship between social media use and academic achievement among university students and to identify factors that may contribute to positive or negative effects. The study used a mixed-methods design, including a survey of 500 university students and qualitative interviews with a subset of participants. The survey results showed that social media use was prevalent among students, with Facebook and Instagram are the most commonly used platforms. The findings also indicated a positive relationship between social media use and academic achievement, with students who reported higher levels of social media use also reporting higher GPAs. However, the qualitative interviews revealed that excessive use of social media could be a distraction that hinders academic performance, especially when students use it to procrastinate or to stay up late at night. Overall, the findings suggest that social media use can have both positive and negative effects on academic achievement among university students. Responsible and balanced use of social media, such as setting limits on usage and avoiding procrastination, may help students maximize the benefits while minimizing the risks.

Keywords: social media, university, achievement, effective, learning

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Authors: Abrar Ajmal

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This quantitative study explored elementary school teachers' pedagogical content knowledge and effects on grade 8 students' achievement in Punjab, Pakistan. A teacher sample (N=100) rated competencies across inquiry-focused teaching, conceptual building, interaction practices and peer collaboration promotion. A student sample (N=120) self-reported academic abilities, intrinsic motivation, help-seeking and accountability. Findings reveal teachers highly endorse learner-centric strategies, although peer interaction promotion seems less common currently. Meanwhile, significant gender disparities in self-perceived expertise emerge, favouring female over male educators across all facets measured. Additionally, teachers' knowledge positively—and significantly—correlates with student achievement overall and for both genders, highlighting the importance of professional enrichment. However, female pupils demonstrate greater confidence, drive, utilization of academic support, and ownership over learning than male counterparts. Recommendations include ongoing teacher training, targeted competency building for male students and teachers, leveraging gender peer collaboration similarities, and holistic female support amid widening divides. Sustaining instructional quality through empowering, equitable practices that nurture disadvantaged and gifted learners alike can spur systemic improvements. Ultimately, the fire line confirms the interrelations between teachers' multifaceted knowledge and student success.

Keywords: pedagogical knowledge, academic achievement, teacher gender differences, student gender differences, empowering instruction

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Authors: John E. Boberg, Steven J. Bourgeois

Abstract:

The decline in student engagement and motivation through the middle years is well documented and clearly associated with a decline in mathematics achievement that persists through high school. To combat this trend and, very often, to meet high-stakes accountability standards, a growing number of parents, teachers, and schools have implemented various methods to incentivize learning. However, according to Self-Determination Theory, forms of incentivized learning such as public praise, tangible rewards, or threats of punishment tend to undermine intrinsic motivation and learning. By focusing on external forms of motivation that thwart autonomy in children, adults also potentially threaten relatedness measures such as trust and emotional engagement. Furthermore, these controlling motivational techniques tend to promote shallow forms of cognitive engagement at the expense of more effective deep processing strategies. Therefore, any short-term gains in apparent engagement or test scores are overshadowed by long-term diminished motivation, resulting in inauthentic approaches to learning and lower achievement. The current study focuses on the relationships between student trust, engagement, and motivation during these crucial years as students transition from elementary to middle school. In order to test the effects of controlled motivational techniques on achievement in mathematics, this quantitative study was conducted on a convenience sample of 22 elementary and middle schools from a single public charter school district in the south-central United States. The study employed multi-source data from students (N = 1,054), parents (N = 7,166), and teachers (N = 356), along with student achievement data and contextual campus variables. Cross-sectional questionnaires were used to measure the students’ self-regulated learning, emotional and cognitive engagement, and trust in teachers. Parents responded to a single item on incentivizing the academic performance of their child, and teachers responded to a series of questions about their acceptance of various incentive strategies. Structural equation modeling (SEM) was used to evaluate model fit and analyze the direct and indirect effects of the predictor variables on achievement. Although a student’s trust in teacher positively predicted both emotional and cognitive engagement, none of these three predictors accounted for any variance in achievement in mathematics. The parents’ use of incentives, on the other hand, predicted a student’s perception of his or her controlled motivation, and these two variables had significant negative effects on achievement. While controlled motivation had the greatest effects on achievement, parental incentives demonstrated both direct and indirect effects on achievement through the students’ self-reported controlled motivation. Comparing upper elementary student data with middle-school student data revealed that controlling forms of motivation may be taking their toll on student trust and engagement over time. While parental incentives positively predicted both cognitive and emotional engagement in the younger sub-group, such forms of controlling motivation negatively predicted both trust in teachers and emotional engagement in the middle-school sub-group. These findings support the claims, posited by Self-Determination Theory, about the dangers of incentivizing learning. Short-term gains belie the underlying damage to motivational processes that lead to decreased intrinsic motivation and achievement. Such practices also appear to thwart basic human needs such as relatedness.

Keywords: controlled motivation, student engagement, incentivized learning, mathematics achievement, self-determination theory, student trust

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