A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project

1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Elementary School ◽  
Academic Success ◽  
Achievement Gap ◽  
Control Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Integration Project ◽  
Experimental Group

An integration project initiated at the Gush Etzion Regional Elementary School in Israel at the beginning of the 1984/85 school year has now been running for six years. In the program ethnically Oriental pupils from a lower achievement-oriented environment and lower socioeconomic status were assigned to integrated classrooms together with higher achievement-oriented and higher socioeconomic-status students of Western ethnic background. A number of interventions designed to promote improved academic achievement were implemented at the school. Analysis indicated that pupils of lower socioeconomic status assigned to the experimental group achieved significantly higher reading scores than pupils of lower socioeconomic status in the control group attending a nonintegrated school. However, pupils of higher socioeconomic status studying in the integrated school and belonging to a comparison group achieved higher scores on the research instrument than members of either the experimental or the control groups despite the interventions undertaken to close the achievement gap. It appears that, although the interventions undertaken contributed to academic success of the experimental group subjects, they did not go all the way towards closing the achievement gap between lower and higher socioeconomic-status pupils.

scholarly journals The Effect of Multiple Intelligence Theory on Students’ Academic Success in The Subject of Geometric Shapes in Elementary School

2018 ◽  
Vol 7 (2) ◽  
pp. 227
Author(s):  
Gülşah Batdal Karaduman ◽  
Halime Cihan
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Academic Success ◽  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Control Group ◽  
Multiple Intelligence Theory ◽  
Intelligence Theory ◽  
The Subject ◽  
Experimental Group

The aim of the research is to investigate whether "Teaching Mathematics for the 2nd grade of elementary school in an appropriate way for the theory of multiple intelligences on geometric subjects" has any impact on students’ academic achievement or not. The research is an experimental study and it was conducted with the students of the 2nd grade class in a primary school in Küçükçekmece province of Istanbul in 2016-2017 education year. A total of 60 students participated in the research, 30 in the experimental group and 30 in the control group. In the control group, while the subject "geometric objects" was taught using traditional methods, the same subject in the experimental group was taught by curriculums prepared in accordance with the Multiple Intelligence Theory. The study lasted for 4 weeks together with the applications of test development, pre-test, post-test and course work. The application was performed by researchers. The data obtained from the application were evaluated in the SPSS 22 Program. As a result of the evaluations made, it was concluded that the lesson which was taught by using the curriculums prepared according to the Multiple Intelligences Theory had a more positive effect on student achievement compared to the lesson which was taught using traditional methods.Keywords: Multiple Intelligence Theory, Mathematics, Geometry, Academic Achievement

scholarly journals Technology-supported global education: A mixed method study

2019 ◽  
Vol 9 (4) ◽  
pp. 1209-1244
Author(s):  
Şule Egüz ◽  
Cemil Öztürk ◽  
Alper Kesten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Mixed Method ◽  
Repeated Measures ◽  
Global Education ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Control Group ◽  
Second Phase ◽  
Experimental Group

The purpose of this study was to investigate the effects of using communication technologies in teaching of attainments related to global education in social studies course on students’ academic success, knowledge retention and their opinions on teaching practice. The research was carried out on the 6th grade students in a secondary school in the province of Samsun. In the research, exploratory order model, one of the mixed method research designs, was used. There were 44 students in the experimental group and 41 students in the control group. “Academic achievement test" was used for data collection. The second phase of the study was designed as a case study and a semi-structured interview form was used to collect data. The interview form prepared for 10 students in the experimental group was applied. One-factor ANOVA was used for the repeated measures of the relationship between pre-test, post-test and retention scores of the experimental and control groups to determine the retention of the program in learning. Descriptive analysis method was used in the analysis of qualitative data. At the end of the research, it was found that the technology supported teaching program applied to the experimental group was more effective in increasing students' academic achievement and learning retention compared to the teaching application in the control group which was not supported by communication technologies and where teacher-centered teaching -straight expression method- was used.

Educational Status and School-Related Abilities of Very Low Birth Weight Premature Children

PEDIATRICS ◽  
1991 ◽  
Vol 88 (6) ◽  
pp. 1125-1134 ◽  
Author(s):  
Gail Ross ◽  
Evelyn G. Lipper ◽  
Peter A.M. Auld
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Very Low Birth Weight ◽  
New York State ◽  
Full Term ◽  
Auditory Memory ◽  
Entire Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Premature Children

Eighty-eight premature children with birth weights ≤1500 g were evaluated at ages between 7 and 8 years old to determine their academic status in comparison with those of a matched full-term group. Results showed that a much higher proportion of the premature children required special educational interventions (48%) than either the full-term children (15%) or the New York State public elementary school population (10%). More than half of the premature children who received educational intervention were neurologically impaired or had below normal intelligence. The entire group of premature children differed significantly from the matched full-term group on IQ score and on tests of verbal ability, school achievement, and auditory memory. Lower socioeconomic status children performed significantly less well on each type of these measures and on a measure of attention than children of the higher socioeconomic status group. There was an interaction of prematurity and social class on Full Scale IQ, verbal tests, academic achievement, and attention, with lower socioeconomic status premature children scoring lowest on these measures. The subset of premature children normal in both IQ and neurologic status did not differ significantly from a matched normal full-term group on any cognitive measures other than arithmetic ability, but they continued to have significantly lower academic achievement scores.

The effect of using augmented reality based teaching material on students' academic success and opinions

2021 ◽  
Vol 9 (1) ◽  
pp. 273-289
Author(s):  
Ayşe Ülkü Kan ◽  
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Augmented Reality ◽  
Structured Interview ◽  
Achievement Test ◽  
Control Group ◽  
Technology In Teaching ◽  
Course Material ◽  
Experimental Group ◽  
Qualitative Dimension

The purpose of this research is to determine the effect of course material developed with augmented reality (AR) technology in teaching subjects related to coding on students' academic achievement, their level of permanence in learning and their opinions on the process. The mixed method was used in the study. In the quantitative dimension of the research, semi-experimental design with pretest-posttest control group, and in qualitative dimension phenomenology pattern were preferred. The quantitative data of the research were collected with the achievement test and the qualitative data were collected with a semi-structured interview form. The study group consists of 64 students attending a university in Computer Programming department in Turkey. There are 34 students in the experimental group and 30 students in the control group. The prepared achievement test was applied to the students as pretest, posttest and permanence test. After the application, interviews were made with 15 students selected from the experimental group. As a result of the research, it is seen that the academic achievement and permanence levels of students in the experimental group using AR course material for teaching coding education are higher than the students in the control group. According to the results obtained from the qualitative dimension of the research, it has been determined that AR technology provides many advantages such as efficiency, permanence, comprehensibility and convenience on learning; accordingly, it has been suggested that it should be expanded in different courses and fields.

scholarly journals Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

2017 ◽  
Vol 6 (1) ◽  
pp. 180 ◽  
Author(s):  
Elif Aktas ◽  
Serap Uzuner Yurt
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
T Test ◽  
University Education ◽  
Control Group ◽  
Research Approach ◽  
Learning Material ◽  
Study Results ◽  
Digital Stories ◽  
Experimental Group

The aim of this study was to determine the effect of the learning environment where digital stories are used as a learning material on the motivation, academic success, retention, and and students' opinions. The study was carried out with mixed method which is a combination of quantitative and qualitative research approach. The study was implemented in Recep Tayyip Erdoğan University Education Faculty Turkish Education Department. Participants included 61 students, 31 in experimental group and 30 in control group. To analyse the quantitative data; descriptive statistics, Student's t test and Paired sample t test were used. In analysis of qualitative data collected through semi-structured interviews, content analysis was performed. Study results showed that digital stories have a positive effect on the academic achievement, motivation and retention in the experimental group. In addition, the students in the experimental group were found to report a positive opinion on the application of digital stories. 

Kinesthetic Enrichment and Goodenough-Harris Draw-a-Man Scores of Black Children from Lower Socioeconomic Background

1977 ◽  
Vol 45 (1) ◽  
pp. 201-202
Author(s):  
Robert Tyler Coyle ◽  
Pauline Rose Clance ◽  
Joan Joesting
Keyword(s):  
Socioeconomic Status ◽  
First Graders ◽  
Black Children ◽  
Body Awareness ◽  
Socioeconomic Background ◽  
Control Group ◽  
Body Parts ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic

Enrichment of the conceptual experience of 15 black first graders of lower socioeconomic status was attempted through body-awareness exercises utilizing kinesthesia, imaging of body parts, and air tracing of these images. It was hypothesized that the children in the enrichment group would show a significantly greater increase in scores on the Goodenough-Harris Draw-a-Man test than a control group of 14 classmates. No increase occurred; the hypothesis was not supported.

scholarly journals Neural oscillations reveal differences in the process of word learning among school-aged children from lower socioeconomic status backgrounds

2020 ◽  
Author(s):  
Julie M. Schneider ◽  
Alyson D. Abel ◽  
Jacob Momsen ◽  
Tina C. Melamed ◽  
Mandy Maguire
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Word Learning ◽  
Vocabulary Knowledge ◽  
Neural Oscillations ◽  
Low Ses ◽  
Alpha Power ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Beta Power

Building a robust vocabulary in grade school is essential for academic success. Children from lower socioeconomic status (SES) households on average perform below their higher SES peers on word learning tasks, negatively impacting their vocabulary; however, significant variability exists within this group. Many children from low SES homes perform as well as, or better than, their higher SES peers on measures of word learning. The current study addresses what processes underlie this variability, by comparing the neural oscillations of 44 better versus worse word learners (ages 8-15 years) from lower SES households as they infer the meaning of unknown words. Better word learners demonstrated increases in theta and beta power as a word was learned, whereas worse word learners exhibited decreases in alpha power. These group differences in neural oscillatory engagement during word learning indicate there may be different strategies employed based on differences in children’s skills. Notably, children with greater vocabulary knowledge are more likely to exhibit larger beta increases; a strategy which is associated with better word learning. This sheds new light on the mechanisms that support word learning in children from low SES households.

scholarly journals Neural oscillations reveal differences in the process of word learning among school-aged children from lower socioeconomic status backgrounds

2021 ◽  
pp. 1-82
Author(s):  
J.M. Schneider ◽  
A.D. Abel ◽  
J. Momsen ◽  
T.C. Melamed ◽  
M.J. Maguire
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Word Learning ◽  
Vocabulary Knowledge ◽  
Neural Oscillations ◽  
Low Ses ◽  
Alpha Power ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Beta Power

Abstract Building a robust vocabulary in grade school is essential for academic success. Children from lower socioeconomic status (SES) households on average perform below their higher SES peers on word learning tasks, negatively impacting their vocabulary; however, significant variability exists within this group. Many children from low SES homes perform as well as, or better than, their higher SES peers on measures of word learning. The current study addresses what processes underlie this variability, by comparing the neural oscillations of 44 better versus worse word learners (ages 8-15 years) from lower SES households as they infer the meaning of unknown words. Better word learners demonstrated increases in theta and beta power as a word was learned, whereas worse word learners exhibited decreases in alpha power. These group differences in neural oscillatory engagement during word learning indicate there may be different strategies employed based on differences in children’s skills. Notably, children with greater vocabulary knowledge are more likely to exhibit larger beta increases; a strategy which is associated with better word learning. This sheds new light on the mechanisms that support word learning in children from low SES households.

scholarly journals The Mental Health and Grade Point Average among College Students from Lower Socioeconomic Status Based on Healthcare Data Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Xue Dong ◽  
Kaige Yang ◽  
Ruxin Zhang ◽  
Yuecheng Lv
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Self Esteem ◽  
Lower Socioeconomic Status ◽  
Grade Point ◽  
Mediating Role ◽  
Lower Socioeconomic ◽  
Health And Academic Achievement

This study evaluated the mediating role of social support in the relationships between mental health and academic achievement and used a sample of 640 college students from lower socioeconomic status (LSES) compared to 501 from higher socioeconomic status (HSES) in China. Self-report measures of depression, anxiety, Internet addiction, self-esteem, perceived social support, and grade point average (GPA) were measured online. Group differences were examined with Chi-square analyses. Results. (1) There were significant differences in mental health, academic achievement, and social support between LSES and HSES. (2) Anxiety, depression, and Internet addiction were significantly negatively correlated with academic achievement; self-esteem and social support were significantly positively correlated with academic achievement. (3) Social support has a mediating role between mental health and academic achievement. These results proved that it is necessary to pay more attention to their mental health and develop social support to improve their academic achievement for LSES students. Previous studies have paid little attention to the LSES students, but these students are more prone to psychological problems. Therefore, this study focuses on the LSES students.

Socioeconomic Status and the Rorschach

1994 ◽  
Vol 74 (1) ◽  
pp. 95-98 ◽  
Author(s):  
George Frank
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Middle Class ◽  
Abstract Thinking ◽  
Growing Up ◽  
Socioeconomic Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Mental Health Facilities

People from lower socioeconomic status are making increasing use of mental health facilities. Surveys have indicated that the Rorschach is still one of the more frequently used instruments by psychologists in such facilities, but research has also shown that clinicians tend to misinterpret Rorschachs of people from the lower socioeconomic group as reflecting greater psychopathology than the same Rorschachs identified as being given by people from the middle class. Research has also shown that growing up in conditions of poverty significantly affects how people perform on tests of abstract thinking, tests of intelligence, and tests of academic achievement; the question was raised as to whether this extends to the Rorschach. The lack of sufficient research on the effect of socioeconomic status on responsiveness to the Rorschach precluded that question being answered. The kind of research still needed was discussed.

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