scholarly journals Establishing the Growth Rate of Mauritian Students’ Achievement in Mathematics for the Cambridge School Certificate Examination

2021 ◽  
Vol 9 (4) ◽  
pp. 55-58
Author(s):  
Karishmaraye Gopaul - Rughoonundun ◽  
Kumar Dookhitram
Keyword(s):  
Growth Rate ◽  
Student Achievement ◽  
Academic Performance ◽  
Student Success ◽  
Logistic Model ◽  
Math Performance ◽  
School Certificate ◽  
Certificate Examination ◽  
Achievement In Mathematics ◽  
Cambridge School

As research must measure and precisely assess the effects of changes and advances in an area of endeavor, mathematics has played. It continues to play a key role in developing realms of science and technology. Academic performance is an important factor in determining an individual’s success or failure in mathematics. Mathematics is obligatory in Mauritius until students reach Grade 11, taking the Cambridge School Certificate Examination. However, in the case of Mauritius, the question of student success growth rate has not been properly explored. The aim of this research is to establish the rate of growth in student math performance for the Cambridge School Certificate Examination. The Verhulst logistic model is adapted for this purpose for the period 2012 to 2019. According to the findings, the predicted growth rate of student achievement in Mathematics Syllabus A, Mathematics Syllabus D, and Additional Mathematics are respectively lowered by about 2.42 percent, 1.86 percent, and 7.01 percent per year.

Education for Rural Development: a Discussion of Experiments in Botswana

1972 ◽  
Vol 10 (4) ◽  
pp. 611-620 ◽  
Author(s):  
Jennifer C. Ward
Keyword(s):  
South Africa ◽  
Secondary Education ◽  
Rural Development ◽  
School Certificate ◽  
Educational Standard ◽  
Per Capita ◽  
Salaried Employment ◽  
Cattle Herds ◽  
Hunting And Fishing ◽  
Cambridge School

Botswana, a country of some 648,000 people unevenly distributed over more than 600,000 square kilometres, is an extremely poor nation whose estimated income per capita is less than $100 per annum. It is land-locked and dependent upon transport routes through neighbouring South Africa and Rhodesia. Frequent droughts cause major losses in Botswana's cattle herds, whose meat provides the country with its major export earnings. According to the 1964 census, almost 228,000 of the 250,000 workers were in agriculture, forestry, hunting, and fishing, and a 1967–8 survey found only 28,148 in salaried employment. During 1967 an additional 22,735 Batswana were working in the mines of South Africa. Of the present number of jobs (estimated at 2,000) requiring the minimum educational standard of School Certificate, less than one-quarter are currently filled by Botswana citizens. In 1967 some 258 students – 55 per cent of those who sat for the examination – received the Junior Certificate (after three years of secondary education) and 66 students - 80 per cent of those who sat – received the Cambridge School Certificate (after five years of secondary education).

INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

2021 ◽  
Vol 72 (2) ◽  
pp. 46-56
Author(s):  
T.V. Lantseva ◽  
Keyword(s):  
Student Achievement ◽  
Academic Performance ◽  
Learning Styles ◽  
Student Teaching ◽  
Teaching Style ◽  
Teaching Styles ◽  
Practical Significance ◽  
Learning And Teaching ◽  
Significant Difference ◽  
New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

Using Self-Monitoring of Performance With Self-Graphing to Increase Academic Productivity in Math

2017 ◽  
Vol 26 (2) ◽  
pp. 57-65 ◽  
Author(s):  
Jenny C. Wells ◽  
Patricia H. Sheehey ◽  
Michael Sheehey
Keyword(s):  
Academic Performance ◽  
Mathematics Teaching ◽  
Self Regulation ◽  
Important Predictor ◽  
Academic Productivity ◽  
Self Monitoring ◽  
Achievement In Mathematics ◽  
Math Proficiency

Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with self-graphing focuses him or her on academic performance and results in increases in productivity and math proficiency. This article describes the process of designing and implementing this intervention.

scholarly journals Grit in Online Education

2019 ◽  
pp. 1-11
Author(s):  
Nicole Buzzetto-Hollywood ◽  
Kathy Quinn ◽  
Wendy Wang ◽  
Austin Hill
Keyword(s):  
Student Achievement ◽  
Online Education ◽  
Student Success ◽  
Student Performance ◽  
Online Courses ◽  
Self Regulation ◽  
P Value ◽  
Learning Success ◽  
Promising Area ◽  
Learning Efficacy

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

Determining effective teaching behaviors through the hiring process

2015 ◽  
Vol 29 (1) ◽  
pp. 139-155 ◽  
Author(s):  
Gary Schumacher ◽  
Bettye Grigsby ◽  
Winona Vesey
Keyword(s):  
Student Achievement ◽  
Learning Styles ◽  
Student Success ◽  
Classroom Management ◽  
Effective Teaching ◽  
Teaching Behaviors ◽  
Content Type ◽  
Future Studies ◽  
Successful Teachers ◽  
Effective Teaching Behaviors

Purpose – One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals’ current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they hire can indeed meet the needs of the students and the goals of the school. The purpose of this paper is to determine which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom. Design/methodology/approach – A convenience sample of 600 working teachers responded to a 93-item Likert-scale online questionnaire related to the four domains of effective teaching behaviors: classroom management, organizing instruction, implementing instruction, and monitoring progress and potential. The researchers first analyzed the teacher responses to assess their reliability and validity. A regression analysis was then run to indicate which effective teacher domains (the predictor variables); best predicted average student achievement scores (the outcome variable). Regression analysis was used to predict high-quality teachers (i.e. teachers with high average gain scores) given responses to interview questions (predictor variables). Findings – Successful teachers in this study utilized multiple strategies when handling the area of classroom management and organization. In the area of organizing instruction, key elements such as the objective, individual or group activities, and assessments were included in the daily lesson plan. The structure of the lesson delivery and the different learning styles of students were considered when planning a lesson. In this research, teachers utilized various instructional strategies when implementing instruction to challenge all learners, accommodate different learning styles, and to ensure student success. Successful teachers in this study monitored student progress and potential using a variety of methods. Research limitations/implications – The research was conducted in two districts. Future studies could expand on the research using multiple districts in several locations. Data were self-reported by current teachers and cannot be independently verified. Researchers relied on the information provided by teachers and trusted their responses to be accurate. Future studies could include a qualitative piece to determine why monitoring student progress and potential produced a negative result on student performance, classroom management was not significantly related to performance in language arts, and organization for instruction was not significantly related to performance in mathematics. Originality/value – This longitudinal study will provide hiring authorities with research-based protocols that have proven to predict high levels of teaching quality, which research has shown to be single most important determinant of student achievement.

Microcommitments: The Effect of Small Commitments on Student Success

2021 ◽  
Vol 111 ◽  
pp. 92-96
Author(s):  
Amanda J. Felkey ◽  
Eva Dziadula ◽  
Eric P. Chiang ◽  
Jose Vazquez
Keyword(s):  
Academic Performance ◽  
Treatment Group ◽  
Student Success ◽  
Randomized Control Trial ◽  
Text Message ◽  
Social Accountability ◽  
Percentage Points ◽  
Hybrid Classes ◽  
Course Material ◽  
Randomized Control

We conducted a randomized control trial with nearly 1,000 students to test whether using a text-message-based tool that provides small commitments with social accountability helps students procrastinate less and maintain engagement with course material, yielding improved academic performance. All students received identical content via text message, but the treatment group engaged with an online platform encouraging commitments and featuring a social feed with rankings. The analysis reveals that microcommitments with social accountability improved academic performance relative to students who received simple nudges. The increase is equivalent to 3 percentage points on an exam, driven by online and hybrid classes.

Executive Function, Metacognition, and Language: Promoting Student Success With Explicit Strategy Instruction

2021 ◽  
pp. 1-14
Author(s):  
Lynn Meltzer ◽  
Michael Aaron Greschler ◽  
Kim Davis ◽  
Caitlin Vanderberg
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Student Success ◽  
Dominant Role ◽  
Strategy Instruction ◽  
Language And Literacy ◽  
Self Monitoring ◽  
Important Relationship ◽  
Assessment And Treatment ◽  
The Impact

Purpose The purpose of this clinical focus article was to discuss the important relationship between executive function and language skills and to provide speech-language pathologists (SLPs) with strategies for promoting student success. Background and Method The impact of executive function processes on language and literacy begins in the preschool years and becomes increasingly important from third grade onward. These executive function processes play a more dominant role when tasks require students to integrate and synthesize multiple linguistic and other subskills in order to read and comprehend, write, complete projects, and study for quizzes and tests. In this clinical focus article, we provide a brief overview of research-based executive function strategies that are beneficial for all learners and are essential for students with language weaknesses as well as learning and attention difficulties. We focus on the key executive function processes that are the foundation of academic performance, namely, goal setting, organizing and prioritizing, thinking and problem-solving flexibly, accessing information in working memory, and self-monitoring. We discuss a theoretical framework for understanding and promoting metacognition and executive function as part of assessment and treatment plans for SLPs. Finally, we address the importance of executive function strategies for improving students' effort, academic performance, and resilience. Conclusion SLPs can promote student success by offering structured and systematic approaches to teaching executive function strategies.

scholarly journals Study of the Modified Logistic Model of Chinese Electricity Consumption Based on the Change of the GDP Growth Rate under the Economic New Normal

2019 ◽  
Vol 2019 ◽  
pp. 1-13
Author(s):  
Xin Cui ◽  
Wenhui Zhao
Keyword(s):  
Growth Rate ◽  
Global Economy ◽  
Logistic Model ◽  
Driving Forces ◽  
Electricity Consumption ◽  
Gdp Growth ◽  
New Normal ◽  
Gdp Growth Rate ◽  
The Future ◽  
Industry Layout

In the context of the new normal, the global economy is entering a deep adjustment period, and the driving forces of development are also constantly changing. As a result, China’s economy has also entered a “new normal” phase in which it is growing in a manageable and relatively balanced manner. In addition, the new normal characteristics of the power industry’s development in China are also very significant, and they affect the adaptability of traditional power forecasting methods. By analyzing the new characteristics of China’s economic development and the changing electricity demand in recent years, this paper quantitatively studied the effect of the national economy on the consumption of electricity. Meanwhile, a modified logistic model based on the change of the gross domestic product (GDP) growth rate is constructed to make a reasonable prediction of the future power consumption in China. Subsequently, by calculating the elasticity of electricity consumption in the future, it is found that the coefficient decreases each year, which indicates that electricity consumption in China is following a new trend. Based on the research results, this paper proposes rational suggestions for China’s power development, and they are expected to provide references for the power planning and power industry layout in China.

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