Relationship Between Computational Performance and Number Sense Among Sixth- and Eighth-Grade Students in Taiwan

1998 ◽  
Vol 29 (2) ◽  
pp. 225-237 ◽  
Author(s):  
Robert E. Reys ◽  
Der-Ching Yang
Keyword(s):  
Decision Making ◽  
Student Performance ◽  
Number Sense ◽  
Eighth Grade ◽  
Test Results ◽  
Computational Performance ◽  
Eighth Grade Students ◽  
Overall Performance ◽  
Better Than

This research provides information on the number sense of Taiwanese students in Grades 6 and 8. Data were collected with separate tests on written computation and number sense. Seventeen students were interviewed to learn more about their knowledge of number sense. Taiwanese students' overall performance on number sense was lower than their performance on written computation. Student performance on questions requiring written computation was significantly better than on similar questions relying on number sense. There was little evidence that identifiable components of number sense, such as use of benchmarks, were naturally used by Taiwanese students in their decision making. This research supports the need to look beyond correct answers when computational test results are reported.

scholarly journals The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Primary Schools ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Block Scheduled ◽  
Learning Success ◽  
Eighth Grade Students ◽  
Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

scholarly journals KEEFEKTIFAN MODEL PEMBELAJARAN CONCEPT SENTENCE DALAM MENULIS PUISI SISWA KELAS VIII SMP SATAP 48 OKU

JURNAL PESONA ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 85-95
Author(s):  
Rita Nilawijaya
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Outcomes ◽  
Learning Model ◽  
Eighth Grade ◽  
Writing Test ◽  
Analysis Technique ◽  
Eighth Grade Students ◽  
Data Collection Technique ◽  
Better Than

AbstrakTujuan dalam penelitian ini adalah untuk mendeskripsikan kemampuan siswa kelas VIII SMP SATAP 48 OKU menulis puisi sebelum diterapkan model pembelajaran Concept Sentence, untuk mendeskripsikan kemampuan siswa kelas VIII SMP SATAP 48 OKU menulis puisi setelah diterapkan model pembelajaran Concept Sentence, dan mengetahui efektifitas model pembelajaran Concept Sentence terhadap pembelajaran menulis puisi siswa kelas VIII SMP SATAP 48 OKU. Metode yang digunakan dalam penelitian ini adalah metode eksprimen. Teknik pengumpulan data adalah tes menulis puisi dan teknik analisis data adalah uji t. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa hasil belajar siswa kelas VIII SMP SATAP 48 OKU setelah menggunakan model pembelajaran Concept Sentence lebih baik daripada sebelum menggunakan model pembelajaran Concept Sentence.Kata-kata kunci: Keefektifan,  concept sentence, menulis puisi. AbstractThe objectives in this study were to describe the ability of grade VIII students of SMP SATAP 48 OKU to write poetry before applying the Concept Sentence learning model, to describe the ability of grade VIII students of SMP SATAP 48 OKU to write poetry after the Concept Sentence learning model was applied, and know the effectiveness of the Concept Sentence learning model on learning to write poetry for eighth grade students of SMP SATAP 48 OKU. The method used in this research is the experimental method. The data collection technique is the poetry writing test and the data analysis technique is the t test. Based on the results of the research and discussion, it can be concluded that the learning outcomes of the eighth grade students of SMP SATAP 48 OKU after using the Concept Sentence learning model are better than before using the Concept Sentence learning model.             Key words: Effectiveness, concept sentence, writing poetry.

Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment

2018 ◽  
Vol 45 (4) ◽  
pp. 277-287
Author(s):  
Mindy LeRoux ◽  
Keith Zvoch ◽  
Gina Biancarosa
Keyword(s):  
Student Performance ◽  
Reading Fluency ◽  
Oral Reading ◽  
Student Characteristics ◽  
Eighth Grade ◽  
High Stakes ◽  
Statewide Assessment ◽  
Eighth Grade Students ◽  
And Performance ◽  
The Relationship

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of eighth-grade students were used to examine CBM validity, and the relationship between student characteristics and OAKS-R performance. Positive relationships between ORF and maze scores and performance on the OAKS-R were obtained. In addition, the strength of the predictive relationships varied across cohorts, but not as a function of student characteristics. These results suggest that eighth-grade CBM data can be used as an efficient means to identify and intervene with those at risk of performing poorly on the end-of-year, high stakes accountability assessment. Consideration of the tradeoffs associated with using one or more CBMs in middle school is provided.

scholarly journals The effects of collaborative testing on higher order thinking: Do the bright get brighter?

2017 ◽  
Vol 20 (1) ◽  
pp. 25-37 ◽  
Author(s):  
John W Mahoney ◽  
Brooke Harris-Reeves
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Test Results ◽  
Testing Conditions ◽  
Academic Abilities ◽  
Collaborative Testing ◽  
Collaborative Test ◽  
Overall Performance

Collaborative testing has been shown to enhance student performance compared to individual testing. It is suggested that collaborative testing promotes higher order thinking, but research has yet to explore this assumption directly. The aim of this study was to explore the benefits of collaborative testing on overall performance, as well as performance on higher order thinking questions. It was hypothesised that, compared to individual test results, students would perform better overall and on higher order thinking questions under collaborative testing conditions. It was expected that these differences would be equal when comparing students of different academic abilities (i.e. ‘upper’, ‘middle’ and ‘lower’ performers). Undergraduate students completed an individual followed by a collaborative test as part of summative assessment. Analyses revealed that with the exception of upper performers, students performed better overall on the collaborative test. Additionally, regardless of their academic abilities, students performed better on the higher order thinking questions under collaborative conditions. This improvement was equal across different academic abilities, suggesting that collaborative testing promotes higher order thinking even when taking into account previous academic achievement. The acceptability and application of collaborative testing is discussed.

scholarly journals An Assessment of Eighth Grade Students’ Health Promotion Behaviours

2018 ◽  
Vol 2 (4) ◽  
Author(s):  
Canan BİRİMOĞLU OKUYAN
Keyword(s):  
Health Promotion ◽  
School Health ◽  
High School Graduates ◽  
Exercise Stress ◽  
Male Students ◽  
Eighth Grade ◽  
Sociodemographic Data ◽  
Health Promotion Behavior ◽  
Eighth Grade Students ◽  
Better Than

This study aims to assess the health promotion behavior of eighth grade students. The population of this research includes 2791 students who were eighth grade in Primary School, Gaziantep. The research aimed to reach the entire population, yet ended with 2476 students. Mean age average of the adolescents involved in the study was 14.00±0.57, and their overall AHPS score was 139.21±25.12. Assessed by sex, female students scored meaningfully higher than the male students (p<.05). The children, whose parents are high school graduates or higher, performed better than the other parents’ children. Moreover, monthly income also predicted the students’ scores. Adolescents’ AHPS scores are not at the desired level. Findings show that school health nurses should organize training programs that also include the families and school staff. This program should be based on sociodemographic data and cover nutrition, exercise, stress management, and health responsibility

scholarly journals Penggunaan Metode Diskusi terhadap Keteramplan Menulis Teks Ulasan

2019 ◽  
Vol 3 (1) ◽  
pp. 80-91
Author(s):  
Hendrisman Hendrisman
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Writing Skills ◽  
Mean Value ◽  
Eighth Grade ◽  
Average Value ◽  
Eighth Grade Students ◽  
Conventional Methods ◽  
Value Effect ◽  
Better Than

The purpose of this study was to describe the effect of the use of the discussion method on the writing skills of the eighth grade students' MTsN Dangung-Dangung District Five Puluh City. The method used is an experimental method. The results of the study found that learning by the discussion method affected the writing skills of the eighth grade students of MTsN Dangung-Dangung, Lima Puluh Kota. Data analysis shows that the discussion method has an effect on the skills of writing review texts. This is evidenced by an increase in the experimental class with the student score pretest time mean value ( ) is 67 after the discussion method has been applied, an increase with an average value / mean ( ) is 83. Whereas in using conventional methods students also value effect even if the increase in value is not too high. The pretest time mean value ( ) is 48. After applying conventional methods, the average value increase (mean) is 61. So the learning outcomes of students taught using the discussion method are better than the learning outcomes of students in the control class taught with conventional learning. Keywords: Discussion Method, Writing Review Texts.

scholarly journals The Relationship between Parental Involvement and the Students’ Achievement at the Eighth Grade Students of MTs Negeri 1 Makassar

2018 ◽  
Vol 5 (2) ◽  
pp. 22-35
Author(s):  
Sitti Maryam Hamid
Keyword(s):  
Decision Making ◽  
Parental Involvement ◽  
Eighth Grade ◽  
Low Level ◽  
Eighth Grade Students ◽  
The Mean ◽  
English Achievement ◽  
Learning At Home ◽  
The Relationship ◽  
Academic Year

The objective of this research were to analyze: (1) parental involvement in the students’ achievement at the Eighth Grade Students of MTsNegeri 1 Makassar. (2) the relationship between parental involvement and students’ achievement at the eighth grade students of MTsNegeri 1 Makassar.The researcher used descriptive correlation research. There were two variables in this research, namely parental involvement (variable X) and the students’ English achievement (variable Y). The technique of collecting data used questionnaire and documentation. The questionnaire consisted of 24 items. The sample of this research was 42 students.The result of the research showed that forms of parental involvement are found at the eighth grade of MTsNegeri 1 Makassar, the mean score of parenting was 3.20, communicating was 2.76, volunteering was 2.43, learning at home was 2.49, decision making was 2.78, collaborating with community was 2.53, and the total of the mean score was 16.19. It means that  parental involvement of the eighth grade students of MTsNegeri 1 Makassar is low level. Based on the result of the research, it showed that there was a relationship between parental involvement and students’ English achievement at the eighth grade students of MTsNegeri 1 Makassar in Academic Year of 2018/2019 because r = 0,125.

scholarly journals Penggunaan Strategi Mind Web untuk Meningkatkan Pemahaman Konsep Matematika Siswa

2018 ◽  
Vol 6 (2) ◽  
pp. 70
Author(s):  
Geci Oktari ◽  
Aan Putra ◽  
Rahmi Putri ◽  
Febria Ningsih
Keyword(s):  
Experimental Research ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Final Test ◽  
Mathematical Concepts ◽  
Eighth Grade Students ◽  
The Mind ◽  
Experimental Group ◽  
Better Than

<p>Tujuan penelitian ini adalah untuk mengetahui perbandingan pemahaman konsep matematika siswa yang diajar dengan strategi Mind Web dibandingkan dengan pemahaman konsep matematika siswa yang diajar dengan pembelajaran konvensional. Jenis penelitian ini adalah penelitian eksperimen. Populasi penelitian ini adalahsiswa kelas VIII SMP Negeri 26 Kerinci. Kelas sampel adalah kelas VIII A dan VIII B sebagai kelas eksperimen dan kelas kontrol. Pengumpulan data yang berupa tes pemahaman konsep matematis berbentuk soal uraian yang telah disesuaikan dengan indikator pemahaman konsep matematis. Data hasil tes akhir dianalisis dengan menggunakan uji-t. Hasil uji t menunjukkan bahwa pemahaman konsep matematika siswa yang diajar dengan menggunkan Mind Web lebih baik daripada pemahaman konsep matematika siswa yang diajar dengan pembelajaran konvensional.</p><p> </p><p>The purpose of this study was to determine the comparison of students' mathematical concepts understanding that taught by the Mind Web strategy and students' that taught by conventional learning. This research was experimental research. The population in this research was all of the eighth-grade students OF SMP Negeri 26 Kerinci. The samples were VIII A and VIII B as the experimental group and the control group. The data collected by tests of mathematical concepts understanding in essay form that has been adapted to the indicators of mathematical concepts understanding. The data of the final test were analyzed using the t-test. The result of the t-test shown that students’ mathematical concepts understanding that taught by Mind Web was better than students’ mathematical concepts understanding that taught by conventional learning.</p>

scholarly journals The Effect of Using Web Quests and Learning Platforms for Teaching Mathematics on Developing the Mathematical Power among Eighth Grade Students

2021 ◽  
Vol 45 (1) ◽  
pp. 175-201
Keyword(s):  
Group Learning ◽  
Study Groups ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Mathematics ◽  
Eighth Grade Students ◽  
Learning Platforms ◽  
Study Participants ◽  
Experimental Group ◽  
Better Than

The study aimed to identify the effect of using web-quests and learning platforms to develop mathematical power among eighth-grade students. The study adopted the semi-experimental approach. Ninety-eight graders in the second semester 2018-2019 participated in this study. Participants were randomly distributed into three groups. The first group represented the first experimental group (web-quests), the second group represented the second experimental group (learning platforms), and the last group represented the control group (traditional). An achievement for mathematical power test was developed. The results showed statistical differences at (p < 0.05) among the average scores of the three study groups. Results showed that the second experimental group (learning platforms) was better than other groups. Moreover, the first experimental group (web-quests) was better than the third one (traditional). Recommendations to adopt learning platforms in teaching mathematics may help in developing mathematical power.

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