scholarly journals School Climate Indicators and Academic Achievement: An Investigation of Vulnerable Subgroups

2021 ◽  
Author(s):  
◽  
Nona Richard
Keyword(s):  
Academic Achievement ◽  
African American ◽  
School Climate ◽  
Economically Disadvantaged ◽  
Fifth Grade ◽  
Achievement Scores ◽  
Social Emotional ◽  
High Expectations ◽  
Fifth Grade Students ◽  
Climate Indicators

The purpose of this research was to explore the relationships between fifth grade students' perceptions of three school climate indicators as measured on the California Healthy Kids Survey (CHKSS) and their academic achievement as measured by the California Assessment of Student Performance and Progress Smarter Balanced Assessment in English Language Arts (ELA). Students' CHKSS and ELA achievement scores were obtained from ninety-nine K-5 elementary schools in the San Diego Unified School District. Although this study was informed by 6,670 fifth-grade students, the unit of analysis was schools. Students' individual responses to the CHKSS and ELA achievement scores are confidential; this study examined correlations using the collective data of the fifth-grade students in various subgroups at each of the elementary schools to preserve student privacy.Students' perceptions of school climate were recorded in the following three domains: high expectations, caring adult relationships and social emotional supports. In addition, for each school in the study, the percentages of fifth-grade students in specific racial/ethnic subgroups (African American, Asian, Hispanic and White) and the percentages of students who were English Learners and/or economically disadvantaged were calculated for each fifth-grade population at the ninety-nine schools. These sub-groups were purposely chosen for investigation because they represent typically vulnerable populations with available achievement data. It was determined that there exists a moderate, significant correlation between fifth-grade students' perceptions of adults' high expectations and academic achievement for all students. In addition, a small, significant relationship was found between fifth-grade students' perceptions of adult caring relationships and academic achievement. Furthermore, there existed small, significant relationships between high expectations and caring adult relationships specifically for Hispanic and economically disadvantaged subgroups. No significant relationships were determined between the three school climate indicators and the African American, Asian and White student subgroups. An ancillary analysis was conducted when nine schools were removed from the study sample because the percentage of fifth-graders at these schools who had taken the CHKSS was less than 40%. In this analysis, a large and significant interaction was found between African American students who meet or exceed ELA achievement standards and their perceptions of whether adults at their schools have high expectations for them. In general, for all fifth-grade students at all school sites, the greater students felt that adults on their campus held high expectations for them and had caring relationships toward them, the greater the schools' overall ELA achievement scores. This is special true for students who are African American, Hispanic and economically disadvantaged. On the other hand, no relationship was found between social emotional supports and any student group. The study includes a discussion of these findings, including a conclusion and recommendations which emphasize that educational parity for vulnerable students requires teachers to provide the instruction and support that enable students to reach the highest levels.

scholarly journals Diversity in Outdoor Education: Discrepancies in SEL Across a School Overnight Program

2021 ◽  
pp. 105382592110401
Author(s):  
Kaleb Germinaro ◽  
Erin Dunn ◽  
Kayla D. Polk ◽  
Hannah G. de Vries ◽  
Devin Daugherty ◽  
...  
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Private School ◽  
Outdoor Education ◽  
Washington State ◽  
Fifth Grade ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Fifth Grade Students ◽  
Western Washington

Background: Outdoor education plays a significant role in social emotional development; however, research on the benefits of outdoor education has focused on white student populations. Purpose: This pilot-study examines social emotional learning (SEL) growth, measured by instructor ratings, across a multicultural group of students who participated in an immersive outdoor education program. Methodology/Approach: 69 fifth-grade students from a public ( n = 50) and private school ( n = 21) located in western Washington state were included in the study. Instructors’ ratings were examined. Findings/Conclusions: Results indicated across all participants in the subsample, instructors’ ratings of students’ SEL skills significantly increased over the course of the program. Specifically, instructors perceived white students to improve more during the program than students of color. Implications: There will be more possibilities for outdoor immersive education experiences if there is increased focus on creating equitable experiences for students.

scholarly journals HUBUNGAN ANTARA LEARNING STYLE DENGAN HASIL BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA KELAS V DI MIN 2 PALEMBANG

2019 ◽  
Vol 2 (1) ◽  
pp. 54-65
Author(s):  
Mardiah Astuti ◽  
Fuaddilah Ali Sofyan ◽  
Mira Marisa
Keyword(s):  
Academic Achievement ◽  
Learning Style ◽  
Alternative Hypothesis ◽  
Fifth Grade ◽  
Purposive Sampling ◽  
Quantitative Correlation ◽  
Fifth Grade Students ◽  
Mathematics Test ◽  
Post Test ◽  
And Mathematics

Penelitian ini bertujuan untuk mengetahui hubungan antara learning style dengan hasil belajar siswa pada mata pelajaran matematika kelas V di MIN 2 Palembang. Pendekatan dan metode penelitian ini menggunakan kuantitafif desain korelasional. Populasi dari penelitian ini adalah seluruh siswa kelas V yang ada di MIN 2 Palembang berjumlah 261 siswa. Sampel ditentukan dari populasi menggunakan teknik purposive sampling dengan jumlah sampel 148 siswa. Data tentang learning style dikumpulkan dari pengisian angket learning style oleh responden, sedangkan hasil belajar didapat dari hasil post-test siswa. Hasil analisis data diperoleh bahwa untuk learning style visual rhitung (0.172) rtabel (0.1698), auditorial rhitung (0.251) rtabel (0.3172), kinestetik rhitung (0.127) rtabel (0.3009). Berdasarkan kriteria pengujian maka hipotesis nol (Ho) diterima dan hipotesis alternatif (Ha) ditolak (auditorial dan kinestetik). Jadi, dapat disimpulkan bahwa tidak terdapat hubungan yang signifikan antara learning style (auditorial dan visual) dengan hasil belajar siswa pada mata pelajaran matematika kelas V di MIN 2 Palembang. This study aims to determine the correlation between learning style and student’s academic achievement of mathematics the fifth grade students at MIN 2 Palembang. This types of research are quantitative, correlation design. The population of this study was 261 students and 148 were taken as the sample by purposive sampling. The data collected are the results of filling the learning style and mathematics test by the respondents. The results of data analysis obtained for visual tcount (0.172) ttable (0.1698), while auditorial tcount (0.251) ttable (0.3172), cinestethic tcount (0.127) ttable (0.3009). Based on the criteria of test, the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected for auditorial and cinestethic. So it can be concluded that there is no significant correlation between learning style (auditorial and cinestethic) and student’s academic achievement of mathematics the fifth grade students at MIN 2 Palembang.

scholarly journals THE EFFECT OF USING POWERPOINT PRESENTATIONS IN ACADEMIC ACHIEVEMENT OF SOCIAL AND NATIONAL STUDIES IN THE FIFTH GRADE STUDENTS AT-RISK FOR LEARNING DISABILITIES

2018 ◽  
Vol 6 (3) ◽  
pp. 191-202
Author(s):  
Ibrahim Rajab Abbas Ibrahim
Keyword(s):  
Academic Achievement ◽  
At Risk ◽  
Learning Disabilities ◽  
Fifth Grade ◽  
Control Group ◽  
Students At Risk ◽  
Fifth Grade Students ◽  
Post Test ◽  
National Studies ◽  
Experimental Group

The purpose of this study was to identify the effect of using PowerPoint presentations in academic achievement of Social and National Studies in the fifth grade students at-risk for learning disabilities at Najran in the Kingdom of Saudi Arabia. The sample of the study consisted of (10) students at-risk for learning disabilities; it was divided randomly into two equal groups: control and experimental. The students in the experimental group have studied the first unit who it consists of five lessons in Social and National Studies by using PowerPoint presentations; however, the students in the control group were received their teaching by using traditional tool (blackboard and chalk). The Social and National Studies Academic Achievement Test: was applied for two groups as pre-test and post-test. Results revealed that the students taught Social and National Studies with PowerPoint presentations performed better than their counterparts taught with traditional tool (blackboard and chalk) in favor of the students in the experimental group.

scholarly journals Effect of Online Science Course Supported with Web 2.0 Tools on the Academic Achievement of Fifth Grade Students and Student Opinions

2021 ◽  
Vol 32 (4) ◽  
pp. 311-322
Author(s):  
Kevser Arslan ◽  
◽  
Mehtap Yildrim ◽  
Keyword(s):  
Academic Achievement ◽  
Web 2.0 ◽  
Achievement Test ◽  
Fifth Grade ◽  
Control Group ◽  
Web 2.0 Tools ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
Experimental Group ◽  
Online Science Course

This study aimed to investigate the effect of an online science course on the academic achievement of a fifth grade ‘World of Living’ unit, which was carried out by using the materials created with web 2.0 tools, as well as to determine the students' opinions about the application. This study consisted of a total of 120 fifth grade students studying in state schools in Istanbul during the academic year of 2020-2021. In determining the study group, purposeful sampling methods were used. In the experimental group (n = 60), the course was taught with web 2.0 supported materials; in the control group (n = 60), instruction was made by adhering to the activities in the textbook. The research was carried out by making use of mixed method research. A quantitative quasi-experimental model with pretest and posttest control groups was used. In the qualitative dimension, opinions were obtained from the students after the application. In the study, semi-structured interview form and academic achievement test prepared for the unit of the world of living things were used as data collection tools. While the data obtained from the students to the achievement test before and after the application was transferred to a statistical package program and analyzed; the data obtained from the interview form were analyzed using content analysis. When the posttest academic achievement score data obtained from the students were compared as a result of the study, it was found that there was a significant difference in favor of the experimental group. In addition, results from the interviews, revealed that students found science teaching with web-supported materials fun and enjoyable and that they wanted these to be used in science lessons. As a result of this study, it is recommended that web 2.0 tools be used by educators in science education.

Impact of Social-Emotional Factors and School Climate on Middle School Academic Achievement

2014 ◽  
Author(s):  
Cesalie T. Stepney ◽  
Gwyne W. White ◽  
Danielle P. Ryan ◽  
Maurice J. Elias
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
School Climate ◽  
Social Emotional ◽  
Emotional Factors

I need to know my past: Black fifth-graders on race and racism

2020 ◽  
Vol 15 (2) ◽  
pp. 127-140
Author(s):  
Irenea Walker ◽  
William B. Russell
Keyword(s):  
African American ◽  
Charter School ◽  
African American Students ◽  
Black History ◽  
Fifth Grade ◽  
Student Work ◽  
Content Type ◽  
Fifth Grade Students ◽  
American Students ◽  
Self Worth

PurposeThis research study focuses on fifth-grade African American students who attend an all-Black charter school whose administration and teachers are committed to providing Black history instruction throughout the year. To fulfill the school's mission, the teachers integrate additional resources into the curriculum that includes lessons and activities about Black history. Therefore, the study sought to answer the following question: How does learning Black history throughout the school year impact African American fifth-grade students' self-esteem and positive self-image? The authors examined student work, conducted observations and listened as the participants engaged in critical discussions about race and racism.Design/methodology/approachWay to Go (WTG) is a K-12 public charter school located in an urban mid-size city in Florida, with a 100% Black student population; all WTG students receive scholarships and free lunch. The 15 participants in this study self-identified as African American fifth-grade students. The authors conducted a qualitative research study that included 13 observations, an analysis of five student work samples and a focus group interview with seven students. They used interpretative phenomenology to gather African American fifth-grade students' experiences and their interpretations of these experiences (Moustakas, 1994) while acquiring information about Black history.FindingsThe themes that emerged are it's time to go, unsung heroes and Black history is exciting. In the first theme, they learned why Blacks migrated from the South to northern cities and understood why it was time for them to go. Next, they explored the history of unsung Blacks who inspired them to think about a variety of careers to pursue. Finally, they were excited to learn Black history because they understood the importance of learning this history in order to grapple with current events, and they recognized that knowledge of this history would improve their self-worth and life choices.Originality/valueWTG charter school exemplifies what schools should attain for regarding the teaching of Black history. Since elementary school provides the foundation for learning, it is the best time to teach African American students about self-esteem and what it means to be proud of their Blackness. The fifth-graders in this study exemplified how African American students take pride in their history and have a positive sense of self-worth when taught Black history. Black history lessons and activities such as the ones utilized in WTG school will benefit African American students and contribute to their success as students.

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