scholarly journals Moderating Effect of Confidence in Solving Problem and English Achievement on the Performance of Fourth Year Students in Physics

2018 ◽  
Vol 4 (1) ◽  
pp. 24-27
Author(s):  
Glen Loreto Villonez
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Problem Solving ◽  
Moderating Effect ◽  
Correct Solution ◽  
English Achievement ◽  
Predictive Design ◽  
Learning English

The study aimed to determine the influence of problem-solving confidence and English achievement on the performance of fourth year students in physics. Specifically, it sought to find out whether English achievement significantly moderate the effect of problem-solving confidence on the performance in physics. Descriptive- predictive design was utilized in the study. The study was carried out in F. Bangoy National High School to sixty fourth year students. Mean and moderated regression were used as tools in the analysis of data. Results revealed that the level of problem-solving confidence in physics was moderate; the level of academic achievement in English was proficient and the level of performance of fourth year students in physics was also proficient. Further, English achievement significantly moderates the effect of problem-solving confidence on the performance of fourth year students in physics. Therefore, it was recommended to strengthen the connection of learning English and problem-solving ability through activities that encourage students to analyze and think critically in order to arrive at a correct solution.

scholarly journals The Effect of Teaching Methods and Learning Styles on Students’ English Achievement (An Experimental Study at Junior High School 1 Pasangkayu)

2019 ◽  
Vol 2 (2) ◽  
pp. 233
Author(s):  
Syahrul Munir ◽  
Emzir Emzir ◽  
Aceng Rahmat
Keyword(s):  
High School ◽  
Experimental Study ◽  
Learning Styles ◽  
Junior High School ◽  
Teaching Methods ◽  
Junior High ◽  
Significant Difference ◽  
English Achievement ◽  
Better Than ◽  
Learning English

<p>The objectives of the research are to determine the effects of teaching methods (STAD and jigsaw) and learning styles (visual, auditory, and kinesthetic) on students’ English achievement. This research is an experimental study conducted at Junior High School Pasangkayu in 2014 with 213 sample which is selected stratified-randomly (n = 68). The results of the research are as follow: (1) English achievement of students taught with STAD is better than those of taught with jigsaw; (2) there is no significant difference in  English achievement among visual, auditory, and kinesthetic students; (3) there is any significant effect of interaction among teaching method and learning styles on students’ learning English achievement. The research also find out that for visual students, studying English achievement of students taught with STAD is better than that of students taught with jigsaw; for auditory students, learning English achievement  of students taught with jigsaw is better than that of students taught with STAD; and for kinesthetic students, English achievement of students taught with STAD is better than that of students taught with jigsaw. To sum up, STAD is more effective than jigsaw in improving students’ English achievement. STAD is suitable to improve English achievement of visual and kinesthetic students, and jigsaw is suitable to improve English achievement of auditory students.</p>

Effectiveness of Problem Solving Method In Dynamics And Academic Achievement of High School Students

2010 ◽  
Author(s):  
F. Ahmadi ◽  
F. Hamidi ◽  
A. Mohammadzadeh ◽  
M. K. A. Ahmadi ◽  
Boonchoat Paosawatyanyong ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Problem Solving ◽  
School Students

scholarly journals Senior High School Students’ Character Traits, Word Problem Analysis Skills and Academic Achievement in Mathematics

2021 ◽  
Vol 1 (6) ◽  
pp. 11-18
Author(s):  
Victoria Tamban ◽  
Ricky A. Lagarto ◽  
Cristina E. Malabayabas
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Problem Solving ◽  
Senior High School ◽  
Character Traits ◽  
Problem Analysis ◽  
School Students ◽  
Achievement In Mathematics ◽  
Senior High School Students

This study was conducted with the purpose of finding out whether the character traits significantly influenced the problem solving analysis skills and academic achievement in mathematics of Senior High School students. It was a descriptive – survey and correlational study which involved 75 students, total enumeration was utilized. Questionnaires were availed to gather the data needed. Frequency count, percentage, weighted mean and chi-square (x2) were employed to arrive at precise and valid results. The findings of the study revealed that character traits of students were varied, however, majority were satisfactory. They practiced acceptable and healthy behaviours in relating with others. Majority of the pupils were above average in their level of problem analysis skills in involving problems in mathematics. Most of them had achieved an academic achievement of satisfactory. They had mastered the skills as per required of them to learn in Mathematics. It was found out that character traits significantly influenced the problem solving analysis skills and academic achievement in mathematics.

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