A Repeated Measures Investigation of the Relation of the School Motivation Analysis Test to Academic Achievement

1973 ◽  
Vol 33 (3) ◽  
pp. 743-748 ◽  
Author(s):  
T. W. Bartsch ◽  
K. Barton ◽  
R. B. Cattell
Keyword(s):  
Social Studies ◽  
Standardized Tests ◽  
Junior High School ◽  
Repeated Measures ◽  
Differential Rate ◽  
Differential Growth ◽  
Independent Variables ◽  
Interaction Terms ◽  
Central Illinois ◽  
Main Effects

Standardized tests of social studies, science, mathematics and reading achievement, along with questionnaire measures of intelligence and motivation, were administered three times, at 6-mo. intervals, to 109 girls and 149 boys enrolled in a central Illinois junior high school. With sex, intelligence and motivation treated as independent variables, 40 repeated-measures analyses of variance were computed to determine if these factors were associated with differential rate of gain in any of the four achievement tests. Significant main effects for intelligence, motivation, and occasions were found in each analysis. In comparison, interaction terms, suggesting differential change in level of achievement, were sparse and highly specific. With one exception, it was concluded that little differential growth occurred in the sample over the 12-mo. period.

Perceptions of Parent Success in Gifted Families

1995 ◽  
Vol 19 (1) ◽  
pp. 53-63
Author(s):  
Robert Strom ◽  
Shirley Strom ◽  
Pat Collinsworth
Keyword(s):  
High School Students ◽  
Parent Education ◽  
School Performance ◽  
Junior High School ◽  
Parent Influence ◽  
Child Behaviors ◽  
School Students ◽  
Independent Variables ◽  
Parent Education Programs ◽  
Main Effects

This study examined parent influence as perceived by gifted junior high school students and their parents. The 172 parents and their children ages 12 to 14 responded to parallel versions of the Parent Strengths and Needs Inventory which identified: (a) aspects of parenthood that are satisfying, (b) ways in which parents successfully perform their role, (c) the scope of teaching expected of parents, (d) difficulties with the obligations of parenting, (e) child behaviors which are frustrating to parents, and (0 information that parents need to know to function more effectively. Multivariate analysis of variance was utilized to determine the effects of generation of respondent, gender of parent, and child school performance on parent effectiveness. Analyses revealed significant main effects for all three independent variables. Interaction effects emerged for child school performance and parent gender. Implications are considered for planning parent education programs.

Longitudinal Study of Achievement Related to Anxiety and Extraversion

1974 ◽  
Vol 35 (1) ◽  
pp. 551-556 ◽  
Author(s):  
K. Barton ◽  
T. Bartsch ◽  
R. B. Cattell
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Social Studies ◽  
Achievement Scores ◽  
Personality Questionnaire ◽  
Seventh Grade ◽  
Independent Variables ◽  
Dependent Variables ◽  
Standardized Achievement Tests ◽  
Main Effects

The High School Personality Questionnaire was administered to over 300 sixth and seventh grade children and 3 mo. later these same children completed standardized achievement tests in social studies, science, mathematics, and reading. Treating the achievement scores as dependent variables and various personality scales as independent variables, analyses of variance were performed for each achievement area. Results indicated several significant main effects and interactions but perhaps most important was the finding that extreme scores on either end of the extraversion or anxiety dimensions were related to high achievement. Possible implications for teachers, counselors, or researchers are discussed.

CONSTRAINTS IN DEVELOPING NON-COGNITIVE INSTRUMENTS MADE BY TEACHERS IN IPS SUBJECTS IN JUNIOR HIGH SCHOOL IN PADANG IN GRADE VII SEMESTER II

2018 ◽  
Vol 2 (2) ◽  
pp. 133
Author(s):  
Gusnita Efrina
Keyword(s):  
High School ◽  
Data Analysis ◽  
Social Studies ◽  
Student Performance ◽  
Junior High School ◽  
Cognitive Assessment ◽  
Junior High ◽  
Product Performance ◽  
Expert Assessment ◽  
Attitude Assessment

This articel aims to obtain data on non-cognitive assessment, the ability of teachers to make the rubric of non-cognitive assessment, constraints - any constraints faced by teachers in developing noncognitive instruments as well as any policy that will be done in overcoming the obstacles faced by social studies teacher in junior RSBI Padang Class VII Semester II.This type of research is descriptive research. Data obtained from document analysis, interviews and observation. Techniques of data analysis by using percentages. Data obtained from interviews with informants, the junior high school teachers who teach social studies classes RSBI VII, Chairman of the IPS MGMP Padang, three expert specialist and deputy head of the school curriculum areas.After data analysis performed, the results obtained that the number of teachers who have not done in developing and assessing the activities within the rubric of attitude assessment, student performance and products. Once analyzed by the expert assessment rubric attitude, and product performance in terms of science and the content is quite good and better in terms of the language section. Perceived obstacles to overcome problems that arise in the application of attitude assessment, and performance of the products most social studies teachers have tried various things such as: reading books / other resources relevant to teaching materials, training, seminars and follow MGMP forum, discuss in advance with Head of School before attending the training and talked about making attitude assessment rubrics, and product performance with peers.

A Longitudinal Study of Anteroposterior Growth Changes in the Palatine Rugae

1987 ◽  
Vol 66 (9) ◽  
pp. 1512-1515 ◽  
Author(s):  
J.D. Simmons ◽  
R.N. Moore ◽  
L.C. Erickson
Keyword(s):  
Repeated Measures ◽  
Reference Points ◽  
Differential Growth ◽  
Time Intervals ◽  
Child Research ◽  
Left And Right ◽  
Growth Changes ◽  
Observation Times ◽  
Dental Cast ◽  
Tooth Migration

Palatine rugae have been used as internal dental cast reference points for quantification of tooth migration. Some, but not all, investigators have reported the medial rugal region to be stable or to show predictable change. The purpose of this study was to use the longitudinal data base of the Child Research Council of Denver to examine the anteroposterior stability of the medial rugal region. Dental casts of 20 females and 21 males with untreated normal Angle Class I occlusions were selected. Time intervals measured were: T1 — primary teeth erupted, T2 — earliest cast with permanent first molars erupted, T3 - earliest cast with canines and pre-molars erupted, and T4 — ages 16 to 22. Distinctive left and right anterior and posterior rugae which appeared on all four casts were identified, the medial ends marked, and the anteroposterior distances measured. The data were evaluated with the paired t test, repeated-measures AN-OVA, and Tukey's multiple comparison procedure. From T1 - T4, the medial rugal region increased 1.4±0.6 mm in females and 2.3±0.8 mm in males. Only two cases showed a trend toward stability. There were no significant differences by side. Significant increases in size occurred between T2 and T3 for females and males and between T3 and T4 for males. Analysis of these data indicates that the medial rugal region increases significantly in anteroposterior length, but not uniformly between the sexes across observation times. Such changes are characteristic of general craniofacial growth and suggest that the rugal region is responding to the differential growth of the underlying bone. Therefore, medial rugal landmarks appear not to be stable reference points for tooth migration research.

scholarly journals Forefoot Striking Is More Effective in Reducing Loadrates than Increasing Cadence in Runners

2018 ◽  
Vol 3 (3) ◽  
pp. 2473011418S0005
Author(s):  
Erin Futrell ◽  
Irene Davis
Keyword(s):  
Repeated Measures ◽  
Auditory Signal ◽  
Gait Retraining ◽  
Loading Rates ◽  
Impact Forces ◽  
Running Injuries ◽  
Main Effects ◽  
Wireless Accelerometer ◽  
One Way Anova ◽  
Vertical Impact

Category: Sports Introduction/Purpose: Vertical impact forces are highly influenced by the way the foot contacts the ground. These impact forces are associated with high loading rates which have been related to running injuries. As a result, clinicians have begun to use gait retraining interventions to reduce loadrates and prevent future impact-related injuries. Two types of gait retraining techniques have been promoted to reduce excessive running impacts. The first involves increasing cadence (CAD), or number of steps per minute, by 5-10%, thereby reducing stride length. The second type of gait retraining involves landing on the ball of the foot at ground contact, or using a forefoot strike (FFS). Both of these gait-retraining styles have been reported to reduce impacts, but they have not been compared with each other. Methods: 33 healthy runners (9M, 24F), running 5-15 mpw, with a rearfoot strike pattern with cadence < 170 steps/min were recruited. Subjects were randomly allocated to either FFS or CAD retraining. All subjects underwent an 8-session gait retraining program (over 2-3 wks) with auditory feedback on a treadmill. The CAD group ran to a digital metronome to increase cadence by 7.5%. The FFS group wore a wireless accelerometer that provided an auditory signal on footstrike pattern. A gait analysis was conducted at baseline, 1 wk, 1 month, and 6 months. Variables included vertical average and instantaneous load rates (VALR, VILR). A 2 x 4 repeated measures ANOVA was used to compare differences within and between the CAD and FFS groups at baseline, 1 week, 1 month and 6 months post retraining. For variables with significant interactions, simple main effects of group, as well as time were further explored using one-way ANOVA Results: There were significant interaction effects of time*group for VALR (p= 0.001), VILR (p=0.001) and foot angle (p< 0.001), but not cadence. For the simple main effects for the CAD group, VALR reduced by 14%, 7% and 16% at 1 week, 1 month, and 6 months post gait retraining respectively, compared with baseline (Figure 1). However, these reductions were not significant. For the FFS group, VALR was significantly reduced by 50%, 51% and 51% at 1 week, 1 month, and 6 months post gait retraining respectively. Interestingly, both the CAD and FFS groups increased cadence by similar amounts. Conclusion: Transitioning to a FFS pattern is significantly more effective than increasing CAD when reducing vertical loadrate (both VALR and VILR) is the goal. These changes persisted out to 6 months post gait retraining, suggesting permanence of the new pattern.

scholarly journals PERAN SELF REGULATION DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SEBAGAI UPAYA MENYIAPKAN GENERASI EMAS 2045

2020 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Sri Hapsari
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Junior High ◽  
Self Regulation ◽  
Conscious Effort ◽  
Social Studies Teaching

The purpose of this research is to determine the role of self regulation in enhancing the ability of creative thinking in social studies teaching and learning. Therefore, the author conducted a survey on junior high school in South Tangerang, Banten. Students ability to organize themselves into an important key in developing the ability to think creatively. Students will know what you want to achieve so that he has a conscious effort to focus the attention and the ability to complete the task. Ability is what is required by Indonesian golden generation because they will be dealing with a very complex challenge. The golden generation should be given so that the provision could be responsible for the lives of himself and his people.

scholarly journals Age and Gender Differences in Evaluating the Pedagogical Usability of E-Learning Materials

2019 ◽  
Vol 5 (2) ◽  
pp. 169-189
Author(s):  
Liubomir Djalev ◽  
Stanislav Bogdanov
Keyword(s):  
Gender Differences ◽  
Repeated Measures ◽  
Educational Process ◽  
Instructional Designers ◽  
Learning Materials ◽  
Age And Gender ◽  
Independent Variables ◽  
Age And Gender Differences ◽  
E Learning ◽  
And Gender

The purpose of the study is to examine the pedagogical usability of interactive e-learning materials for foreign language practice. It is based upon two studies of the expected between-group and within-group differences among participants in the educational process. The sample consists of two groups – lecturers and students, a total of 100 participants, each evaluating four materials specifically prepared for this study. Two consecutive repeated measures ANOVA were conducted in which the gender/age, the position of the participants in the educational process, and usability dimensions were the independent variables. Results indicated that all independent variables and their interactions have a significant effects on the evaluations of the pedagogical usability. Women tend to assign higher values than men. Аge groups generally differ in their evaluations, although there is a tendency to give similar ratings for the individual dimensions of pedagogical usability. The 31-40 years age group evaluates the materials higher while the lowest evaluations are given by the groups of 21-30 and 50+ year old participants. Students tend to rate the pedagogical usability systemically higher than the lecturers. Usability dimensions also have a significant effect on evaluations. The most prominent feature of the materials, by a great margin, is their Applicability. The findings corroborate previous research which show age and gender differences in web usability do exist. We conclude that these differences exist as much in pedagogical usability as in technical usability. Further investigations are suggested to explore more deeply the differences in the perceived pedagogical value of e-learning materials as this has implications for instructional designers, teachers and learners alike.

scholarly journals Kinerja guru IPS pascasertifikasi pendidik dalam melaksanakan pembelajaran pada tingkat SMP di Kota Makassar

2017 ◽  
Vol 4 (1) ◽  
pp. 14-28
Author(s):  
Shasliani Syamsul ◽  
Aman Aman
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Mechanical Analysis ◽  
Learning Assessment ◽  
Average Value ◽  
Social Studies Teacher ◽  
Quantitative Descriptive

Penelitian ini bertujuan untuk mengetahui kinerja guru IPS SMP pascasertifikasi Kota Makassar dilihat dari aspek perencanaan, pelaksanaan dan penilaian pembelajaran, serta untuk mengetahui perbedaan kinerja guru pascasertifikasi di Kota Makasar dilihat dari lama waktu setelah sertifikasi. Penelitian ini merupakan penelitian kuantitatif deskriptif. Sampel penelitian 6 kepala sekolah, 27 guru, dan 130 siswa. Pengumpulan data menggunakan kuesioner. Teknik analisis menggunakan analisis deskriptif. Hasil penelitian ini menunjukkann bahwa Guru IPS tingkat SMP pascasertifikasi di Kota Makassar memiliki kinerja yang baik dilihat dari aspek perencanaan pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 4,04. Guru IPS pascasertifikasi memiliki kinerja yang baik dilihat dari aspek pelaksanaan pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 3,77. Guru IPS pascasertifikasi memiliki kinerja yang baik dilihat dari aspek penilaian pembelajaran, yang ditunjukkan dengan nilai rerata sebesar 3,96. Kinerja guru pascasertifikasi lebih dari lima tahun dengan guru pascasertifikasi lima tahun kurang secara signifikan tidak memiliki perbedaan.Kata kunci: kinerja guru, sertifikasi, pelaksanaan pembelajaran PERFORMANCE OF SOCIAL SCIENCE TEACHER AFTER CERTIFICATION TO IMPLEMENTATION LEARNING LEVEL JUNIOR HIGH SCHOOL IN MAKASSAR CITYAbstractThis study aims to determine the performance of junior high school social studies teacher post-certification Makassar City viewed from the aspect of planning, implementation and assessment of learning, and to investigate differences in teacher performance post-certification in Makasar seen from a long time after certification. This research is quantitative descriptive. The research sample 6 principals, 27 teachers and 130 students. Collecting data using questionnaires. Mechanical analysis using descriptive analysis. The results of this study has pointed out that the Master IPS junior level after certification in Makassar has a good performance from the aspects of the learning plan, which indicated an average value of 4.04. After certification social studies teacher has a good performance from the aspects of the implementation of learning, which is shown to an average value of 3.77. After certification social studies teacher has a good performance from the aspects of learning assessment, which indicated an average value of 3.96. Post-certification of teachers' performance over five years with teacher certification after five years was significantly less no difference.Keywords: teahcer performance, certification, implementation learning

scholarly journals PENINGKATAN KETERAMPILAN SOSIAL SISWA DALAM PEMBELAJARAN IPS MELALUI OUTDOOR ACTIVITY DI SMP NEGERI 1 KALIGONDANG KABUPATEN PURBALINGGA

2015 ◽  
Vol 2 (1) ◽  
pp. 1-11
Author(s):  
Amtorunajah Amtorunajah ◽  
Muhsinatun Siasah Masruri
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Junior High School ◽  
Social Skill ◽  
Research Study ◽  
Learning Method ◽  
Outdoor Activity ◽  
The Social ◽  
Before And After ◽  
The Mean

Penelitian ini bertujuan untuk meningkatkan keterampilan sosial siswa dalam pembelajaran IPS melalui outdoor activity sebagai metode pembelajaran. Penelitian ini merupakan penelitian tindakan kelas dengan subjek penelitian siswa kelas VIIA SMP Negeri 1 Kaligondang Kabupaten Purbalingga. Penelitian ini terfokus pada peningkatan keterampilan sosial siswa. Data peningkatan keterampilan sosial diperoleh melalui pengamatan, wawancara, dokumentasi, yang selanjutnya dianalisis untuk dibandingkan: (1) hasil pengamatan sebelum tindakan dan sesudah tindakan, dan (2) hasil pengamatan keterampilan sosial tiap siklus yang didukung oleh tanggapan berbagai pihak. Sebelum dilakukan tindakan, peneliti melakukan pengamatan keterampilan sosial dengan hasil rerata 2,79. Pada penerapan outdoor activitiy siklus I diperoleh skor rerata sebesar 3,12 (kategori cukup). Pada penerapan outdoor activity siklus II diperoleh skor rerata sebesar 3,69 (kategori baik). Pada penerapan outdoor activity siklus III mengalami peningkatan dengan skor rerata 4,16 (kategori baik). Berdasarkan hasil pengamatan keterampilan sosial siswa pada prasiklus, siklus I, siklus II, dan siklus III, dapat disimpulkan bahwa penerapan metode outdoor activity dalam pembelajaran IPS dapat meningkatkan keterampilan sosial pada siswa. Dengan demikian metode pembelajaran dengan outdoor activity layak diterapkan dalam pembelajaran IPS sebagai salah satu kegiatan pembelajaran, khususnya untuk meningkatkan keterampilan sosial siswa. Kata kunci: keterampilan sosial, outdoor activity, pembelajaran IPS SMP______________________________________________________________ IMPROVING STUDENTS’ SOCIAL SKILLS IN SOCIAL STUDIES LEARNING THROUGH OUTDOOR ACTIVITY IN SMP NEGERI 1 KALIGONDANG PURBLINGGA REGENCY Abstract This study aims to improve the social skills of students in social studies learning through outdoor activity as a learning method. This was a classrooms action research study involving grade VIIA students of SMP Negeri 1 Kaligondang Purbalingga regency. This study focused on improving the social skill. The data of improvement of social skills were collected through observation, interviews, documentation, which is then analyzed for comparison: (1) the result of observations before and after the actions, and (2) the result of observation of social skills of each cycle supported by responses from different  parties. Before the actions, the researchers conducted observations of social skills and the mean score was 2.79 (in the moderate category). Through the application of the outdoor activitiy in cycle I obtained mean score of 3.12 (in the moderate category). Through the application of the outdoor activity in cycle II obtained mean score of 3.69 (in the good category). Through the application of outdoor activity in cycle III, the student’ social skill improved, with a mean score of 4.16 (in the good category). Based on the result of the observations of students' social skills on precycle, cycle I, cycle II, and  cycle III, it can be concluded that the application of the learning method of outdoor activity in Social Studies can improve social skills in students. Thus the method of learning with outdoor activity feasible in learning social studies as one of the learning activities, in particular to improve the students’ social skills. Keywords: social skills, outdoor activity, social studies learning at junior high school.

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