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.

How Principal Leadership, Disciplinary Climate, and Parental Involvement Work Collectively as Predictors of Student Achievement

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Sijia Zhang ◽  
Keyword(s):  
Student Achievement ◽  
Parental Involvement ◽  
School Leadership ◽  
Principal Leadership ◽  
Student Outcomes ◽  
Positive Influence ◽  
Reading Literacy ◽  
School Leadership Practices ◽  
Mathematics And Science ◽  
Combined Data

This study examined how school leadership, parental involvement, disciplinary climate can collectively impact students' perceptions on reading and student achievement. The sample was obtained from the combined data of Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) 2011 package. School leadership is believed to have a positive indirect impact on student achievement through the influence of other mediating variables. It was hypothesized that the more time principals spend on accomplishing school leadership practices, the greater the degree of parental involvement and disciplinary climate, thus higher levels of students' perceptions on reading and better student achievement. The results indicated the school leadership did have an indirect positive influence on student outcomes (students' perception on reading, and student achievement.

scholarly journals Is Daily Parental Help with Homework Helpful? Reanalyzing National Data Using a Propensity Score–Based Approach

2019 ◽  
Vol 92 (4) ◽  
pp. 367-385 ◽  
Author(s):  
Angran Li ◽  
Daniel Hamlin
Keyword(s):  
Student Achievement ◽  
Propensity Score ◽  
Negative Relationship ◽  
First Grade ◽  
Minority Status ◽  
National Data ◽  
High Propensity ◽  
Prior Achievement ◽  
Nationally Representative ◽  
The Relationship

Previous analyses of large national datasets have tended to report a negative relationship between parental homework help and student achievement. Yet these studies have not examined heterogeneity in this relationship based on the propensity for a parent to provide homework help. By using a propensity score–based approach, this study investigates the relationship between daily parental homework help in first grade and student achievement in third grade with nationally representative data from the Early Childhood Longitudinal Study–Kindergarten Class. Results indicated that low prior achievement, socioeconomic disadvantage, and minority status were associated with a high propensity to provide daily homework help. Daily parental homework help was also associated with improved achievement for children whose parents had a high propensity to provide daily homework help. These patterns suggest that complex factors induce daily parental homework help and that these factors are related to heterogeneity in the relationship between daily parental homework help and achievement.

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