The panethnic Asian label and predictors of eighth-grade student achievement.

2008 ◽  
Vol 23 (1) ◽  
pp. 90-106 ◽  
Author(s):  
Robert F. Corwyn ◽  
Robert H. Bradley
Keyword(s):  
Student Achievement ◽  
Eighth Grade ◽  
Grade Student ◽  
Eighth Grade Student

Does Parental Involvement Affect Eighth-Grade Student Achievement? Structural Analysis of National Data

1993 ◽  
Vol 22 (3) ◽  
pp. 474-496 ◽  
Author(s):  
Timothy Z. Keith ◽  
Gretchen C. Troutman ◽  
Paul S. Trivette ◽  
Patricia B. Keith ◽  
Patricia G. Bickley ◽  
...  
Keyword(s):  
Student Achievement ◽  
Structural Analysis ◽  
Parental Involvement ◽  
Eighth Grade ◽  
Grade Student ◽  
National Data ◽  
Eighth Grade Student

The Effects of Four Components of Parental Involvement on Eighth-Grade Student Achievement: Structural Analysis of NELS-88 Data

1995 ◽  
Vol 24 (2) ◽  
pp. 299-317 ◽  
Author(s):  
Kusum Singh ◽  
Patricia G. Bickley ◽  
Timothy Z. Keith ◽  
Patricia B. Keith ◽  
Paul Trivette ◽  
...  
Keyword(s):  
Student Achievement ◽  
Structural Analysis ◽  
Parental Involvement ◽  
Eighth Grade ◽  
Grade Student ◽  
Eighth Grade Student

scholarly journals THE EFFECT OF PHYSICAL EDUCATION LEARNING SCHEDULE, FACILITIES, AND MOTIVATON ON LEARNING OUTCOMES OF EIGHTH GRADE STUDENT

2021 ◽  
Vol 12 (02) ◽  
pp. 128-137
Author(s):  
Bambang Hariri ◽  
Moch Asmawi ◽  
Yasep Setiakarnawijaya
Keyword(s):  
Physical Education ◽  
Path Analysis ◽  
Learning Outcomes ◽  
Direct Effect ◽  
Eighth Grade ◽  
Grade Student ◽  
Eighth Grade Student

The purpose of this study was to obtain information about the effect of physical  education learning. The method in this study used path analysis. The sample included in this study amounted to 80 students. The results of the analysis show that the contribution of the Physical Education Learning Schedule (X1) to Physical Education Learning Outcomes (Y) is significant at 0.761. , Learning Facilities (X2) on Learning Outcomes (Y) which is significant at 0.687, Motivation (X3) on learning outcomes (Y) which is significant at 0.677 , Physical Education Learning Schedule (X1) on Motivation (X3) which is significant at 0.420 , Learning Means (X2) on Motivation (X3) which is significant at 0.401. The conclusion in this study is that physical education learning schedule, learning facilities and motivation both have a direct effect on physical education learning outcomes. Physical education learning schedule, learning facilities have a direct effect on students' motivation.

Patterns of intersection

1968 ◽  
Vol 15 (6) ◽  
pp. 560-562
Author(s):  
Bruce A. Allen
Keyword(s):  
Eighth Grade ◽  
Grade Student ◽  
Eighth Grade Student ◽  
Interesting Pattern

An interesting pattern of intersections was discovered by an eighth-grade student after an introduction to a geometry lesson on how lines in a plane may be associated.

scholarly journals The Effect of Teaching Strategies and Students Curiosity on Students’ Achievement in Reading Comprehension

2021 ◽  
pp. 66-80
Author(s):  
Fitri Ervina Tarigan, Ika Vanesia Siagian, Badriyyah Jamil, Ahmad Rozik
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Factorial Design ◽  
Analysis Of Variance ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Eighth Grade ◽  
Grade Student ◽  
Eighth Grade Student ◽  
Academic Year

The objective of this research was to investigate whether: (1) The students’ achievement in reading comprehension taught by using INSERT strategy was higher than that taught by using K-W-L strategy, (2) The students’ achievement in reading comprehension with high curiosity was higher than that low curiosity, and (3) There was interaction between teaching strategies and curiosity on the students’ achievement in reading comprehension. This study was conducted at SMP Al-Ulum Medan during academic year 2017/2018. The population of this study was the eighth grade student which consists of six classes namely VIII-1, VIII-2, VIII-3, VIII-4, VIII-5, and VIII-6. So, the total of population was 228 students. Then two classes of grade VIII-4 and VIII-6 were chosen in this study as the sample. This study was an experimental research. The instrument used in this research was reading comprehension test and questionnaire sheet. The data were analysed by using two ways analysis of variance (Anova) 2x2 factorial design F-test at the level of significant 5% or ? = 0.05. The result of data analysis proved that:    The students’ achievement in reading comprehension taught by using INSERT strategy was higher than that taught by using K-W-L strategy, (2) The students’ achievement in reading comprehension with high curiosity was higher than that low curiosity, and (3) There was interaction between teaching strategies and curiosity on the students’ achievement in reading comprehension by observing the data analysis, and the scores means of the students.

Learning to Program with SoloLearn

2018 ◽  
Vol 112 (3) ◽  
pp. 226-230
Author(s):  
Anne Quinn
Keyword(s):  
Applied Mathematics ◽  
Basic Knowledge ◽  
Eighth Grade ◽  
College Level ◽  
Grade Student ◽  
Algebra Students ◽  
Eighth Grade Student ◽  
Eighth Grade Students ◽  
Simple Activity ◽  
Global Activity

When looking for a simple activity to show eighth-grade students at the Hour of Code (a global activity for students) in December, I became familiar with an app called SoloLearn: Learn to Code (SoloLearn 2018). In fact, it was an eighth-grade student who introduced me to it. The program is simple enough that students can produce their first programs in minutes and comprehensive enough that users can progress through many levels as they master any of several computerprogramming languages. The twelve languages are C++, Java, Python, HTML, CSS, JavaScript, PHP, SQL, Ruby, JQuery, C#, and Swift. Various applied mathematics classes at the college level assume a basic knowledge of programming, and having this skill can open many careers for students. Coding also can serve as an enrichment activity for algebra students.

scholarly journals Is School Value Added Indicative of Principal Quality?

2016 ◽  
Vol 11 (3) ◽  
pp. 283-309 ◽  
Author(s):  
Hanley Chiang ◽  
Stephen Lipscomb ◽  
Brian Gill
Keyword(s):  
Student Achievement ◽  
Longitudinal Data ◽  
School Principals ◽  
Value Added ◽  
Eighth Grade ◽  
Reading Outcomes ◽  
Achievement Growth ◽  
Eighth Grade Students

States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools—that is, schools’ contributions to student achievement growth. In theory, school value added can reflect not only principals’ effectiveness but also other school-specific influences on student achievement growth that are outside of principals’ control. In this paper, we isolate principals’ effects on student achievement growth and examine the extent to which school value added captures the effects that principals persistently demonstrate. Using longitudinal data on the math and reading outcomes of fourth- through eighth-grade students in Pennsylvania, our findings indicate that school value added provides very poor information for revealing principals’ persistent levels of effectiveness.

scholarly journals Perbandingan Hasil Belajar Matematika Melalui Pembelajaran Kooperatif Tipe Number Head Together dan Student Team Achievement Division Pada Siswa MTs Muhammadiyah Penyasawan Kecamatan Kampar

2019 ◽  
Vol 1 (2) ◽  
pp. 63
Author(s):  
Desi Anggraini
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Eighth Grade ◽  
Learning Models ◽  
Research Subjects ◽  
The Subject ◽  
Student Team

This article aims to determine the differences in the results of learning mathematics by using the appropriate learning model in the application of cooperative learning model Number Head Type Togeteher (NHT) and Student Team Achievement Division (STAD) on the subject of Circles at MTs Muhammadiyah Penyasawan, Kampar District. In this research the problem statement is "Are there differences in learning outcomes of mathematics using Cooperative learning models Number Head Together (NHT) and Student Achievement Division (STAD) types in class VIII MTs Muhammadiyah Penyasawan Kampar District on the subject of Circles?" This article uses comparative research which found a difference between the use of Cooperative learning models Number Head Together (NHT) and Student Achievement Division (STAD) types, in this study the researchers played a direct role as teachers in the learning process. In this study Cooperative Learning NHT type is X1 and STAD type is X2 variable and learning result is Y variable. The population of this study is all Muhammadiyah MTS students and the sample used is VIIIA class as a class using Cooperative Learning Type Number Head Together (NHT) and class VIIIB as a class that uses Student Team Achievement Divison (STAD) Type Learning Model. The research subjects were eighth grade eighth grade students and the object was learning outcomes using the cooperative learning type NHT model and learning outcomes using the STAD learning model. The data collection technique is in the form of observation, documentation and tests conducted at the sixth meeting after the learning meeting is complete. This data is processed using the test-t formula and obtained a t value of 4.115 with a significant value of 2.69 where the significant value obtained from the calculation is greater than the significance level α = 0.05, then Ha is accepted. Based on the results of the data analysis, it was concluded that there were differences in the mathematics learning outcomes of students using the Cooperative learning model Number Head Together (NHT) and Student Achievement Division (STAD) types on the subject of the Circle at MTs Muhammadiyah Penyasawan Kampar Distric

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