Evaluating Scientific Reasoning Ability: Student performance and the interaction effects between grade level, gender, and academic achievement level

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups. Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities). The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

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Learners and Instructors Attitude towards Physics Achievement at Secondary Level

Global Regional Review ◽

10.31703/grr.2019(iv-iv).48 ◽

2019 ◽

Vol IV (IV) ◽

pp. 441-449

Author(s):

Farkhunda Rasheed Choudhary ◽

Tariq Javeed ◽

Sobia Zaman

Keyword(s):

Academic Achievement ◽

Science Education ◽

Sampling Technique ◽

Secondary Level ◽

First Century ◽

Scientific Attitude ◽

Achievement Level ◽

Twenty First Century Learning ◽

Scientific Approach ◽

Scientific Attitudes

Scientific attitude towards science education facilitates twenty first century learning and provides a strong foundation for learners academic achievement. Science education at secondary level is placed as a backbone towards higher secondary level. The focus of the present study was to investigate the instructors and learners scientific attitudes towards physics at secondary level. Quantitative data were collected through questionnaires by using survey research from 1000 random sampled respondents i.e. instructors and learners. Multistage stratified sampling technique was applied in the present research and the collected data were analyzed through descriptive and inferential statistics. A low level of learners attitude towards physics was found which reflects in learners academic achievement level in physics. Scientific approach among learners can be promoted through instructors attitudes towards physics at the secondary level, which will be beneficial for the development of Pakistan.

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Modelling instruction effect with different reasoning ability on physics conceptual understanding by controlling the prior knowledge

Momentum Physics Education Journal ◽

10.21067/mpej.v4i2.4522 ◽

2020 ◽

pp. 73-84

Author(s):

Ike Lusi Meilina ◽

Supriyono Koes Handayanto ◽

Muhardjito Muhardjito

Keyword(s):

Prior Knowledge ◽

Conceptual Understanding ◽

Scientific Reasoning ◽

Model Development ◽

Learning Model ◽

Reasoning Ability ◽

Knowledge Test ◽

Ability Test ◽

Reasoning Abilities ◽

Significant Difference

Modelling instruction is systematic instructional activity for constructing and applying scientific knowledge in Physics lesson. The purpose of this research is to determine the effect of Modelling instruction with different reasoning abilities on understanding physical concepts by controlling students’ prior knowledge. This research used experimental method with 2x2 factorial design with two Modelling instruction classes and two conventional classes with a total of 176 students. The instrument used was reasoning ability test, prior knowledge test, and physics concept test. It used LCTSR (Lawson’s Classroom Test of Scientific Reasoning) instrument. Prior knowledge test instruments consisted of 25 problems to identify how deep the students understand the topic before they undergo the learning process and physics concept test consisted of 25 problems. Based on the statistical test using two factor Ancova, it proved that there was a significant difference in students’ ability to master the physics concept between using Modelling instruction learning model and using conventional learning model. The result showed that the Modelling instruction increasing conceptual understanding better than conventional learning. There are two important parts in the Modelling instruction that are model development and model deployment. This study also confirms that there are significant differences in understanding the concepts between students of high reasoning ability and low reasoning ability. Students with high reasoning abilities have a better understanding of concepts than students with low reasoning abilities.

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Extent of Parental School Involvement for Improved Student Performance in Awka South Local Government Area of Anambra State

European Scientific Journal ESJ ◽

10.19044/esj.2017.v13n22p192 ◽

2017 ◽

Vol 13 (22) ◽

pp. 192

Author(s):

Eboatu, V. N. ◽

Igboka, Doris Oluchukwu

Keyword(s):

Academic Achievement ◽

Local Government ◽

Parental Involvement ◽

Student Performance ◽

Local Government Area ◽

School Involvement ◽

Anambra State ◽

Parental School Involvement ◽

Significant Difference ◽

Research Questions

Academic achievement of students does not depend only on school, environmental factors and teacher characteristics, but also on the level of home involvement. This study therefore sought to establish the extent of parental school involvement for students’ improved academic achievement in Awka South Local Government Area of Anambra State. The descriptive survey design was used for this study, with six (6) research questions guiding the study. The population for the study comprised 417 public secondary school teachers from which a sample of 125 teachers using simple random sampling technique. The instrument for data collection was a researcher designed, structured questionnaire which was duly validated by experts in educational management and measurement and evaluation. The questionnaire was tested for reliability using test-retest method. The tool for correlation was the Pearson Product Moment Correlation and this yielded a co-efficient of 0.82. Data collected was analysed using mean and standard deviation statistics to answer the 6 research questions while ANOVA with Friedman’s Test was used to test for significant difference in the six indices of parental involvement. The findings show among others that teachers perceive that parents in Awka South Local Government Area effectively communicate with school and coach their children for improved academic achievement to a moderate extent. There was no significant difference in the teacher’s perception of parental involvement based on the six indices of involvement. Based on the findings, the researchers recommended among others, that parents and the school use social media and other devices to communicate more effectively with the school for improved students’ academic performance.

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The Analysis of Students Scientific Reasoning Ability in Solving the Modified Lawson Classroom Test of Scientific Reasoning (MLCTSR) Problems by Applying the Levels of Inquiry

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v6i1.9600 ◽

2017 ◽

Vol 6 (1) ◽

Cited By ~ 1

Author(s):

N. Novia ◽

R. Riandi

Keyword(s):

Junior High School ◽

Scientific Reasoning ◽

Quantitative Research ◽

Probabilistic Reasoning ◽

Junior High ◽

Reasoning Ability ◽

Multiple Choice Questions ◽

Quantitative Research Methods ◽

Reasoning Abilities ◽

Academic Year

<p>This study aims to determine the students’ achievement in answering modified lawson classroom test of scientific reasoning (MLCTSR) questions in overall science teaching and by every aspect of scientific reasoning abilities. There are six aspects related to the scientific reasoning abilities that were measured; they are conservatorial reasoning, proportional reasoning, controlling variables, combinatorial reasoning, probabilistic reasoning, correlational reasoning. The research is also conducted to see the development of scientific reasoning by using levels of inquiry models. The students reasoning ability was measured using the Modified Lawson Classroom Test of Scientific Reasoning (MLCTSR). MLCTSR is a test developed based on the test of scientific reasoning of Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in 2000 which amounted to 12 multiple-choice questions. The research method chosen in this study is descriptive quantitative research methods. The research design used is One Group Pretest-Posttest Design. The population of this study is the entire junior high students class VII the academic year 2014/2015 in one junior high school in Bandung. The samples in this study are one of class VII, which is class VII C. The sampling method used in this research is purposive sampling. The results showed that there is an increase in quantitative scientific reasoning although its value is not big.</p>

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Test Results and What They Mean

Academic Therapy ◽

10.1177/105345127100600417 ◽

1971 ◽

Vol 6 (4) ◽

pp. 429-431

Author(s):

William J. Woolbright

Keyword(s):

Academic Achievement ◽

Los Angeles ◽

Grade Level ◽

School Administrators ◽

Remedial Reading ◽

School Personnel ◽

Test Results ◽

Local School ◽

Learning Group ◽

Made In

Part of the responsibility of a reading therapist is to report to the parents the results of specialized programs developed for their children. Whether the report is made in person or sent to the parents or teachers of the children, there can be confusion or misunderstanding when grade-level scores are used. Over a period of time, and after a review of numerous parent conferences and discussions with local school administrators and teachers, the following report was prepared by the Academic Achievement and Learning Group, Los Angeles, California, to better communicate with parents and school personnel who are concerned about students' work in remedial reading.

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