Content-Based Recreational Book Reading and Taiwanese Adolescents’ Academic Achievement

The linkage between reading for pleasure and language ability has been well established, but the relationship between content-based recreational reading and academic achievement in various subject areas has rarely been explored. To investigate whether reading literature, social studies, and science trade books for pleasure is related to students’ growth in achievement for the subjects of Chinese, social studies, and science, respectively, this study used data from 4,730 students at a Taiwanese girls’ high school. Based on students’ high school entrance exam test scores in three subject areas as control variables, and their college entrance exam scores as the outcomes, the findings indicated that pleasure reading in a specific content area might lead to growth in achievement for that particular content area, and in some cases, reading in other content areas might help as well. A reading program that invites students to engage in self-sponsored reading can promote disciplinary literacy and academic achievement.

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The Influential Factors in the Academic Achievement and Failure of Medical Students in Iran: A Review Study

Educational Research in Medical Sciences ◽

10.5812/erms.105860 ◽

2020 ◽

Vol In Press (In Press) ◽

Author(s):

Elham Niromand ◽

Ali Reza Salehi ◽

Mozafar Khazaei ◽

Mohammad Rasool Khazaei

Keyword(s):

High School ◽

Academic Achievement ◽

Socioeconomic Status ◽

Medical Students ◽

Education Level ◽

Influential Factors ◽

Influential Factor ◽

High School Diploma ◽

Entrance Exam

Context: The quality of the educational system is considered to be the most important influential factor in universities. Students have different characteristics that affect their academic achievement and failure. The educational failure of medical students has irreparable effects on various individual, social, and economic aspects. The present study aimed to investigate the influential factors in the academic achievement and failure of medical students in Iran. Methods: This systematic review was conducted through the two-step search of keywords such as “academic achievement” OR “academic failure” AND “medical student” in national and international databases, including SID, Google Scholar, and Scopus, and 32 and 58 articles were extracted from the two database categories, respectively. After reviewing the titles and abstracts, 38 articles were excluded. After the assessment of the remaining full-text articles, 36 other cases were also excluded, and 16 articles were reviewed. Results: The influential factors in academic achievement and failure included the entrance exam quota type, high school diploma grade, gender, parental education level, occupation status, place of residence, interval between the high school diploma and university admission, indigenousness, grades of the specific course of the entrance exam, socioeconomic status, self-esteem, IQ, young age, competitiveness, effort, social interest, the volume of university courses, exam preparation, the quality of the teacher’s education, level of interest in the course, the importance of the course in the comprehensive exam, and the ability of the teachers. In addition, various individual and family factors, socioeconomic status, and educational facilities have been reported to affect the academic achievement or decline of medical students. Conclusions: According to the results, the academic achievement and decline of medical students are affected by several factors, which should be considered in medical education.

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Core Subjects Achievement and CSAT Performance of Senior Students: An Evaluation of a Private High School’s College Entrance Exam Review Program in Cagayan de Oro, Philippines

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v14i1.1026 ◽

2015 ◽

Vol 14 (1) ◽

Author(s):

Anito Ramas Librando, Jr.

Keyword(s):

High School ◽

Academic Achievement ◽

Higher Order Thinking ◽

Thinking Skills ◽

College Entrance ◽

College Entrance Exam ◽

Higher Order Thinking Skills ◽

Entrance Exam ◽

Core Subjects ◽

And Mathematics

As schools provide the academic environment for students’ development, students still go through entrance examinations for them to bridge that gap from high school to their course choice in college. This paper determined the effect of the core subject’s achievement and the College Scholastic Achievement Test (CSAT) performance of students in English, Science and Mathematics for four school years to create a medium-term development plan for a college entrance exam program of a private high school in Southern Philippines. Results on the descriptive mean determined satisfactory levels of achievement and CSAT performance. Students performed better in English based on their achievement grades and aptitude scores in CSAT when compared to Science and Mathematics. Through correlation analysis set at the alpha level of 0.05, it was revealed that there is a highly significant effect on the students’ academic achievement to CSAT performance. Concurrently, the overall extent of implementation of the program is very good with the areas on program design and program output rated as excellent. It is recommended that the school enriches curriculum and instruction and to maximize learning by focusing on higher order thinking skills. Furthermore, the said program needs to enhance on areas on implementation and cost-effectiveness. Students have varied thresholds in the different core subjects that need to be addressed well. Also, developing students’ higher order thinking skills that go beyond rote memory is necessary to improve competence and mastery in the subject. Keywords - Educational management, program evaluation, academic achievement, descriptive-correlation, Cagayan de Oro City, Philippines

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Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

Sustainability ◽

10.3390/su11185113 ◽

2019 ◽

Vol 11 (18) ◽

pp. 5113 ◽

Cited By ~ 6

Author(s):

Thi-Thu-Hien Le ◽

Trung Tran ◽

Thi-Phuong-Thao Trinh ◽

Chi-Thanh Nguyen ◽

Thuy-Phuong-Tram Nguyen ◽

...

Keyword(s):

High School ◽

Academic Achievement ◽

Sustainable Development ◽

High School Students ◽

Junior High School ◽

Junior High ◽

Junior High School Students ◽

Book Reading ◽

School Students ◽

Occupational Aspiration

Reading practices play an important role in the learning process of students. Especially in a fast-changing world where knowledge about nature and society is in a constant state of flux, book reading helps students foster skills such as thinking, valuing, adaptability and creativity for sustainable development. This research study used a dataset of 1676 observations of junior high school students from Northern Vietnam to explore students’ academic achievement and its association with their reading passion, family socio economic condition, parental education and occupational aspiration. The empirical results show that higher grades in STEM-related subjects are predicted by reading interest (βReadbook = 0.425, p < 0.0001), with students who love reading books achieve higher score than those who take no interest in books. Remarkably, the education level of the mother strongly enhances academic performance, with β = 0.721 (p < 0.0001) in cases of mother having a university diploma or higher. Students coming from wealthy families are more likely to buy books whereas borrowing from the library is the main source of books for students who grow up in not-rich families. However, even among wealthy families, investment into buying books still rely more on personal interest, despite the aforementioned educational benefits of book reading, as evidenced by an over 7 percentage point disparity between the likelihood of purchasing books among wealthy-family students who took an interest in reading (45%) versus students of the same background who did not like to read (38.7%). The results present implications for education policy making with a vision towards United Nations’ Sustainable Development Goal 4: Quality Education.

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Inside the Flip

Emerging Techniques and Applications for Blended Learning in K-20 Classrooms - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-0242-6.ch011 ◽

2020 ◽

pp. 204-225

Author(s):

Philip Gene Pulley

Keyword(s):

High School ◽

Social Studies ◽

High School Teachers ◽

Flipped Classroom ◽

Classroom Observations ◽

Federal Mandates ◽

Full Picture ◽

Flipped Classrooms ◽

Subject Areas ◽

Traditional Homework

In today's educational setting of state and federal mandates, teachers are looking for ways to increase student engagement and collaboration in their classrooms. New educational technologies have many teachers exploring the flipped classroom to meet those mandates. In flipped classrooms, educators flip direct instruction and traditional homework. Students might watch a video over a concept at home and then apply the concept to problems in class. For almost two decades, teachers have implemented and research has been conducted on the flipped model. Little of that research exists at grades 6-12, where the majority of teachers using it teach. This study looked inside the flipped classrooms of seven middle and high school teachers from subject areas including mathematics, science, Spanish, and social studies. Data for the study were collected through interviews, lesson plans and materials, as well as classroom observations in order to gain a full picture of the activities taking place inside of flipped classrooms. This study also looked at the teachers' motivations for using the model.

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Microcomputer-Based Computer-Assisted Instruction within Differing Subject Areas: A Statistical Deduction

Journal of Educational Computing Research ◽

10.2190/5lka-e040-gadh-dnpd ◽

1997 ◽

Vol 16 (3) ◽

pp. 281-296 ◽

Cited By ~ 29

Author(s):

Edwin Christmann ◽

John Badgett ◽

Robert Lucking

Keyword(s):

Academic Achievement ◽

Social Studies ◽

Comparative Effectiveness ◽

Traditional Instruction ◽

Meta Analysis ◽

Computer Assisted Instruction ◽

Effect Sizes ◽

Computer Assisted ◽

Subject Areas ◽

Assisted Instruction

This meta-analysis compared the academic achievement of students in grades six through twelve who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI) across eight curricular areas. From the forty-two conclusions, an overall mean effect size of 0.209 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 58.2 percent of those receiving only traditional instruction. The comparative effectiveness of CAI may be seen in the following descending order mean effect sizes: science, 0.639; reading, 0.262; music, 0.230; special education, 0.214; social studies, 0.205; math, 0.179; vocational education, −0.080; and English, −0.420.

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