scholarly journals The Role of English Language for High-Achieving Mayan Students in the Yucatan Region, Mexico

2019 ◽  
Vol 12 (1) ◽  
pp. 46-71
Author(s):  
Miguel Antonio Pat López ◽  
Pedro Antonio Sánchez Escobedo
Keyword(s):  
Academic Performance ◽  
English Language ◽  
Initial Study ◽  
High Performing ◽  
Individual Interviews ◽  
High Achieving Students ◽  
High Achieving ◽  
Riviera Maya ◽  
Tourist Region

The purpose of this research was to identify the role of the level of proficiency in the English language with high-performing third-year students in the Mayan area of Yucatán, near a tourist region called the Riviera Maya. The aim was also to explore the relationship between learning a second language and the subsequent overall improvement in the academic performance of students. These 114 high-achieving students were selected from 1177 students who had taken a standardized English test administered in seven middle schools in the region. Subsequently, individual interviews were conducted with the 21 students with the highest level of English and a focus group of ten students with low-level scores. The results showed an improvement in the English language, as well as its influence in reaching academic prowess in other subjects. This initial study indicated that the reinforcement of English language skills had broader benefits on other academic performance.

scholarly journals Relationship between Creative Thinking and Students Academic Performance in English Language and Mathematics: The Moderating Role of Gender

2019 ◽  
pp. 1-10
Author(s):  
Mahama, Inuusah ◽  
Kwaw, Regine ◽  
Mensah, Kwame Jonathan ◽  
Acheampong, Ebenezer ◽  
Marfo, Richard
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
English Language ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Relationship ◽  
Moderating Role

Aims: This study sought to explore the moderating role of gender in the relationship between creative thinking and academic performance in English Language and Mathematics among Junior High School students in the Aboom Circuit, Cape Coast. Study Design: The design for the study is correlational espousing the quantitative approach. The study was guided by two research hypotheses, which were tested using Pearson Product-Moment Correlation and Andrew F. Hayes Moderation Process. The instruments for the data collection were Kumar, Kemmler and Holman (1997) Creativity Styles Questionnaire-Revised (CSQ-R) and standardised-type test developed by experts in the various subject areas. Results: The study revealed significant relationship between creative thinking and academic performance of students (English Language: r=.432, n=140, p=0.05, p=.003, 2-tailed; Mathematics: r=.401, n=140 p=0.05, p=0.000, 2-talied). The study further revealed that gender moderated significantly in the relationship between creativity and academic performance (English Language: b=-.276, t=-2.398, CI= -.485, -.088; Mathematics: b=-.300, t=-2.198, CI= -.564, -.070). As such, male respondents had higher creative thinking effect in English Language and Mathematics than female respondents (b=.371, t=4.608, CI [.212, .530; b=.219, t=2.286, CI [.030, .407]). Conclusion: Creative thinking indeed relates to performance, as such, it was recommended  that creative thinking should be nurtured among all students in J.H.S. In addition, stakeholders in education should consider including creative thinking in the curriculum and pay special attention to nurturing creative think in female students so that they could match up with their male counterparts.

scholarly journals Analisis Metode Analytic Network Process pada Pemilihan Faktor Dominan Siswa Berprestasi di MTS Pembina

2021 ◽  
Vol 6 (1) ◽  
pp. 120
Author(s):  
Iis Warlinda ◽  
Agus Perdana Windarto ◽  
M Fauzan
Keyword(s):  
Decision Support ◽  
Mathematical Theory ◽  
Analytic Network Process ◽  
Dominant Factor ◽  
High Achieving Students ◽  
Network Process ◽  
High Achieving ◽  
Selection Of

School is a place for students to gain knowledge. Every school has a goal which is to improve the quality of the education world, as well as the MTS Pembina Maligas Bayu school. To realize this goal there must be improvements in service, teaching and assessment in order to make a quality school. In this case the homeroom teacher is faced with a problem that is the selection of high achieving students who fit the criteria desired by the school. The purpose of this study is to analyze which factors are the most dominant in determining student achievement. The selection of high achieving students has many factors and has different values, so we need an Analytic Network Process (ANP) method to overcome them. Analytic Network Process (ANP) methods including decision support system techniques, Analytic Network Process (ANP) is a mathematical theory that allows dealing with interrelated factors and feedback in a structured manner. The data of this study came from student questionnaires which had a rating of 1-10. With alternative morals (A1), Grades (A2), Discipline (A3), Absence (A4), The role of the teacher (A5). Whereas A1 0.16%, A2 0.02%, A3 0.02%, A4 0.07% and A5 0.06%. It is hoped that this research can provide input to the MTS Pembina schools to focus on the dominant factor in the selection of outstanding students so as to increase the number of outstanding students.

scholarly journals Peran Orang Tua Mendidik Anak Berprestasi di Bidang Akademik Kelas Tinggi di SD Negeri No.113/IV Kota Jambi

2016 ◽  
Vol 1 (2) ◽  
pp. 319-329
Author(s):  
Ishak Muhammad ◽  
Dumaria Ike Juniati P
Keyword(s):  
Elementary School ◽  
Descriptive Analysis ◽  
Report Cards ◽  
Public Elementary School ◽  
Academic Fields ◽  
High Achieving Students ◽  
Qualitative Descriptive ◽  
High Achieving ◽  
Role Of Parents

The purpose of this study reveals the role of parents in educating children to achieve achievements in their academic fields. The population of this study were students of grades IV, V, and VI in Public Elementary School No.113 / IV Telanaipura, Jambi City and the sample was 15 outstanding children along with the parents of each child and each of them took only 5 achievers who were made sample. Instrument in data knowledge used interviews with parents of children and documentation in the form of data from mid semester grades IV, V, and VI report cards in odd semester along with photos of high achieving children who got grades 1 to 5. Data analysis techniques used were qualitative descriptive analysis . The results of research conducted on parents of high-achieving students in grades IV, V, and Vi at Public Elementary School No.113 / IV Telanaipura, Jambi City, are known that the role of parents is very important for the success of children in school, namely in the process of achieving these achievements. their children develop the potential of knowledge that children have, through the role of these parents children get the attention that parents should be given to be able to educate their children better in the process of achieving achievement in school. The conclusion of this study is that the role of parents in educating their children to achieve achievements in school is in good quality it can be said that 80% of parents strongly support children by instilling discipline, becoming motivators, supporters, and facilitators for their children.

Ratings by High- and Low-Achieving Students of Teaching Qualities of College Professors

1976 ◽  
Vol 38 (3) ◽  
pp. 939-942 ◽  
Author(s):  
Darshan Sachdeva
Keyword(s):  
Subject Matter ◽  
Low Achievers ◽  
College Professors ◽  
Teaching Role ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving ◽  
Independent Thinking

Qualities of college professors on 10 statements as viewed by 270 high-achieving and 210 low-achieving students were described. Most of the students attribute greatest importance to the teaching role of their professors. The high-achieving students would like their professors to guide them toward independent thinking whereas the low achievers seem to be more concerned with the course organization, presentation of subject matter, and the grading procedures of their professors.

scholarly journals THE ROLE OF CHRISTIAN TEACHERS IN PROVIDING FOR THE NEEDS OF HIGH-ACHIEVING STUDENTS

2017 ◽  
Vol 1 (1) ◽  
pp. 10
Author(s):  
Novia Hoki Anditya ◽  
Meicky Shoreamanis Panggabean ◽  
Kurnia P.S. Dirgantoro
Keyword(s):  
Learning Community ◽  
Community Involvement ◽  
High Expectations ◽  
Pisa 2012 ◽  
High Achieving Students ◽  
Christian Perspective ◽  
Christian Teachers ◽  
High Achieving ◽  
The Right

<p>In every classroom, there are some students who perform better than their peers and are even very successful in most of their subjects. They are known as high-achieving students. They are grade conscious and sensitive to their teacher’s qualities. However, data from PISA 2012 shows that teachers in Indonesia cannot meet the needs of high-achieving students. High-achieving students tend to put high expectations on their teachers. From a Christian perspective, they study  wholeheartedly and Christian teachers need to guide these high-achieving students so they can reach their maximum potential in a way that is pleasing to God. The purpose of this literature review is to examine what high-achieving students need from their teachers. There are five needs that high-achieving students need to have provided by their teachers: challenging assignments, self-acknowledgement, encouragement, opportunity to join in academic competitions, and learning community involvement. The responsibilities of teachers of high-achieving students should not stop with showing professionalism in meeting their expectations, but should include helping these students learn the right way of studying that is pleasing to God and not self-centered in achieving their own goals.</p><p><strong>ABSTRAK BAHASA INDONESIA: </strong>Di setiap ruang kelas, terdapat siswa-siswa yang menunjukkan performa akademik yang lebih baik dari teman-temannya atau bahkan sangat berhasil dalam semua mata pelajaran. Mereka dikenal sebagai anak yang berprestasi tinggi. Mereka sangat peduli terhadap nilai dan sensitif terhadap kualitas guru. Namun, data dari PISA 2012 menunjukkan bahwa guru-guru di Indonesia tidak dapat memenuhi kebutuhan anak-anak yang berprestasi tinggi. Anak-anak yang berprestasi tinggi cenderung menaruh ekspektasi yang tinggi dari gurunya. Dari sudut pandang Kristiani, apa yang mereka lakukan adalah salah satu bentuk pertanggungjawaban iman untuk belajar dengan sepenuh hati dan guru Kristen perlu untuk membimbing anak berprestasi tinggi dalam mencapai potensi maksimal dari diri mereka di jalan yang berkenan di hadapan Tuhan. Tujuan dari kajian literatur ini adalah untuk menguji apa yang diperlukan oleh anak berprestasi tinggi dari guru mereka. Terdapat lima kebutuhan anak berprestasi tinggi yang perlu disediakan dari guru mereka; tugas yang menantang, pengakuan diri, dukungan, kesempatan untuk bergabung dan dukungan dalam kompetensi akademik, keterlibatan dari komunitas belajar. Tanggung jawab guru Kristen tidak hanya berhenti dalam menunjukkan profesionalitas untuk memenuhi ekspektasi mereka, tapi juga membawa mereka ke jalan yang benar dan berkenan bagi Tuhan dalam belajar yaitu dengan tidak menjadi berpusat hanya kepada diri sendiri dalam mencapai tujuan mereka.</p>

scholarly journals Does Attending a Low-Achieving School Affect High-Performing Student Outcomes?

2016 ◽  
Vol 118 (8) ◽  
pp. 1-36
Author(s):  
Eric Parsons
Keyword(s):  
Research Design ◽  
Student Outcomes ◽  
School Quality ◽  
Algebra I ◽  
Value Added ◽  
School Level ◽  
Exam Performance ◽  
High Performing ◽  
High Achieving Students ◽  
High Achieving

Background Ability tracking in K–12 education has been the subject of much research over the past decades, with proponents arguing that it allows for better instructional targeting and opponents countering that it has the potential to increase inequality. Despite the large volume or research on the topic, however, there is little consensus on the actual impact of ability tracking on student outcomes. Objective/Focus of Study This article expands on the tracking literature by exploring the impacts on high-achieving students of a type of tracking that has previously been ignored in research—de facto tracking that occurs at the school-level as the result of residential segregation and other factors. High-achieving students represent an important population that may be particularly affected by this type of tracking. To explore whether attending a low-achieving school impacts high-achieving students, two primary outcomes are examined—middle school standardized exam performance and the grade in which high-achieving students take Algebra I. Research Design I employ a secondary analysis of data taken from the Missouri Department of Elementary and Secondary Education's statewide longitudinal data system, following a cohort of 6,151 initially high-performing Missouri students from the time of their first statewide standardized exam (grade 3) through their entry into high school (grade 9). The research design incorporates regression analysis using a rich set of student and school control variables and value-added modeling methods. Findings Two key findings emerge from the analysis. First, attending a low-achieving school does not affect the standardized exam performance of initially high-performing students once school quality (as measured by value-added) is accounted for. Second, high-performing students who attend low-achieving schools are more likely to take Algebra I later relative to their counterparts who attend higher-achieving schools. Conclusions/Recommendations Since de facto school-level tracking appears to have little effect on test scores through grade 8, policy at the elementary level should focus on improving overall school quality, rather than issues of student placement in schools. However, as high performers move into the middle and upper grades, transfer and distance learning policies that encourage high-performing students in low-achieving schools to take more academically-advanced coursework should be considered. Interventions of this nature have the potential to produce substantial benefits in terms of college readiness.

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance
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