Effects of a Bilingual Education Program on Academic Achievement and Self-Concept

1983 ◽  
Vol 57 (2) ◽  
pp. 583-586 ◽  
Author(s):  
Don B. Croft ◽  
Juan N. Franco
Keyword(s):  
Academic Achievement ◽  
Bilingual Education ◽  
Education Program ◽  
Grade Level ◽  
Basic Skills ◽  
Self Concept ◽  
Third Grade ◽  
Fifth Grade ◽  
Title Vii ◽  
Post Test

This study assessed the effectiveness of a bilingual education (Title VII) program. First, second, and third grade Title VII students ( ns = 98, 90, and 51, respectively) were compared to same grade-level non-Title VII students ( ns = 41, 40, and 47, respectively) on a nationally standardized, norm-referenced test. In addition, pre- and post-test measures of self-concept were obtained from the Title VII students. Further, mean obtained scores were compared with “expected” scores on a test of basic skills for third, fourth, and fifth grade Title VII students. Analysis indicated that this bilingual education program did significantly promote academic achievement and self-concept among the enrolled pupils.

Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students

2005 ◽  
Vol 53 (2) ◽  
pp. 134-147 ◽  
Author(s):  
Charles P. Schmidt
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Instrumental Music ◽  
Grade Level ◽  
Learning Task ◽  
Self Concept ◽  
Task Orientation ◽  
Strongly Correlated ◽  
Performance Achievement ◽  
Practice Time

The purpose of this study was to (1) reexamine academic achievement motivation orientations within the context of instrumental music, and (2) examine relations among achievement motivation orientations, self-concept in instrumental music, and attitude to band in relation to teachers' ratings of performance achievement and effort, and students' grade level, gender, instrument, self-reported practice time, and selected music experience variables. Participants ( N= 300) were band students (Grades 7-12) in four school districts. Data were gathered concerning students' (a) motivation orientations (mastery, intrinsic, individual, cooperative, ego, competitive, approach success, avoid failure), self-concept, and commitment to band; (b) instrument, grade level and gender, practice time per week, and experience in private lessons, solo festival, and all-county band; and (c) performance achievement and effort as rated by their teachers. Results indicated that ratings of performance and effort were most strongly correlated with self-concept and intrinsic motivation, respectively. Practice time was most strongly correlated with intrinsic motivation. Factor analysis revealed three factors of motivation: Learning/Task Orientation, Performance/Ego Orientation, and Individual Orientation. The factors essentially replicated those found in a general academic achievement setting. Learning/Task Orientation was positively correlated with practice time, ratings of performance and effort, solo festival and private-lesson experience, and grade level. Performance/Ego Orientation was negatively correlated with grade level and solo festival ratings. Individual Orientation scores were positively correlated with ratings of performance and effort and solo festival ratings. Differences by gender and instrument group were nonsignificant. October 11, 2004 March 20, 2005.

Validity of a Primary Screening Device as a Predictor of Subsequent Academic Achievement

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1053-1054 ◽  
Author(s):  
Charles D. Dziuban ◽  
David J. Mealor
Keyword(s):  
Academic Achievement ◽  
Basic Skills ◽  
Third Grade ◽  
Educational Strategies ◽  
The Third ◽  
Primary Screening ◽  
Comprehensive Test ◽  
Screening Device

Correlations among scores on motor, visual, auditory, and language subscales of a primary device, Yellow Brick Road, with subsequent academic achievement on Comprehensive Test of Basic Skills were moderate (.35 to .81). Comparisons of the third grade boys ( n, 113) and girls ( n, 111) on the screening device yielded little difference. Implications for screening and educational strategies were discussed.

scholarly journals Good and Poor Readers' Recall of Familiar and Unfamiliar Text

1979 ◽  
Vol 11 (4) ◽  
pp. 375-380 ◽  
Author(s):  
Barbara M. Taylor
Keyword(s):  
Prior Knowledge ◽  
Grade Level ◽  
Fifth Graders ◽  
Third Graders ◽  
Mean Difference ◽  
Poor Readers ◽  
Third Grade ◽  
Fifth Grade ◽  
The Poor ◽  
Good And Poor Readers

This study investigated poor readers' use of prior knowledge in reading by comparing good and poor readers' recall of familiar and unfamiliar text. Thirty-one third graders and thirty-one fifth graders, reading on a third grade level, and twenty fifth graders, reading on a fifth grade level, read and orally recalled two third grade expository passages, one on a familiar topic and one on an unfamiliar topic, which were very similar in structure. Both fifth grade groups recalled more than the third graders on the familiar passage. The fifth grade good readers recalled more than the poor readers and third graders on the unfamiliar passage. All groups recalled more on the familiar than unfamiliar passage, but the poor readers' mean difference score between the two passages was greater than the other two groups' mean difference scores. These findings suggest that poor readers' comprehension, in particular, suffers when their use of prior knowledge is restricted, as when reading unfamiliar material. Also, it appears that poor readers can do an adequate job of comprehending if given familiar material to read on an appropriate level.

scholarly journals HUBUNGAN ANTARA LEARNING STYLE DENGAN HASIL BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA KELAS V DI MIN 2 PALEMBANG

2019 ◽  
Vol 2 (1) ◽  
pp. 54-65
Author(s):  
Mardiah Astuti ◽  
Fuaddilah Ali Sofyan ◽  
Mira Marisa
Keyword(s):  
Academic Achievement ◽  
Learning Style ◽  
Alternative Hypothesis ◽  
Fifth Grade ◽  
Purposive Sampling ◽  
Quantitative Correlation ◽  
Fifth Grade Students ◽  
Mathematics Test ◽  
Post Test ◽  
And Mathematics

Penelitian ini bertujuan untuk mengetahui hubungan antara learning style dengan hasil belajar siswa pada mata pelajaran matematika kelas V di MIN 2 Palembang. Pendekatan dan metode penelitian ini menggunakan kuantitafif desain korelasional. Populasi dari penelitian ini adalah seluruh siswa kelas V yang ada di MIN 2 Palembang berjumlah 261 siswa. Sampel ditentukan dari populasi menggunakan teknik purposive sampling dengan jumlah sampel 148 siswa. Data tentang learning style dikumpulkan dari pengisian angket learning style oleh responden, sedangkan hasil belajar didapat dari hasil post-test siswa. Hasil analisis data diperoleh bahwa untuk learning style visual rhitung (0.172) rtabel (0.1698), auditorial rhitung (0.251) rtabel (0.3172), kinestetik rhitung (0.127) rtabel (0.3009). Berdasarkan kriteria pengujian maka hipotesis nol (Ho) diterima dan hipotesis alternatif (Ha) ditolak (auditorial dan kinestetik). Jadi, dapat disimpulkan bahwa tidak terdapat hubungan yang signifikan antara learning style (auditorial dan visual) dengan hasil belajar siswa pada mata pelajaran matematika kelas V di MIN 2 Palembang. This study aims to determine the correlation between learning style and student’s academic achievement of mathematics the fifth grade students at MIN 2 Palembang. This types of research are quantitative, correlation design. The population of this study was 261 students and 148 were taken as the sample by purposive sampling. The data collected are the results of filling the learning style and mathematics test by the respondents. The results of data analysis obtained for visual tcount (0.172) ttable (0.1698), while auditorial tcount (0.251) ttable (0.3172), cinestethic tcount (0.127) ttable (0.3009). Based on the criteria of test, the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected for auditorial and cinestethic. So it can be concluded that there is no significant correlation between learning style (auditorial and cinestethic) and student’s academic achievement of mathematics the fifth grade students at MIN 2 Palembang.

Research Report: What Are Calculators Good For?

1987 ◽  
Vol 34 (6) ◽  
pp. 22
Author(s):  
Marilyn N. Suydam
Keyword(s):  
Problem Solving ◽  
Grade Level ◽  
Traditional Instruction ◽  
Basic Skills ◽  
Self Concept ◽  
Research Report ◽  
Achievement Scores ◽  
Paper And Pencil ◽  
Good For

Calculators are good for promoting achievement: their benefit has been shown in reviews by Suydam (1982) and, more recently, by Hembree (1985). Suydam summarized findings and reported that achievement scores were as high or higher when calculators were used for instruction as when they were not. Hembree used a different technique to analyze the findings of seventy-nine research reports. At only one grade level did calculator use appear questionable: at every other level, he reported that the use of “calculators in concert with traditional instruction … can improve the average student's basic skills with paper and pencil, both in basic operations and in problem solving.” Moreover, “students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than noncalculator students.”

Comparisons of Parents', Teachers', and Students' Perceptions of Self-Concept in Children from One-and Two-Parent Families

1989 ◽  
Vol 65 (1) ◽  
pp. 201-202 ◽  
Author(s):  
Therese Ensink ◽  
James L. Carroll
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Single Parent ◽  
Intellectual Ability ◽  
Self Concept ◽  
Third Grade ◽  
Single Parent Families ◽  
Teachers And Students ◽  
Teachers And Parents

19 pairs of third grade children from intact and single-parent families matched for sex, intellectual ability, and academic achievement were administered a brief self-concept measure. Teachers and parents rated the students' self-concept on similar measures. There were no significant differences in scores between the groups; however, within each group the teachers and parents consistently overestimated students' self-esteem.

scholarly journals THE EFFECT OF USING POWERPOINT PRESENTATIONS IN ACADEMIC ACHIEVEMENT OF SOCIAL AND NATIONAL STUDIES IN THE FIFTH GRADE STUDENTS AT-RISK FOR LEARNING DISABILITIES

2018 ◽  
Vol 6 (3) ◽  
pp. 191-202
Author(s):  
Ibrahim Rajab Abbas Ibrahim
Keyword(s):  
Academic Achievement ◽  
At Risk ◽  
Learning Disabilities ◽  
Fifth Grade ◽  
Control Group ◽  
Students At Risk ◽  
Fifth Grade Students ◽  
Post Test ◽  
National Studies ◽  
Experimental Group

The purpose of this study was to identify the effect of using PowerPoint presentations in academic achievement of Social and National Studies in the fifth grade students at-risk for learning disabilities at Najran in the Kingdom of Saudi Arabia. The sample of the study consisted of (10) students at-risk for learning disabilities; it was divided randomly into two equal groups: control and experimental. The students in the experimental group have studied the first unit who it consists of five lessons in Social and National Studies by using PowerPoint presentations; however, the students in the control group were received their teaching by using traditional tool (blackboard and chalk). The Social and National Studies Academic Achievement Test: was applied for two groups as pre-test and post-test. Results revealed that the students taught Social and National Studies with PowerPoint presentations performed better than their counterparts taught with traditional tool (blackboard and chalk) in favor of the students in the experimental group.

Academic Achievement in the Milingimbi Bilingual Education Program

1981 ◽  
Vol 15 (3) ◽  
pp. 297 ◽  
Author(s):  
Kathy Gale ◽  
David McClay ◽  
Michael Christie ◽  
Stephen Harris
Keyword(s):  
Academic Achievement ◽  
Bilingual Education ◽  
Education Program

scholarly journals The impact of employing the realistic model on the academic achievement of history subject and the development of critical thinking among the literary fifth-grade female students

2021 ◽  
Vol 58 (2) ◽  
pp. 3938-3946
Author(s):  
Lect. Iman Muhammad Khudair, Prof. Dr. Saad Ali Zayer
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Realistic Model ◽  
Female Students ◽  
Fifth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The research aims at studying the impact of employing the realistic model in the academic achievement of history subject and the development of critical thinking among fifth-grade literary female students. The research was applied to the research sample adopting the experimental approach with the post-test of achievement, pre and post-test for critical thinking, where the sample was divided into an experimental group (30 female students) using the realistic model and a control group (30 female students) using the standard method. After conducting equivalence between the two groups in (chronological age, intelligence, the criterion of pre-critical thinking, and the grades of students in the history subject for the fourth grade of middle school) the scientific material represented in the first and second semesters of the subject to be taught to fifth-grade literary students at the Ministry of Education was determined.The behavioral purposes were extracted, preparing therequired plans, and students were taught according to their steps.After applying the experiment and applying the two research tools, the following results were reached: 1- There is a statistically significant difference at the level of (0.05) in achievement in favor of the experimental group. 2- There is a difference of statistical significance at the level (0.05) between the mean scores of the two groups in developing critical thinking in favor of the experimental group.

Sign in / Sign up

Export Citation Format

Share Document