scholarly journals Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

2006 ◽  
Vol 38 (1) ◽  
pp. 225-246 ◽  
Author(s):  
Radovan Antonijevic
Keyword(s):  
Mathematics Achievement ◽  
Scale Score ◽  
Mathematics Curriculum ◽  
Eighth Graders ◽  
Eighth Grade ◽  
Content Domain ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Timss 2003 ◽  
Basic Characteristics

This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls? average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

scholarly journals Achievement of Serbian eighth grade students in science

2006 ◽  
Vol 38 (2) ◽  
pp. 333-355
Author(s):  
Radovan Antonijevic
Keyword(s):  
Science Achievement ◽  
Environmental Science ◽  
Science Curriculum ◽  
Eighth Graders ◽  
Cognitive Domain ◽  
Eighth Grade ◽  
Factual Knowledge ◽  
Science Content ◽  
Content Domain ◽  
Eighth Grade Students

The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .

THE USE OF LITERATURE-BASED INSTRUCTION TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE EIGHTH GRADE STUDENTS

2020 ◽  
Vol 6 (2) ◽  
pp. 61-73
Author(s):  
Ressy Novasyari
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Population Based ◽  
Mean Difference ◽  
Eighth Grade ◽  
Writing Achievement ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Based Instruction ◽  
And Control

Abstract: This research aimed to investigate whether or not there were significant differences in reading comprehension and writing achievement between the eighth grade students of SMP Islam Az-Zahra 2 Palembang who were taught by using Literature-Based instruction and those who were not. This study used one of the quasi experimental designs: pretest-posttest design. The sample was selected purposively from the whole population based on their reading comprehension scores. Forty six eighth graders were selected as the sample and equally divided into experimental and control groups. Pretest and posttest were given to both groups.  Using paired sample statistics,  the results of the experimental group showed that the students’ reading comprehension and writing achievement ? significantly improved. Furthermore, the result of the independent t-test showed that with mean difference of reading comprehension was 8.609, t value 11.111(p<0.05). Moreover, the mean difference of writing achievement was 6.8043, t value 10.478 (p<0.05).   Keywords:   Literature-based instruction, reading                     comprehension and writing achievement.

scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

scholarly journals USING SOCIOGRAM TO IMPROVE THE WRITING AND SPEAKING ACHIEVEMENTS OF THE EIGHT GRADE STUDENTS OF SMPN 1 JARAI

2019 ◽  
Vol 2 (2) ◽  
pp. 269
Author(s):  
Yoga Pratama
Keyword(s):  
Eighth Grade ◽  
Control Group ◽  
Control Groups ◽  
Control Group Design ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Control

The objectives of this study were to find out whether or not there was significant improvement in writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant improvement in each aspect of writing and speaking achievements of the eighth grade students of SMPN1 Jarai after they were taught by using Sociogram, to find out whether or not there was significant difference in writing and speaking achievements between the eighth grade students of SMP 1 Jarai who were taught by using Sociogram and those who were not, and to find out the perception of the eighth grade students of SMPN 1 Jarai after they were taught by using Socoiogram. In this paper, an experimental research method with pre and post test control group design was used with 70 students as the sample divided into two groups, experimental and control group. However, only the students of the experimental group were taught by using Sociogram. The obtained data were analyzed by using t-test. The students were given questionnaire to know their perceptions. The result showed that there was a significant difference in both students? writing and speaking achievements after they were tought by using Sociogram. Furthermore, it was found that there was a significant difference in students? writing and speaking achievement between the experimental and control groups. In conclusion, Sociogram improves the students? writing and speaking achievements.

scholarly journals Comparative Study Between Using Cooperative Learning Model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to Teach Students’ Reading Comprehension

2018 ◽  
Vol 6 (3) ◽  
pp. 367
Author(s):  
Nurul Ariffa Anggiasari ◽  
Muh Asrori ◽  
Teguh Sarosa
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Comparative Study ◽  
Junior High School ◽  
Instructional Method ◽  
Eighth Grade ◽  
Control Group ◽  
Learning Material ◽  
Significant Difference ◽  
Eighth Grade Students

<p>Mastering reading comprehension is a must for language learners. Without mastering reading comprehension students aren’t able to grasp the message on their written form of learning material. Yet, reading comprehension oftenly considered to be difficult by students. This may caused by teacher’s method of teaching that doesn’t effective. This article compare between the use of Cooperative Learning method model Teams-Games-Tournaments (TGT) and Direct Instructional Method (DI) to teach studentsz reading comprehension. Here describe there is significant difference in reading comprehension achievement between the students taught using TGT and those taught using DI of the eighth grade students of one state junior high school in Grogol, and whether TGT is more effective than DI to teach reading comprehension. The method used in this study is experimental method (comparative study). The population of the research is all the eighth grade students. The sample was taken by using cluster random sampling. Two groups of student were taken, VIII-B as experimental group and VIII-C as control group. The instrument to collect data is test. The data were analyzed using t-test formula. The computation showed that t-observation (t<sub>o</sub>) is 3.32 consulting t-table <sub>(78,</sub> <sub>0.05)</sub> = 1.96, therefore the t<sub>o</sub> is higher than t<sub>t</sub>. It is concluded that there’s significant difference between experimental and control group. Besides, the mean of the group of students taught using TGT is 62.62, while that of those taught using DI is 59.46, meaning that TGT gives better achievement than DI. Thus, TGT is more effective than DI to teach reading comprehension.</p>

scholarly journals Linking TIMSS and NAEP assessments to evaluate international trends in achievement

2017 ◽  
Vol 25 ◽  
pp. 11 ◽  
Author(s):  
Hwanggyu Lim ◽  
Stephen G. Sireci
Keyword(s):  
No Child Left Behind ◽  
Mathematics Achievement ◽  
Eighth Grade ◽  
Advanced Mathematics ◽  
Achievement Level ◽  
Left Behind ◽  
International Trends ◽  
The Us ◽  
Eighth Grade Students ◽  
Mathematics And Science

The Trends in International Mathematics and Science Study (TIMSS) makes it possible to compare the performance of students in the US in Mathematics and Science to the performance of students in other countries. TIMSS uses four international benchmarks for describing student achievement: Low, Intermediate, High, and Advanced. In this study, we linked the eighth-grade Math TIMSS and NAEP scales using equipercentile equating to (a) help better interpret U.S. eighth-grade students’ performance on TIMSS, and (b) investigate the progress of eighth-grade U.S. students over time relative to the progress of students in other countries. Results indicated that relative to other countries, U.S. eighth-grade students increased with respect to the “At or Above Basic” NAEP Achievement level, but that other countries saw larger improvements in the higher achievement level categories, relative to the US. This finding may reflect the emphasis of No Child Left Behind on raising lower achievement to “proficient.” However, with respect to “Advanced” mathematics achievement, eighth-grade U.S. students showed less improvement than students in other countries. 

scholarly journals THE EFFECTIVENESS OF USING CARTOON VIDEOS IN TEACHING SPEAKING TO THE STUDENTS OF SMPN 2 RANTAU KALIMANTAN SELATAN IN ACADEMIC YEAR OF 2013/2014

2019 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Nor Millah Hayati
Keyword(s):  
Conventional Method ◽  
Descriptive Analysis ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Post Test ◽  
Research Findings ◽  
Class Viii ◽  
The Mean ◽  
Academic Year

This thesis is purposed at proving the effectiveness of cartoon videos in teaching speaking to the Eighth Grade Students of SMPN 2 Rantau Kalimantan Selatan in academic year of 2013/2014, and showing that there is a significant difference in speaking ability between the students who were taught by using cartoon videos and those who were taught by using conventional method. This study is an experimental research. The population of this study was the eighth grade students of SMPN 2 Rantau Kalimantan Selatan in academic year of 2013/2014 which consisted of seven classes. The total number of population was 158. There were two classes taken as the sample, Class VIII B serving as control class were taught by using conventional method, while class VIII F as the experimental class were taught by using cartoon videos. Class VIII B consisted of 22 students and class VIII F consisted of 22 students. Both classes were given the pre-test at the beginning and the post-test at the end after the treatment. The data were collected by using speaking test. The data were analyzed by using t-test computation, descriptive analysis, and inferential analysis. The research findings show that there is a significant difference in students’ speaking ability between the experimental group taught by using cartoon videos and those who were taught by using conventional method. The result of the pre-test shows that both groups are poor, while the post-test result shows that the experiment group is better than the control one. The mean score of the experimental class in pre-test was 42.50 and that of control class was 42.73. The mean score in post-test of the experimental class was 75.68 and that of the control class was 57.50. It can be seen that the mean score of the experimental class was higher than that of control class in post-test. Furthermore, based on the hypothesis testing, it could be seen that the value of -t obtained (-5.245) < - t table (-2.018), at the significant level 5%. This implied that there is a significant difference of students’ speaking ability between the students who were taught by using cartoon videos and those who were taught by using conventional method.

scholarly journals EVALUATION OF FEMALE STUDENTS' ATTITUDES TOWARD THE VALUE OF CITIZENSHIP FOR THE EIGHTH-GRADE BOOK OF NATIONAL AND CIVIC EDUCATION IN THE GOVERNORATE OF AJLOUN

2020 ◽  
Vol 5 (34) ◽  
pp. 147-159
Author(s):  
Khitam Al-Smadi ◽  
Najihah Abd Wahid ◽  
Anas Mohd Yunus ◽  
Heyam Okleh Almomani
Keyword(s):  
Civic Education ◽  
Student Attitudes ◽  
Female Students ◽  
Eighth Grade ◽  
Experimental Sample ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
Students Attitudes ◽  
Girls School ◽  
The Impact

The paper is an attempt to evaluate female students’ attitudes towards the value of citizenship in the book of national and civic education in Jordan. It is mainly built on the key issues surrounding the book of national and civic education. The study aims to identify female students’ attitudes towards citizenship values for the eighth-grade book of national and civic education. The study population consists of (120) eighth-grade students at Anjara Elementary Girls School. They were selected by a simple random method. In order to achieve the objectives of the study, a study tool consisting of (37) items was developed, divided into two areas, values towards women and society, religious, moral and social values, and then applying pre- and post-test for control and experimental sample. The results of the study showed that there was a statistically significant difference between the average performance of female students in the experimental and control groups on the scale of students' attitudes towards the post values of citizenship traced to the teaching of national and civic education book in favor of the experimental group. The study recommended that the values of citizenship in the national and civic education book for secondary schools needs to be developed in the Hashemite Kingdom of Jordan to measure the impact of female student attitudes toward it.

scholarly journals The effect of realia on descriptive text writing quality at the eighth grade students of SMPN 1 Bendo

2019 ◽  
Vol 6 (2) ◽  
pp. 91
Author(s):  
Risky Alif Widayanti
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Research Approach ◽  
Writing Quality ◽  
Significant Difference ◽  
Writing Skill ◽  
Eighth Grade Students ◽  
Positive Effect ◽  
Text Writing

This research is conducted to explain about the Effect of Realia on Descriptive Text Writing Quality at The Eight Grade Students of SMPN 1 Bendo. The sample of this research are 8-K consisted of 21 students in the eighth grade of SMPN 1 Bendo. The research approach that is used in this study is quantitative. The research was conducted by using experimental research. The data was collected by doing test. The technique of data analysis that is used in this research is paired sample T-test. The result of this research shows that Realia gives significant effect to the students’ writing quality in descriptive text. It can be seen that the significant value is 0.000. It shows that the probabilities value of students’ writing skill is lower than 0.05 (0.000&lt;0.05) level of significant. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It can be stated that there is significant difference on the students’ descriptive text writing skill before being taught using Realia and after being taught using Realia. So, it can be concluded that Realia helps the students in the process of writing descriptive text and this media has positive effect on the students’ descriptive text writing quality.

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