scholarly journals EFFECTIVENESS OF DEVELOPED WORKSHEETS TO THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SCIENCE 9 CONCEPTS

2021 ◽  
Vol 9 (4) ◽  
pp. 210-214
Author(s):  
John Manuel Cotares Buniel ◽  
Vilma Agua Monding
Keyword(s):  
Academic Achievement ◽  
Instructional Material ◽  
Department Of Education ◽  
Evaluation Tool ◽  
Development System ◽  
Resources Management ◽  
Significant Difference ◽  
Management And Development ◽  
Printed Materials ◽  
Primary Instrument

The study was carried out to evaluate the effectiveness of developed worksheets as an instructional material for teaching specific concepts in science 9. In particular, the aim of the study is to analyze the evaluation ratings of the worksheets produced and the effect of its implementation. It also examines the significant difference between the respondents' academic performances when supported by the developed worksheets. The primary instrument of the study is a standardized evaluation tool for printed materials from the Department of Education, Learning Resources Management and Development System (LRMDS) Office. Results showed that the validated worksheets are identified as appropriate and commendable by the validators. The achievement performance of the respondents has improved substantially. There is a significant difference between the students' academic achievement using established worksheets compared to conventional approaches. In teaching Science 9 concepts, the developed worksheets are appropriate to use as a material and greatly enhanced the students' efficiency.

scholarly journals Asynchronous-Synchronous Teaching Techniques to Reinforce Achievement in Grade 2 Mathematics

2021 ◽  
Vol 2 (2) ◽  
pp. 99-107
Author(s):  
Arnel S. Travero ◽  
Nancy T. Rubin
Keyword(s):  
Academic Achievement ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
Teaching Techniques ◽  
Learning Modules ◽  
School Year ◽  
Significant Difference ◽  
School Learning ◽  
Achievement In Mathematics ◽  
Achievements In Mathematics

This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary School in Cagayan de Oro City, Philippines for school year 2020-2021. Asynchronous and Synchronous teaching techniques were employed in the class. The instruments used in the study were the School Learning Modules (SLMs) crafted and provided by the Department of Education, the video lessons patterned from the SLMs, the First and Second Quarter grades that represent their achievements in Mathematics, and the Reflection papers submitted by the pupils every grading period for feedbacking. The study was quantitative in nature and data gathered were analyzed using frequency, percentage, and paired sample t-test. Findings revealed that there was a significant difference in the academic achievement of the pupils in Mathematics after exposure to Synchronous and Asynchronous learning as evident in the Second Grading grades. It was disclosed that the intervention employed to reinforce pupils’ achievement in Mathematics is effective in this new normal learning. The researchers recommend that teachers may use this teaching technique to reinforce achievement particularly in Mathematics.

scholarly journals Asynchronous-Synchronous Teaching Techniques to Reinforce Achievement in Grade 2 Mathematics

2021 ◽  
Vol 2 (2) ◽  
pp. 99-107
Author(s):  
Arnel S. Travero ◽  
Nancy T. Rubin
Keyword(s):  
Academic Achievement ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
Teaching Techniques ◽  
Learning Modules ◽  
School Year ◽  
Significant Difference ◽  
School Learning ◽  
Achievement In Mathematics ◽  
Achievements In Mathematics

This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary School in Cagayan de Oro City, Philippines for school year 2020-2021. Asynchronous and Synchronous teaching techniques were employed in the class. The instruments used in the study were the School Learning Modules (SLMs) crafted and provided by the Department of Education, the video lessons patterned from the SLMs, the First and Second Quarter grades that represent their achievements in Mathematics, and the Reflection papers submitted by the pupils every grading period for feedbacking. The study was quantitative in nature and data gathered were analyzed using frequency, percentage, and paired sample t-test. Findings revealed that there was a significant difference in the academic achievement of the pupils in Mathematics after exposure to Synchronous and Asynchronous learning as evident in the Second Grading grades. It was disclosed that the intervention employed to reinforce pupils’ achievement in Mathematics is effective in this new normal learning. The researchers recommend that teachers may use this teaching technique to reinforce achievement particularly in Mathematics.

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Nisha Chandel ◽  
Seema Chopra
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Understanding Emotions ◽  
School Records ◽  
Better Than

The present study was undertaken to find out emotional intelligence and academic achievement of male and female adolescents. The sample consists of 82 students( 41 male and 41 female adolescents) from different schools in Hamirpur district of Himachal Pradesh. Emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014) and academic achievement score were taken from the school records. The results revealed that there exists a significant difference in emotional intelligence of male and female adolescents. It was found that there existed significant difference in academic achievement of female adolescents and male adolescents. The mean emotional intelligence of female adolescents was better than of male adolescents. On the dimensions of emotional intelligence, it was found that there was no significant difference between male and female adolescents on understanding emotions, empathy and handling relations dimensions of emotional intelligence; while it was reported that there was significant difference between male and female adolescents on understanding motivation dimension of emotional intelligence On the other hand, it was found that there existed significant difference in academic achievement of female adolescents and male adolescents.

scholarly journals Problems of Jordanian Public Universities’ Students: A Survey Study

2015 ◽  
Vol 7 (4) ◽  
pp. 120
Author(s):  
Saleh Salem Al-khawaldeh ◽  
Soud Fahd Alkhrsha
Keyword(s):  
Academic Achievement ◽  
Public University ◽  
Physical Growth ◽  
Survey Study ◽  
Counseling Services ◽  
Recreational Activity ◽  
Financial Position ◽  
Significant Difference ◽  
University Life ◽  
Faculty Level

<p>This study aims at identifying the types of problems encountered Jordanian Public<br />UniversityStudents according to students themselves. It also seeks to investigate the effect of<br />the variables of faculty, level of study, gender and academic achievement on the degree of the<br />intensity of such problems. For this purpose, a version of Moony checklist for problems<br />student, adapted by Sowanah (1983), was used; it consists of (190) items classified into six<br />domains. The sample of the study was randomly selected and consists of (406) male and<br />female students.<br />The results of the study revealed that Jordanian Public University Students suffer from<br />problems in all six domains. They are arranged in descending order according to degree of<br />intensity as follows: Curricula and Methods of Instruction and adapting to University Life,<br />Social and Recreational Activity, Health and Physical Growth, Home and Family Personal<br />and Psycho-affective Relationships, Financial Position and vocational. No statistically<br />significant difference ( a = 0.05) in the degree of the problems intensity attributed to the<br />variables of students' faculty, level of study, gender or academic achievement was indicated.<br />Results also revealed a positive attitude of the students towards the counseling services<br />available to them and that they felt they need the same counseling services in all the study<br />domains with no statistically significant difference (a = 0.05) attributed to any of the study<br />variables. The researchers recommended an establishment of a counseling center in order to<br />help the students overcome their problems.</p><p> </p>

Using the laboratory to engage all students in science practices

2016 ◽  
Vol 17 (4) ◽  
pp. 1098-1113 ◽  
Author(s):  
J. P. Walker ◽  
V. Sampson ◽  
S. Southerland ◽  
P. J. Enderle
Keyword(s):  
Academic Achievement ◽  
Female Students ◽  
Chemistry Laboratory ◽  
Scientific Practices ◽  
Science Practices ◽  
General Chemistry Laboratory ◽  
Representational Practices ◽  
Significant Difference ◽  
The Mean ◽  
Practical Exam

This study examines the extent to which the type of instruction used during a general chemistry laboratory course affects students’ ability to use core ideas to engage in science practices. We use Ford’s (2008) description of the nature of scientific practices to categorize what student do in the laboratory as either empirical or representational. One approach to lab instruction, engages students in the empirical practices of science but in a traditional prescriptive manner designed to demonstrate and verify content. The second approach, Argument-Driven Inquiry (ADI), engages students in both the empirical and representational practices of science. A practical exam was used to compare student learning in each condition. The assessment targeted student ability to participate in specific scientific practices, including planning and conducting investigations, analyzing and interpreting data and arguing from evidence. Students who were taught with either ADI (N= 81) or Traditional (N= 76) had equivalent understanding of content based on the ACS-GCST exam, however the mean score on the practical exam was significantly higher for students in the ADI sections. Results also indicate that the mean scores on the practical exam were significantly higher in the ADI sections for all students including female students, under-represented minority (URM) students, and students with lower past academic achievement. In the traditional laboratory sections there was a significant difference in the mean scores on the practical exam for the URM student relative to the majority, which was not present in the ADI sections. However, the opposite was found for students with low past academic achievement; the mean score on the practical exam was significantly lower for the students in the ADI sections in comparison to the traditional sections.

scholarly journals A Comparison of the Academic Achievement of Home School and Public School Students

2017 ◽  
Vol 7 (3) ◽  
pp. 01 ◽  
Author(s):  
Lyn Boulter
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Public School ◽  
Grade Level ◽  
School Effectiveness ◽  
Written Language ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
Significant Difference

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups.  Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities).  The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

scholarly journals The effect of the science classesenriched with art activities on academic achievementSanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya etkisi

2017 ◽  
Vol 14 (2) ◽  
pp. 1469
Author(s):  
Vesile Yıldız Demirtaş ◽  
Seda Çerik ◽  
Adem Maba
Keyword(s):  
Academic Achievement ◽  
Achievement Test ◽  
Control Group ◽  
Positive Effects ◽  
Written Examination ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Elective Course ◽  
Art Activities

The aim of the study is to reveal the effects of the classeswhich enriched with art activitieson academic achievement at the 5th grades. The research group consists of 37 students who determined the science applications course as an elective course in a public school in İzmir during 2015-2016 Education Fall Semester. In this study, from the trial models"Quasi-experimental desing, pre-post test without control group" was used. The data were collected with achievement test and written examination that prepared by researchers in order to measure academic achievement in science applications classes and also interviews that prepared by researchers used in order to determine the opinions of the students on the science applications enriched with art activities. As the results of the research there is a significant difference between the pretest-posttest findings and the pretest-permanency test results of the experimental group. As the results of the achievement test, it is concrete that these activities have positive effects on the students.  It can be said that the applications are effective when the students' interview questions are compared with the answers given by the students after the last application. ÖzetAraştırmanın amacı 5. sınıflarda sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersinin akademik başarıya olan etkilerini ortaya çıkarmaktır. Araştırmanın çalışma grubunu 2015-2016 Öğretim Yılı Güz döneminde İzmir’de bir devlet okulunda bilim uygulamaları dersini seçmeli ders olarak belirleyen 37 öğrenci oluşturmaktadır.Bu araştırmada, deneme modellerinden “tek grup öntest-sontest kontrol grupsuz yarı deney deseni” kullanılmıştır. Veriler bilim uygulamaları dersindeki akademik başarıyı ölçmek amacıyla araştırmacılar tarafından hazırlanan bilim uygulamaları başarı testi ve yazılı yoklama ile öğrencilerin sanat etkinlikleri ile zenginleştirilmiş bilim uygulamaları dersine yönelik görüşlerini belirlemek amacıyla hazırlanan görüşme formu ile toplanmıştır.Araştırmada deney grubunun öntest-sontest sonuçlarında ve öntest-kalıcılık testi sonuçlarında anlamlı fark bulunmaktadır. Yapılan başarı testi sonucunda bu etkinliklerin öğrencileri olumlu etkilediği somut olarak ortaya çıkmıştır. Öğrencilerin görüşme sorularına ön uygulama ile son uygulama sonrası verdikleri cevaplar karşılaştırıldığında uygulamaların etkili olduğu söylenebilir. 

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

Sign in / Sign up

Export Citation Format

Share Document