Showing papers on "Academic achievement published in 2020"
TL;DR: The COVID-19 pandemic upended the 2019-2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learn...
Abstract: As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learn...
484 citations
TL;DR: The authors showed that effects that are small by Cohen's standards are large relative to the effect size of the original benchmark, and that the effect sizes of these effects are not as large as Cohen's.
Abstract: Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago. However, effects that are small by Cohen’s standards are large relative to the im...
428 citations
TL;DR: There is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country.
Abstract: With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country (PsycInfo Database Record (c) 2020 APA, all rights reserved)
420 citations
01 May 2020
TL;DR: In this article, a series of projections of COVID-19-related learning loss based on estimates from absenteeism literature and analyses of summer learning patterns of 5 million students are presented.
Abstract: As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students are expected to start fall 2020 with approximately 63 to 68% of the learning gains in reading and 37 to 50% of the learning gains in mathematics relative to a typical school year. However, we project that losing ground during the school closures was not universal, with the top third of students potentially making gains in reading.
248 citations
Book•
03 Jan 2020
223 citations
TL;DR: In this article, the authors synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment (academic performance).
Abstract: Objective: The aim of this study was to synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment (academic performance). Method: A systematic search identified 176 studies (1980-2012) of long-term (≥2 years) academic outcomes with ADHD. Results: Achievement test outcomes (79%) and academic performance outcomes (75%) were worse in individuals with untreated ADHD compared with non-ADHD controls, also when IQ difference was controlled (72% and 81%, respectively). Improvement in both outcome groups was associated with treatment, more often for achievement test scores (79%) than academic performance (42%), also when IQ was controlled (100% and 57%, respectively). More achievement test and academic performance outcomes improved with multimodal (100% and 67%, respectively) than pharmacological (75% and 33%) or non-pharmacological (75% and 50%) treatment alone. Conclusion: ADHD adversely affects long-term academic outcomes. A greater proportion of achievement test outcomes improved with treatment compared with academic performance. Both improved most consistently with multimodal treatment.
218 citations
TL;DR: Findings from this meta-analysis provide evidence that self-regulation in childhood can predict achievement, interpersonal behaviors, mental health, and healthy living in later life.
Abstract: This meta-analysis explores whether self-regulation in childhood relates to concurrent and subsequent levels of achievement, interpersonal behaviors, mental health, and healthy living. A comprehensive literature search identified 150 studies that met inclusion criteria (745 effect sizes; total n = 215,212). Data were analyzed using inverse-variance weighted random effects meta-analysis. Mean effect sizes from 55 meta-analyses provided evidence that self-regulation relates to 25 discrete outcomes. Results showed that self-regulation in preschool (∼age 4) was positively associated with social competency, school engagement, and academic performance, and negatively associated with internalizing problems, peer victimization, and externalizing problems, in early school years (∼age 8). Self-regulation in early school years was positively related to academic achievement (math and literacy), and negatively related to externalizing problems (aggressive and criminal behavior), depressive symptoms, obesity, cigarette smoking and illicit drug use, in later school years (∼age 13). Results also showed that self-regulation in early school years was negatively related to unemployment, aggressive and criminal behavior, depression and anxiety, obesity, cigarette smoking, alcohol and substance abuse, and symptoms of physical illness in adulthood (∼age 38). Random effects metaregression identified self-regulation measurement as the most important moderator of pooled mean effects, with task-based assessments and teacher-report assessments often showing stronger associations than parent-report assessments. Overall, findings from this meta-analysis provide evidence that self-regulation in childhood can predict achievement, interpersonal behaviors, mental health, and healthy living in later life. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
217 citations
TL;DR: This paper analyzed South Korean college students' experiences of emergency remote teaching as a result of COVID-19 utilizing thematic analysis, which is a flexible and in-depth qualitative method used to analyze the similarity and association between individually derived theme words and discover meaningful associative relationships.
163 citations
TL;DR: In this article, the authors examined the academic outcomes of students from a social network, social capital, and social support perspective with a special focus on underrepresented groups in higher education and found that the networks of students including their family, ethnic and religious affiliations, friends, and faculty play a role in academic success.
155 citations
TL;DR: The influence of emotional intelligence (TEI) on academic achievement has been documented in literature, while its influence in the specific domain of L2 learning remains underexplored as discussed by the authors.
Abstract: The influence of (trait) emotional intelligence (TEI) on academic achievement has been documented in literature, while its influence in the specific domain of L2 learning remains underexplored. The...
145 citations
01 Nov 2020
TL;DR: This paper examined the relationship between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education and found that the sense of belonging was correlated with academic performance.
Abstract: This meta-analytic review examines the relationships between students’ sense of school belonging and students’ motivational, social-emotional, behavioural, and academic functioning in secondary edu...
TL;DR: The authors used a meta-analytic approach to synthesize existing research with the goal of determining the extent to which classroom climate as a multidimensional construct was associated with youth's academic, behavioral, and socioemotional outcomes from kindergarten to high school and whether the relations between classroom climate and youth's outcomes differed by dimensions of classroom climate, study design, and child characteristics.
TL;DR: In this article, a meta-analysis of the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains is presented. And the results suggest that peer assessment improves academic performance compared with no assessment (g = 0.31, p =.004) and teacher assessment.
Abstract: Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here, we present a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental studies that evaluated the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains. An overall small to medium effect of peer assessment on academic performance was found (g = 0.31, p < .001). The results suggest that peer assessment improves academic performance compared with no assessment (g = 0.31, p = .004) and teacher assessment (g = 0.28, p = .007), but was not significantly different in its effect from self-assessment (g = 0.23, p = .209). Additionally, meta-regressions examined the moderating effects of several feedback and educational characteristics (e.g., online vs offline, frequency, education level). Results suggested that the effectiveness of peer assessment was remarkably robust across a wide range of contexts. These findings provide support for peer assessment as a formative practice and suggest several implications for the implementation of peer assessment into the classroom.
TL;DR: The authors explored the relationship between course performance, English language proficiency, motivation, and academic language skills in an English medium instruction (EMI) university and found that course performance was positively associated with language proficiency and motivation.
Abstract: This article explores the relationship between course performance, English language proficiency, motivation, and academic language skills in an English medium instruction (EMI) university c...
TL;DR: The widespread consequences of structural racism in the United States has contributed to differences in achievement for underrepresented students compared with well-represented students and 3 recommendations for medical schools that may mitigate the consequences ofStructural racism while maintaining academic standards and admitting students likely to succeed are described.
Abstract: Those in medical education have a responsibility to prepare a physician workforce that can serve increasingly diverse communities, encourage healthy changes in patients, and advocate for the social changes needed to advance the health of all. The authors of this Perspective discuss many of the likely causes of the observed differences in mean Medical College Admission Test (MCAT) scores between students from groups well represented in medicine and those from groups underrepresented in medicine. The lower mean MCAT scores of underrepresented groups can present challenges to diversifying the physician workforce if medical schools only admit those applicants with the highest MCAT scores. The authors review the psychometric literature, which showed no evidence of bias in the exam, and note that the differences in mean MCAT scores between racial and ethnic groups are similar to those in other measures of academic achievement and performance on high-stakes tests.The authors then describe the ways in which structural racism in the United States has contributed to differences in achievement for underrepresented students compared with well-represented students. These differences are not due to differences in aptitude but to differences in opportunities. The authors describe the widespread consequences of structural racism on economic success, educational opportunity, and bias in the educational environment. They close with 3 recommendations for medical schools that may mitigate the consequences of structural racism while maintaining academic standards and admitting students likely to succeed. Adopting these recommendations may help the medical profession build the diverse physician workforce needed to serve communities today.
TL;DR: In this article, the authors explored and investigated potential factors influencing students' academic achievements and satisfaction with using online learning platforms and found that the students' background, experience, collaborations, interactions, and autonomy positively affected students' satisfaction.
Abstract: This research aims to explore and investigate potential factors influencing students’ academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a quantitative research method. The model of this research illustrates eleven factors on using online learning platforms to improve students’ academic achievements and satisfaction. The findings showed that the students’ background, experience, collaborations, interactions, and autonomy positively affected students’ satisfaction. Moreover, effects of the students’ application, remembering, understanding, analyzing, and satisfaction was positively aligned with students’ academic achievements. Consequently, the empirical findings present a strong support to the integrative association between TDT and BTT theories in relation to using online learning platforms to improve students’ academic achievements and satisfaction, which could help decision makers in universities and higher education and colleges to plan, evaluate, and implement online learning platforms in their institutions.
TL;DR: Zhang et al. as mentioned in this paper conducted a meta-analysis on the relation between SES and academic achievement based on 215,649 students from 78 independent samples in the basic education stage from mainland China.
Abstract: Academic achievement is one of the most important indicators for assessing students’ performance and educational attainment. Family socioeconomic status (SES) is the main factor influencing academic achievement, but the relation between SES and academic achievement may vary across different sociocultural contexts. China is the most populous developing country with a large number of schooling students in the basic education stage. Chinese schools are unified and managed by the Ministry of Education, but the central and local governments in accordance with their responsibilities share the investment of educational funds. However, the strength of the relation between SES and academic achievement and possible moderators of this relation remain unclear. Therefore, we conducted a meta-analysis on the relation between SES and academic achievement based on 215,649 students from 78 independent samples in the basic education stage from mainland China. The results indicated a moderate relation between SES and academic achievement (r = 0.243) in general. Moderation analyses indicated that the relation between SES and academic achievement gradually decreased in the past several decades; SES has a stronger correlation with language achievement (i.e., Chinese and English) than science/math achievement and general achievement. These findings were discussed from the perspective of governmental policies on education.
TL;DR: The research findings imply that in Mexico, augmented reality technology can be exploited as an effective learning environment for helping middle-school students from public and private schools to practice the basic principles of Geometry.
Abstract: In this paper, the authors show that augmented reality technology has a positive impact on learning-related outcomes of middle-school Mexican students. However, the impact varies depending on whether students were enrolled in public or private schools. The authors designed an augmented reality application for students to practice the basic principles of geometry, and a similar application which encompasses identical learning objectives and content deployed in a Web-based learning environment. A 2 × 2 × 2 factorial design was employed with 93 participants to investigate the effect of type of technology (web, augmented reality), type of school (private, public), and time of assessment (pre, post) on motivation, and declarative learning. The results show that: (1) there is an interactive effect of type of technology, type of school, and time of assessment when students' achievement scores are measured; (2) students using the augmented reality-based learning environments scored higher in post-test than those using the web-based application; (3) the augmented reality learning environment was more learning effective compared with the web-based learning environment in public schools, but not in private schools; (4) there is not an interactive effect of type of technology, type of school and time of assessment when students' motivation is measured; (5) students from private schools reported higher levels of motivation compared with those from public schools when using the augmented reality learning environment. The research findings imply that in Mexico, augmented reality technology can be exploited as an effective learning environment for helping middle-school students from public and private schools to practice the basic principles of Geometry.
27 Jun 2020
TL;DR: A meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement, reading-, writing-, listening-, and speaking academic achievement as discussed by the authors.
Abstract: Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14128 in a random effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -.39; k = 59; N = 12585). The results of this meta analysis confirm the negative association between FLCA and academic achievement in foreign language courses.
TL;DR: Early cognitive stimulation-a modifiable factor-may be a desirable target for interventions designed to ameliorate SES-related differences in cognitive development and academic achievement.
Abstract: Executive functions (EF), including working memory, inhibition, and cognitive flexibility, vary as a function of socioeconomic status (SES), with children from economically disadvantaged backgrounds having poorer performance than their higher SES peers. Using observational methods, we investigated cognitive stimulation in the home as a mechanism linking SES with EF. In a sample of 101 children aged 60?75 months, cognitive stimulation fully mediated SES-related differences in EF. Critically, cognitive stimulation was positively associated with the development of inhibition and cognitive flexibility across an 18-month follow-up period. Furthermore, EF at T1 explained SES-related differences in academic achievement at T2. Early cognitive stimulation?a modifiable factor?may be a desirable target for interventions designed to ameliorate SES-related differences in cognitive development and academic achievement.
TL;DR: In this article, a set of variables mediating school leadership's influence on students referred to as the four paths model was tested, where each path in the model includes variables with significant influence.
Abstract: Purpose: This study tested a set of variables mediating school leadership’s influence on students referred to as “The four paths model.” Each path in the model includes variables with significant d...
TL;DR: This paper examined the relationship between student ratings of goal structures (mastery-approach goal structures, mastery-avoidance goal structure, mastery avoidance goal structures and performance avoidance goal structure) and achievement goals and found that each achievement goal was most strongly related to its contextual counterpart.
Abstract: Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of the relationships between student ratings of goal structures (mastery-approach goal structures, mastery-avoidance goal structures, performance-approach goal structures, and performance-avoidance goal structures) and achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals) as well as moderating variables. Results indicated that each achievement goal was most strongly related to its contextual counterpart. Educational level and world region moderated some of the relations, and for most combinations of goal structures and achievement goals, measures framing goal structures as a climate produced higher correlations than measures using the teacher as referent. Challenges and promising routes for future research and theory building are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
TL;DR: In this article, the authors used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students' learning outcomes, focusing on the students' academic learning achievement, higher-order thinking skills (HOTS), and motivation.
Abstract: This study used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students’ learning outcomes. Verifiable examples of science, technology, engineering, and mathematics (STEM) education, effectively being applied in Asia, are presented in this study. The study involved 4768 students from 54 studies. Learning outcomes focused on the students’ academic learning achievement, higher-order thinking skills (HOTS), and motivation. The analysis results of effect sizes showed that the STEM enactments in Asia were effective at a moderate level (0.69 [0.58, 0.81 of 95% CI]) of improving students’ learning outcomes. Sequentially, the effectiveness of STEM enactment starts from students’ higher-order thinking skills, moves to students’ academic learning achievement, and ends with the motivation. In addition, STEM enactments in Asia were carried out with several variations where STEM integrated with project-based learning was preferred. The recommendations of this study include a combination of the learning approach, learning orientation, and duration of instruction, all of which contribute to the STEM enactment effectiveness and maximize results in STEM education. Some practical implications, such as the central role of the teacher during the STEM enactment, are extensively discussed. This study supports that STEM education is a universally crucial tool which effectively prepares students from various national and cultural backgrounds, across Asia, toward improved learning outcomes.
TL;DR: In this article, the authors examined the relationship between student characteristics of online learning readiness and student outcomes in online courses at two higher educational institutions at two different levels of the United States and Canada.
Abstract: This paper examines the relationship between student characteristics of online learning readiness and student outcomes in online courses at two higher educational institution. Data were collected f...
TL;DR: In this article, the factors that explain academic success in a gamified online learning environment considering flow, emotional engagement, and motivation were examined, and the authors found that emotional engagement and motivation are important factors for academic success.
Abstract: This study aimed to examine the factors that explain academic success in a gamified online learning environment considering flow, emotional engagement, and motivation. The gamified online learning ...
TL;DR: High teacher turnover imposes numerous burdens on the schools and districts from which teachers depart as discussed by the authors, and some of these burdens are explicit and take the form of recruiting, hiring, and training cost.
Abstract: High teacher turnover imposes numerous burdens on the schools and districts from which teachers depart. Some of these burdens are explicit and take the form of recruiting, hiring, and training cost...
TL;DR: According to the internal/external frame of reference model, academic achievement has a strong impact on people's self-concept, both within and between subjects as mentioned in this paper, and they conducted a series of meta-analyzes of academic achievement.
Abstract: According to the internal/external frame of reference model, academic achievement has a strong impact on people’s self-concept, both within and between subjects. We conducted a series of meta-analy...
TL;DR: With the introduction of online classes, students' academic achievement did not change significantly in four subjects, but decreased in two subjects, and the inevitable transformation of medical education caused by COVID-19 is still ongoing.
Abstract: Background Due to the outbreak of coronavirus disease 2019 (COVID-19), school openings were postponed worldwide as a way to stop its spread. Most classes are moving online, and this includes medical school classes. The authors present their experience of running such online classes with offline clinical clerkship under pandemic conditions, and also present data on student satisfaction, academic performance, and preference. Methods The medical school changed every first-year to fourth-year course to an online format except the clinical clerkship, clinical skills training, and basic laboratory classes such as anatomy lab sessions. Online courses were pre-recorded video lectures or live-streamed using video communication software. At the end of each course, students and professors were asked to report their satisfaction with the online course and comment on it. The authors also compared students' academic performance before and after the introduction of online courses. Results A total of 69.7% (318/456) of students and 35.2% (44/125) of professors answered the questionnaire. Students were generally satisfied with the online course and 62.2% of them preferred the online course to the offline course. The majority (84.3%) of the students wanted to maintain the online course after the end of COVID-19. In contrast, just 13.6% of professors preferred online lectures and half (52.3%) wanted to go back to the offline course. With the introduction of online classes, students' academic achievement did not change significantly in four subjects, but decreased in two subjects. Conclusions The inevitable transformation of medical education caused by COVID-19 is still ongoing. As the safety of students and the training of competent physicians are the responsibilities of medical schools, further research into how future physicians will be educated is needed.