Effects of Programmed Learning Sequences on the Mathematics Test Scores of Bermudian Middle School Students

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented summer courses and pedagogy-oriented structured follow-up experiences during the subsequent academic year. Student effects of the PD program were measured using Colorado's state mathematics test results for 2 cohorts of students: 1 that received mathematics instruction from participant teachers in the year prior to the PD and another cohort that received mathematics instruction in the year following the PD. The odds of a student achieving a Proficient or Advanced score on the state test were then compared between cohorts. Results showed that students' odds of achieving a score of Proficient or better increased with teacher participation in the PD program.

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Intervention That Adds Up: The Impact of Merit Software on Standardized Achievement Test Scores of Middle School Students

i-manager s Journal on School Educational Technology ◽

10.26634/jsch.2.1.870 ◽

2006 ◽

Vol 2 (1) ◽

pp. 47-53 ◽

Cited By ~ 1

Author(s):

Samuel Securro ◽

◽

Jerry D. Jones ◽

Danny Cantrell ◽

James Mickey ◽

...

Keyword(s):

Middle School ◽

Middle School Students ◽

Test Scores ◽

Achievement Test ◽

School Students ◽

Achievement Test Scores ◽

The Impact

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An Investigation into Relationship between Listening Anxiety, Listening Strategy Use and Middle School Students’ Listening Test Scores

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.16.825 ◽

2019 ◽

Vol 19 (16) ◽

pp. 825-848

Author(s):

Joon-Koo Kim ◽

Eun-Joo Lee

Keyword(s):

Middle School ◽

Middle School Students ◽

Test Scores ◽

Strategy Use ◽

School Students ◽

Listening Test ◽

Listening Anxiety

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Impact of stroke education on middle school students and their parents: A cluster randomized trial

International Journal of Stroke ◽

10.1177/1747493016677980 ◽

2016 ◽

Vol 12 (4) ◽

pp. 401-411 ◽

Cited By ~ 8

Author(s):

João Pedro Marto ◽

Cláudia Borbinha ◽

Rita Filipe ◽

Sofia Calado ◽

Miguel Viana-Baptista

Keyword(s):

Middle School ◽

Middle School Students ◽

Test Scores ◽

Control Groups ◽

School Students ◽

Stroke Education ◽

And Control ◽

The Impact ◽

Stroke Knowledge ◽

Structured Questionnaire

Background School students are an attractive target for stroke education due to the potential impact on stroke prevention and recognition. Additionally, these students can drive behavioral changes in their families. Aim To evaluate the impact of stroke education on school students, in terms of students’ and parents’ acquired stroke knowledge. Methods A structured questionnaire on knowledge of stroke was filled out by eighth-grade students and one of their parents in seven public schools. In four of these schools, students attended a stroke lecture; educational flyers and magnetic posters were distributed and parent education was encouraged. Students and parents of the other three schools were included in a control group. Students and parents, of both intervention and control groups, were resubmitted to the initial structured questionnaire within one week of the stroke lecture and three months later. Results We included 764 students and 344 parents, 383 (50.1%) and 210 (61.0%) in the intervention group. Correct test scores for students before, within one week, and three months after the intervention were 54.49% versus 55.03% (p = 0.418), 98.69% versus 60.89% (p < 0.001), and 95.58% versus 75.7% (p < 0.001) in the intervention and control groups, respectively. Correct test scores for parents at the same time points were 68.78% versus 64.47% (p = 0.107), 96.89% versus 71.42% (p < 0.001), and 94.58% versus 76.54% (p < 0.001) in the intervention and control groups, respectively. Conclusions School-based interventions may improve stroke knowledge in middle school students and their parents.

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Using a Concept-Grounded, Curriculum-Based Measure in Mathematics to Predict Statewide Test Scores for Middle School Students with LD

The Journal of Special Education ◽

10.1177/00224669020360020501 ◽

2002 ◽

Vol 36 (2) ◽

pp. 102-112 ◽

Cited By ~ 33

Author(s):

Robert Helwig ◽

Lisbeth Anderson ◽

Gerald Tindal

Keyword(s):

Middle School ◽

Middle School Students ◽

Test Scores ◽

School Students ◽

Students With Ld

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AN EXAMINATION OF THE EFFECT OF TANGIBLE AND SOCIAL REINFORCERS ON INTELLIGENCE TEST PERFORMANCE OF MIDDLE SCHOOL STUDENTS

Social Behavior and Personality An International Journal ◽

10.2224/sbp.1985.13.2.147 ◽

1985 ◽

Vol 13 (2) ◽

pp. 147-157 ◽

Cited By ~ 1

Author(s):

Janice Miller ◽

Ben F. Eller

Keyword(s):

Middle School ◽

Middle School Students ◽

Middle Class ◽

Test Performance ◽

Test Scores ◽

Intelligence Quotient ◽

Lower Class ◽

School Students ◽

Verbal Praise ◽

Lower Socioeconomic

The purpose of this study was to determine if intelligence quotient mean test scores of middle school students of different races, sexes, and socioeconomic classes could be significantly increased through the use of tangible and intangible rewards of money and praise. One hundred and thirty-five students from lower and middle socioeconomic classes were randomly assigned to three groups. The stratified groups, two experimental and one control, contained approximately the same number of male and female students. The students were identified as lower and middle socioeconomic class whites and lower socioeconomic blacks. Ten hypothesis were tested and the results supported the following:). Significant increases in the intelligence quotient test scores of lower class blacks were dependent upon monetary reward. 2. Significant increases in the intelligence quotient test scores of middle and lower class whites occurred when spoken verbal praise was administered. 3. The sequencing of money first and praise second led to significant increases in the scores of lower and middle class white females and middle class males.

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Developing Tutorial Learning Video To Enhance Students’ Practical Skill of Betawi Folk Dance “Cokek Sipatmo” In Cultural Arts Subject For Middle School Students Grade VIII

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v2i4.2554 ◽

2020 ◽

Vol 2 (4) ◽

Author(s):

Nana Sunar Sasih ◽

Zulfianti Syahrial ◽

Rusmono Rusmono

Keyword(s):

Middle School ◽

High School Students ◽

Middle School Students ◽

Test Scores ◽

Media Analysis ◽

Practical Skill ◽

Folk Dance ◽

School Students ◽

Cultural Arts ◽

Video Tutorial

This study which is aimed to develop a learning video, entitled "Developing Tutorial Learning Video to Enhance Students’ Practical Skill of Betawi Folk Dance “Cokek Sipatmo” in Cultural Arts Subject for Middle School Students Grade VIII " and is designed for Cultural Arts Education particularly dance for middle school students which has proven its effectiveness to improve the final grades of middle school students. The research participants were Al Azhar Syifa Budi Junior High School students in Jakarta. This research and development followed the stages of Lee and Owens' development. The stages in developing a video tutorial are: (1) conducting a preliminary analysis, (2) conducting a front-end analysis consisting of audience analysis, technology analysis, task analysis, media analysis; (3) Design; (4) Development: one to one production and test processes; (5) Implementation; (6) Evaluation (Validation from content expert, media expert, instructional design expert). Video tutorials can be accessed online for everyone at anytime in any place. The result of this study indicated that the video tutorial is beneficial in the learning process of the Betawi Cokek Sipatmo Dance Practice in the subject of Cultural Arts as evidenced by the increase in post-test scores compared to the pre-test scores.

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Middle school students’ conceptual understanding of earthquakes

SHS Web of Conferences ◽

10.1051/shsconf/20184801024 ◽

2018 ◽

Vol 48 ◽

pp. 01024

Author(s):

Döne Toprak-Dereli ◽

Funda Savaşcı-Açıkalın

Keyword(s):

Middle School ◽

Middle School Students ◽

Conceptual Understanding ◽

Test Scores ◽

Alternative Conceptions ◽

Eighth Grade ◽

Structured Interviews ◽

School Students ◽

Low Level ◽

Grade Levels

The purpose of the study was to investigate middle school students’ conceptual understandings of earthquakes. Data were collected by using Understanding Earthquakes Test [1] and semi-structured interviews. Participants were a total of 1024 middle school students from the fifth to the eighth grade studying at ten different schools in Istanbul. Semi-structured interviews were conducted with thirty six students selected based on their test scores for three levels of understanding as high, middle, and low level. Findings of the current study indicated that students have lack conceptual understanding of earthquakes with many alternative conceptions. Students mostly from all grade levels seemed to have more scientific understanding in terms of protecting ways from earthquakes damage rather than explaining what earthquakes are and how earthquakes happen.

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