Greece school students’ test performance continues to lag other OECD countries

2021 ◽  
Keyword(s):  
Test Performance ◽  
Oecd Countries ◽  
School Students

Approach-Avoidance Motivational Profiles in Early Adolescents to the PACER Fitness Test

2009 ◽  
Vol 28 (4) ◽  
pp. 400-421 ◽  
Author(s):  
Alex Garn ◽  
Haichun Sun
Keyword(s):  
Middle School ◽  
Test Performance ◽  
Achievement Goals ◽  
Early Adolescents ◽  
Social Goals ◽  
Fitness Testing ◽  
School Students ◽  
Approach Avoidance ◽  
The Cross ◽  
Cross Fertilization

The use of fitness testing is a practical means for measuring components of health-related fitness, but there is currently substantial debate over the motivating effects of these tests. Therefore, the purpose of this study was to examine the cross-fertilization of achievement and friendship goal profiles for early adolescents involved in the Progressive Aerobic Cardiovascular Endurance Run (PACER). Participants were 214 middle school students who reported their achievement goals, social goals, and preparation effort toward a PACER test. Performance was also examined. Confirmatory factor analysis supported the six-factor approach–avoidance model. Cluster analysis highlighted three distinct profiles. The high-goals profile group reported significantly higher amounts of effort put forth in preparation for the PACER test. Our findings suggest that the cross-fertilization of approach and avoidance achievement and social goals can provide important information about effort and performance on fitness testing in middle school physical education.

scholarly journals Indices of Abdominal Adiposity and Cardiorespiratory Fitness Test Performance in Middle-School Students

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Ryan Burns ◽  
James C. Hannon ◽  
Timothy A. Brusseau ◽  
Barry Shultz ◽  
Patricia Eisenman
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cardiorespiratory Fitness ◽  
Test Performance ◽  
Abdominal Adiposity ◽  
School Students ◽  
Fitness Test

scholarly journals The Effect of the TOEFL Preparation Program on Reading Skills and Structure Mastery of Prospective Students

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 77-88
Author(s):  
Yohanes Heri Pranoto
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Test Performance ◽  
Reading Skills ◽  
Scientific Language ◽  
Prospective Students ◽  
School Students ◽  
English Reading ◽  
Catholic University ◽  
One Step

Preparation is one step for someone to be mentally feasible and skilful to join and be a part of an activity or a group. Likewise is for senior high school students proposing to go to higher education. One challenge for those prospective university students is the mastery of English - a scientific language. The study aims at assisting the prospective students, at the level of pre-intermediate English skills, ready to continue to higher education by providing an English reading and structure course. The participants are 14 final-level students of St. Paul Minor Seminary. One-group experiment design, with pre-posttest design, is used to perceive the effectiveness of the course. The findings show the improvement only on reading skills. However, the test-result discussion on the structure is held to observe the washback effect on the test performance. The test questions are taken from the English Proficiency Test of Musi Charitas Catholic University.

scholarly journals When Instructional Guidance is Needed

2016 ◽  
Vol 33 (2) ◽  
pp. 149-162 ◽  
Author(s):  
Ouhao Chen ◽  
Slava Kalyuga ◽  
John Sweller
Keyword(s):  
Test Performance ◽  
Worked Examples ◽  
School Students ◽  
Element Interactivity ◽  
Worked Example ◽  
Learning Tasks ◽  
Instructional Guidance ◽  
Equivalent Problems ◽  
Facilitated Learning ◽  
Better Than

Studying worked examples providing problem solutions to learners usually leads to better test performance than solving the equivalent problems without guidance, demonstrating the worked-example effect. The generation effect occurs when learners who generate answers without guidance learn better than those who read answers that provide guidance. The contradiction between these results can be hypothesised to be due to differences in the element interactivity of the learning tasks. Primary school students in Year 6 participated in the experiment, which investigated the hypothesis by using geometry materials. A disordinal interaction was obtained between levels of guidance and levels of element interactivity. Higher levels of guidance facilitated learning using high element interactivity information, while lower levels of guidance facilitated learning for low element interactivity information. Cognitive load theory was used to explain these contrasting results. From an educational perspective, it was suggested that when determining levels of guidance, a consideration of element interactivity is essential.

The Effect of Audio and Video Modality on Perception of Reduced Forms

2021 ◽  
pp. 76-104
Author(s):  
Kaine Gulozer ◽  
Zeynep Kocoglu
Keyword(s):  
Test Performance ◽  
Listening Comprehension ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Web Based ◽  
Sentence Level ◽  
Post Test ◽  
L2 Listening ◽  
Reduced Forms

Reduced forms (RFs) spoken by native English speakers have been challenging on the part of the second language (L2) learners. This chapter aims to address suprasegmental features to Turkish preparatory language school students in relation to L2 listening comprehension. Considering the limited research on RFs in learning English as a L2 context, this pre-test post-test control group design study aimed to explore whether the instruction of five RFs in sentential level results in any difference in listening comprehension test performance. The five forms entail contraction, assimilation, flap, elision, and linking. A total of 343 were recruited, and RFs instruction was delivered through the web page designated for the study for five weeks, and the performance of the eight groups was measured twice throughout the study. The findings indicated that sentence level of RFs instruction through web-based learning facilitates the listening comprehension of RFs.

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