scholarly journals Logical Intelligence as Correlates of Academic Achievement in Advanced Algebra of Fourth Year High School Students

2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Roar A. Callaman
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Sampling Design ◽  
Family Income ◽  
Cluster Sampling ◽  
School Students ◽  
Factors Affecting ◽  
Correlational Method ◽  
The Relationship

Mathematics serves as the basis of modern innovations, discoveries and research studies. Students nowadays tend not to apply the concepts of Mathematics in the solution of meaningful problems since they were bombarded with the different factors affecting their academic achievement in mathematics. This study was conducted to determine the relationship between intellective and non-intellective factors and the academic achievement of students in advanced algebra. The descriptive - correlational method was used to determine the relationship between the achievement test in advanced algebra and the intellective and non-intellective factors which include logical intelligence, family income, number of years spent in school of the head of the family, time allotted in studying mathematics and interest in mathematics. Cluster Sampling Design was used as sampling design; that is, 217fourth-year high school students of F. Bustamante National High School, School Year 2011-2012 were taken as respondents. Pearson Product Coefficient of Correlation was used to determine the relationship between the variables. While the logical intelligence of senior students was satisfactory, relationship with the academic achievement of students was established in the findings at 0.05 level of significance, specifically in the domains of understanding, applying, analyzing and evaluating.Keywords—Mathematics Education, logical intelligence, academic achievement, advanced algebra,  fourth year high school students,  descriptive-correlational method, Davao City, Philippines

scholarly journals The Relationship of Internal Motivation Components and Academic Achievement among High School Students

2011 ◽  
Vol 1 (2) ◽  
pp. 89 ◽  
Author(s):  
Mohammad Ghamari
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Significant Relationship ◽  
Pearson Correlation ◽  
Cluster Sampling ◽  
School Students ◽  
Internal Motivation ◽  
Relationship Of ◽  
The Relationship

Abstract The aim of this research was to determine the relationship between internal motivation and academic achievement among high school students. Using multi-stage cluster sampling 307 high school students were selected. Then internal motivation questionnaire administrated. To measure the academic achievement, their academic grade average was used. Using the Pearson correlation coefficient, stepwise regression analysis, and Z test Collected data were analyzed. Results showed that there is positive and significant relationship between internal motivation and academic achievement. There is positive and significant relationship between interest, competence, effort, lack of stress, selection, value and academic achievement. Between components of the internal motivation, competence, lack of stress and value explained about 24 percent of student academic achievement variance. The relationship of internal motivation and academic achievement among male and female students is no different.

Associations of Physical Fitness and Academic Achievement Among Illinois High School Students

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Megan Marie Weemer ◽  
Olabode Ayodele
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Physical Fitness ◽  
Pearson Correlation ◽  
Positive Association ◽  
School Students ◽  
The Relationship

The health benefits of physical activity are empirically supported and well accepted. However, the relationship between physical activity, physical fitness, and academic performance remains to be clearly established. The purpose of this study was to identify the relationship between physical fitness and academic achievement among a sample of Illinois high school students. Analyses were based on the 2016–2017 school year Archival Fitnessgram physical fitness test scores and cumulative GPAs of ninth- through twelfth-grade students (N = 371). Pearson correlation assessed the relationship between physical fitness and academic performance. Multiple linear regression predicted students’ academic achievement. There was a positive association between total fitness and academic achievement, although not statistically significant, r (369) = .002, p = .49. The regression prediction model was statistically significant (p < .001) and accounted for approximately 25% of the variance in academic achievement (R2 = .256, adjusted R2 = .246). Academic achievement was predicted by total number of absences and gender, and to a lesser extent by socio­economic status, the curl-up, and ethnicity. The findings of this study suggest a positive association between physical fitness and academic achievement. These results are potentially relevant to the development of future education policies. Thus, policy makers, school administrators, and educators must use the knowledge gained in this study, along with existing research, as evidence to emphasize the importance of the fitness–academic link, to further support the need for quality physical education curriculum and mandated physical fitness testing.

Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance

2013 ◽  
Vol 115 (4) ◽  
pp. 1-33 ◽  
Author(s):  
Ezekiel J. Dixon-RomÁN ◽  
Howard T. Everson ◽  
John J. Mcardle
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Education ◽  
Family Income ◽  
School Achievement ◽  
School Students ◽  
Sat Scores ◽  
Black And White ◽  
High School Achievement ◽  
The Relationship

Background Educational policy makers and test critics often assert that standardized test scores are strongly influenced by factors beyond individual differences in academic achievement such as family income and wealth. Unfortunately, few empirical studies consider the simultaneous and related influences of family income, parental education, and high school achievement on college admissions test scores. Focus Of Study This research was animated by the nagging question of the association of family income with SAT performance. For example, is the relationship between family income and SAT performance non-linear? Does the relationship differ markedly by race? More importantly, how strong are the effects of poverty on SAT performance? Research Design This study is a secondary analysis of a large national sample of Black and White college-bound high school students who took the SAT in 2003 (N = 781,437). Data Collection and Analysis Employing data from the College Board's Student Descriptive Questionnaire, this study used structural equation modeling (SEM) to estimate the effects of family income on SAT scores for Black and White examinees accounting for the simultaneous effects of parental education and high school achievement. Findings/Results Results suggest the effects of family income on SAT scores, though relatively modest in contrasts to high school achievement, are substantial, non-linear, and nearly twice as large for Black students. Moreover, the unstandardized direct effect of high school achievement on SAT performance is not enough to address the substantial effects of poverty for Black students. Conclusions/Recommendations The findings are discussed with respect to social inequality and educational opportunity in college admissions.

Neural Basis for the Relationship Between Academic Motivation and Academic Achievement

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Grade Point ◽  
Academic Motivation Scale ◽  
Level Of Significance ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and academic achievement constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and academic achievement in the chosen subjects.

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