The reasons for the gap between the results of the test of secondary school students in Taif and the results of the general and achievement test: أسباب الفجوة بين نتائج اختبار طلاب المرحلة الثانوية بالطائف وبين نتائج اختبار القدرات العامة والتحصيلي

The current study aimed at the reasons for the gap between the results of the test of high school students in Taif and the results of the general aptitude and achievement test from the viewpoint of students, teachers, educational supervisors and school leaders To achieve the objectives of the study, the researcher used the descriptive and analytical approach. Two questionnaires were prepared, a questionnaire for students, and the other was distributed to teachers, supervisors and educational leaders. The study sample reached (343) by (193) students and (150) teachers, an educational supervisor and a school leader. The gap regarding students is ranked according to importance as follows: In the first place, fear of the tests leads to failure to perform with an average of (4.1), and in the second place, "students were not trained in the school on tests similar to the aptitude and achievement tests" with an average of (3.97). With regard to teachers, educational supervisors and school leaders, arranged in order of importance as follows: In the first place is "deficiency in the inclusion of samples of aptitude tests and achievement tests in the curriculum" with an average of (4.49), and in the second place is a deficiency in conducting periodic experimental tests for students during the year for training on exams Achievement abilities and tests, with an average of (4.43). In light of the results of the study, the researcher presented a set of recommendations and proposals, the most important of which are: Exercise in awe, attract trainers of the offered mental skills specialists in measurement and evaluation, design tight training bags that specialize in testing general abilities.

Latent classes from complex assessments

Latent variable mixture models are commonly used to examine patterns of students' knowledge. These models, including Latent Class Analysis (LCA), have proven valuable for uncovering qualitative variation in students' knowledge that is hidden by traditional variable-centered approaches, particularly when testing a particular cognitive or developmental theory. However, it is far less clear that these models, when applied to broader measures of student knowledge, have practical applications, such as identifying meaningful and actionable knowledge patterns on standardized achievement tests. In the present study, we probe the practical effectiveness of LCA for identifying valid patterns of students' knowledge on broadly defined achievement tests that provide added predictive value beyond overall scores and other known indicators of success. We examined the performance of 3481 fifth-grade students from a mid-sized school district in the western United States on two benchmark assessments of their mathematics achievement during the school year. Latent classes extracted from pass-fail scores on specific standards measured by these assessments were then used to predict students' end-of-year performance on a statewide-standardized mathematics assessment. Latent classes generally showed face validity and identified qualitatively different knowledge patterns. The predictive value of class membership for end-of-year test scores was greatly reduced when adjusting for overall benchmark scores and very small after also adjusting for additional pre-existing differences among students. These results suggest that, although LCA might improve the interpretability of achievement test scores, their predictive value is largely redundant with overall scores. These results are tentative; we encourage replication with different kinds of data, especially with finer-grained measures.

Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology

This study examines the effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning. Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork.

Early Transient Hypoglycemia and Test Performance in At-Risk Newborns

Objective This study aimed to evaluate if early (within the first 3 hours after birth) transient neonatal hypoglycemia (TNH) is associated with poor academic performance in infants at-risk for hypoglycemia. Study Design This was a retrospective cohort study of at risk-infants (late preterm infants, small and large for gestational age infants, and infants of diabetic mothers [IDMs]) who were born in 1998 and 1999 at the University of Arkansas for Medical Sciences and had ≥1 recorded glucose concentration. The outcome measure was proficiency on 4th grade literacy and mathematics achievement tests. Three glucose concentration cutoffs for defining hypoglycemia (<35, <40, and <45 mg/dL) were investigated. Logistic regression models were developed to examine the association between early TNH and achievement test proficiency based on perinatal factors. Results Among 726 infants, 472 had one, 233 had two, and 21 had three risk factor(s). Early TNH (glucose concentration <35, <40, and <45 mg/dL) was observed in 6.3, 11.6, and 20.5% of the study cohort, respectively. Irrespective of the cutoff used, the frequency of early TNH (number of patients with early TNH in a risk category divided by the total number of patients in that category) was significantly greater among infants with multiple risk factors. After controlling for perinatal factors, early TNH (cutoffs <35 and <40 mg/dL) was significantly associated with decreased probability of proficiency in literacy but not mathematics. Despite that early TNH was more common in IDMs and infants with three risk factors, the category or number of risk factors did not impact academic proficiency. Conclusion Early TNH (<35 and <40 mg/dL) was associated with lower adjusted probability of proficiency on 4th grade literacy achievement tests in at-risk infants. The impact of early TNH on academic performance was similar irrespective of category or number of risk factors. Key Points

Development of PPKn learning module based on Surabaya local wisdom to improve student's learning achievement on social cultural diversity materials in Class IV at SDN Kandangan I/121 Surabaya

This study aims to (1) produce a Civics learning module based on local wisdom in Surabaya to improve student achievement in fourth-grade elementary school; (2) describe the validity, practicality, and effectiveness of the Civics learning module based on local wisdom in Surabaya to improve learning achievement in the material "Socio-Cultural Diversity". This research is development research that refers to the analysis, design, development, implementation, and evaluation (ADDIE) development model. Data collection techniques were carried out by observing, distributing questionnaires, and administering tests. Data analysis technique using quantitative descriptive analysis techniques consisting of the validity of learning tools, analysis of student activities, analysis of the implementation of lesson plans, and learning achievement tests. Learning tools with Civics learning modules are then validated by experts. The results of expert validation stated that the learning tools with the Civics learning module were valid to be used. Then it was tested on fourth-grade students at SDN Kandangan I/121 Surabaya with pre-test and post-test. The results of field trials show (1) learning devices with the developed Civics learning module are categorized as very valid with an average score of 3.73; (2) the practical developed learning tools are based on the implementation of the lesson plans which are categorized as very good with an average implementation percentage of 93.75% and the achievement of student activities which are categorized as very well implemented with an average implementation percentage of 92.31%; (3) effective learning tools developed based on the results of students' learning achievement tests which showed that the N-Gain of 32 students was in the high category with an average of 0.72. It can be concluded that the Civics learning module based on local wisdom in Surabaya is feasible and can improve the learning achievement of fourth-grade students at SDN Kandangan I/121 Surabaya.

Rooting the concept and skills of engineering sense in Egyptian and Arabic research and studies

Geometric sense is one of the types of mathematical sense in its general concept and there is a difference between researchers in Egypt and the Arab countries about the concept of geometric sense and its main and sub-skills and there is also a confusion among researchers between geometric sense measurement tests and achievement tests in geometry. The aim of the research is to accurately define the concept of geometric sense that eliminates differences between researchers, to refute the geometric skills identified by researchers within Egypt and the Arab countries for geometric sense, which confuses geometric sense, geometric thinking, geometric proof and achievement in geometry, to identify key and sub-skills for geometric sense according to the writings of the American Council of Mathematicians NTCM so that researchers can commit to them in future research.

The Effects of Assigning Homework on the Achievement of Students at the Primary School Level

Assigning homework to students make they are learning more effective and they comprehend the assigned task in depth by applying drill and practice activities. The current study examines the effects of assigning homework on the achievement of students at the primary level. The population of the study was 100 boys’ primary schools. The sample respondents of the study were students of class 5th consist of a total of sixty students and each group such as experimental, comparison, and control group was twenty students. The experimental, comparison and control groups of the students were selected by the flipping of the coin as to which will be experimental, comparison, and the control group. The researcher adopted a simple random sampling technique. The data were collected through pre and post-standardized achievement tests based on mixed items (mix tests) developed by the researcher. The researcher developed fourteen lesson plans to teach the fourteen lessons. The pre and post standardized achievement tests were conducted, collected, and evaluated under the supervision of the researcher. Data were analyzed in the form of one-way ANOVA to find out the significant difference in f-value and p-value of the experimental, comparison, and control group regarding the 14 selected topics taught. The research concluded that there was no statistically significant difference in p-value and f-value in the achievement of the students in experimental, comparison, and control group from the lessons 1-6 due to repetition and diffusion in lessons and there was a statistically significant difference in p-value and f-value in experimental, comparison and control group from the lessons 7-14 taught. The data were presented in the form of tables.