The SVIB Academic Achievement Score and College Attrition

1976 ◽  
Vol 8 (4) ◽  
pp. 258-259
Author(s):  
John C. Wright
Keyword(s):  
Academic Achievement ◽  
Achievement Score ◽  
College Attrition

scholarly journals Co-teaching Effectiveness: Students’ Achievement in Mathematical Proficiencies and Content Strands

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Muhammad Zafar Iqbal
Keyword(s):  
Academic Achievement ◽  
Standard Deviation ◽  
Teaching Effectiveness ◽  
Educational Assessment ◽  
Achievement Test ◽  
Assessment System ◽  
The Public ◽  
Positive Effects ◽  
Achievement Score ◽  
8Th Grade

In Pakistan Mathematics is being taught by single teacher. In contrast co-teaching has shown its positive effects on students’ academic achievement in Mathematics. Keeping in view the importance of co-teaching, this study was aimed at examining the co-teaching effectiveness to enhance students’ scores in mathematics. An experimental research design, Solomon Four Group was applied in this study to conduct an experiment. A school in the public sector was selected on convenient basis with due permission of headmaster. There were 118 students studying in that school at 8th grade situated in Sargodha district. A teaching module of mathematics was developed on two content strands of 8th grade mathematics i.e. algebra & geometry. The duration for one lesson was one hour. There were 20 lessons in the module and were validated by two mathematics experts. Students’ achievement was measured by using an achievement test of mathematics. Pakistan National Educational Assessment System had developed and validated the items. Data were analyzed by applying Mean, Standard deviation, and independent sample t-test. Co-teaching was found to be more effective than single teacher’s teaching in enhancing students’ achievement score in algebra and geometry with mathematical proficiencies. It was recommended that a topic on co-teaching should be included in courses preparing teachers of Mathematics.

scholarly journals PHOBIA AND ITS EFFECT ON THE ACADEMIC ACHIEVEMENT OF PHYSICS STUDENTS IN IMO STATE, NIGERIA

2020 ◽  
Vol 7 (2) ◽  
pp. 87-94
Author(s):  
Chinyere Ihekwaba
Keyword(s):  
Academic Achievement ◽  
Negative Relationship ◽  
Secondary Data ◽  
Female Students ◽  
School Students ◽  
Physics Students ◽  
Imo State ◽  
Achievement Score ◽  
Grouping Students ◽  
Measurement And Evaluation

This research studied phobia and its effect on the academic achievement of Senior Secondary School Students of Physics in Owerri Municipal Council Area of Imo State, Nigeria. A sample of 488 students (259 females and 229 males) were taken from four (4) different schools in Owerri Municipal (two co-educational and two non-educational). Data was collected using a Physics Phobia Scale (PPS) developed by the researchers and validated by experts in Measurement and Evaluation from which the phobia levels of the students were ascertained. The students’ third term results were also used as secondary data. Using the PPS score and the achievement score, the correlation coefficient, mean, and standard deviation were obtained and T-tests were run for analysis. It was found that a significant negative relationship exist between the students’ phobia score and their achievement score. Results also showed that the male students with high phobia performed better than the female students with high phobia and also that the female students had higher phobia than the males; though, the mean difference is however not significant. It is recommended that varying teaching methods and grouping students when teaching will help reduce the phobia level. 

Predicting Academic Achievement and Counselling for Course Selection: An Examination of the Effectiveness of the Differential Aptitude Tests in Forecasting Year 12 Success

1994 ◽  
Vol 3 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Roger Edwards
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Independent Schools ◽  
Career Counselling ◽  
Mental Ability ◽  
Course Selection ◽  
Aptitude Tests ◽  
General Mental Ability ◽  
Achievement Score ◽  
Full Explanation

There is increasing tendency to use the Differential Aptitude Tests (DAT) for course and career counselling with students in independent schools in Australia. The OAT profile and explanatory notes may also be forwarded to students and/or parents and it is of particular concern that the full explanation of means of interpreting the profile is often not clear to the naive client. Many clients view the profile as a combination of IQ report and predictor of future academic success. To provide professional counsellors with unequivocal evidence to support their explanations to such clients, and as entry to tertiary and to many TAPE courses in Australia, is by academic achievement score, the present study examined the predictive value of the DAT for academic achievement at the end of Year 12. It was concluded that the DAT may have some value in predicting marginal variations in academic achievement, over and above that predicted by measures of general mental ability, but that individual counselling on the nature of the DAT profile is needed to demonstrate to the naive client both the distorting effect of the CSA subtest and the inappropriateness of the view that any of the DAT measures may be seen as predictors of Tertiary Entrance Score.

scholarly journals An Examination of the Correlation between South African Grade 12 students’ Mathematics Self-Concept and their Academic Achievement

2021 ◽  
Vol 20 (12) ◽  
pp. 127-138
Author(s):  
James Bill Ouda ◽  
Tawanda Runhare ◽  
Ndileleni Mudzielwana ◽  
Hasina Cassim ◽  
Shonisani Agnes Mulovhedzi
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
South African ◽  
Random Sampling ◽  
Multiple Linear Regression Model ◽  
Document Analysis ◽  
Self Concept ◽  
Mathematics Scores ◽  
Achievement Score ◽  
Vhembe District

This study measured the correlation between mathematics self-concept and academic achievement of students at four schools in Vhembe District, South Africa. The study targeted Grade 12 candidates for the South African National Senior Certificate (matric). A sample of 236 respondents – 112 boys and 124 girls – was selected from four schools using purposive and stratified random sampling. Two schools were in a rural area and two in an urban area. A questionnaire that included items from the Academic Self-Concept Questionnaire, and document analysis, were used to measure mathematics self-concept and academic achievement. Each respondent's mathematics achievement score was determined by averaging their mathematics scores over three consecutive terms. The multiple linear regression model and one-way analysis of variance (ANOVA) were used to test the hypotheses. The results of the study show that mathematics self-concept positively and significantly predicted academic achievement. Based on findings, the study makes recommendations for effective methods that teachers and other stakeholders can employ to increase students’ mathematics self-concept and boost students’ academic achievement.

scholarly journals THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION TOWARD STUDENTS’ ENGLISH ACADEMIC ACHIEVEMENT

2018 ◽  
Vol 7 (2) ◽  
pp. 448
Author(s):  
Elly Susanti ◽  
Dionesia Irmadila
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Second Grade ◽  
Learning Material ◽  
Second Grade Students ◽  
Achievement Score ◽  
Teacher Needs ◽  
Comprehension Score ◽  
Written Test ◽  
Cluster Random Sampling

<p>This research was aimed to investigate the significance of correlation between students’ reading comprehension toward students’ English academic achievement. The population was the second grade students. By using cluster random sampling, XI IPA 1 and XI IPS 2 were being the sample. The total number of population was 195 students and the total number of sample was 66 students. Written test framed by the aspects of reading comprehension was applying to figure out the students’ reading comprehension score. Documentation technique of students’ English report book was applying to figure out the students’ English academic achievement score. The result shows that there is a significant correlation between students’ reading comprehension and students’ English academic achievement. It is implied the students’ who got higher in reading comprehension test tend to get outstanding score also in their English academic achievement. In addition, it can be one of the concern contribution to increase students’ English academic achievement through implementation of reading comprehension’s aspects. The teacher needs to implement the aspects of reading comprehension as the focus learning material and synergize it with the other main aspects of English academic achievement.<br />Keywords: Correlation, Reading Comprehension, English Academic Achievement.</p>

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

Use of the TOEFL as a Standard for University Admission: A Position Statement by the Canadian Psychological Association

1998 ◽  
Vol 14 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Marvin L. Simner
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Position Statement ◽  
Considerable Evidence ◽  
Canadian Universities ◽  
Weak Relationship ◽  
University Admission ◽  
Canadian Psychological Association

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.

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