Topic
Academic achievement
About: Academic achievement is a research topic. Over the lifetime, 69460 publications have been published within this topic receiving 2227289 citations. The topic is also known as: academic performance & educational achievement.
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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: This article conducted a meta-analysis of program effectiveness research on English language learners and concluded that bilingual education is consistently superior to all-English approaches, and that developmental bilingual education programs are superior to transitional bilingual education.
Abstract: This article presents a meta-analysis of program effectiveness research on English language learners. The study includes a corpus of 17 studies conducted since Willig’s earlier meta-analysis and uses Glass, McGaw, and Smith’s strategy of including as many studies as possible in the analysis rather than excluding some on the basis of a priori “study quality” criteria. It is shown that bilingual education is consistently superior to all-English approaches, and that developmental bilingual education programs are superior to transitional bilingual education programs. The meta-analysis of studies controlling for English-language-learner status indicates a positive effect for bilingual education of .23 standard deviations, with outcome measures in the native language showing a positive effect of .86 standard deviations. It is concluded that bilingual education programs are effective in promoting academic achievement, and that sound educational policy should permit and even encourage the development and implementation of bilingual education programs.
484 citations
TL;DR: Testing both social networking and gamification in an undergraduate course found that both approaches presented better performance than a traditional e-learning approach in terms of academic achievement for practical assignments, but that, when it came to assessing knowledge, theTraditional e- learning approach was better.
Abstract: While social networking has already demonstrated its efficiency in e-learning, gamification, which is the use of game-thinking and playful design in non-game contexts, has only shown its potential as a motivational tool. This paper presents the results of testing both social networking and gamification in an undergraduate course, comparing them in terms their effect on students' academic achievement, participation and attitude. The effects of a gamification plugin deployed in a learning management system were compared to those of a social networking site in the same educational setting. We found that both approaches presented better performance than a traditional e-learning approach in terms of academic achievement for practical assignments, but that, when it came to assessing knowledge, the traditional e-learning approach was better. Also challenging current assumptions, participation rates and scores remained low with the new tools, although students' attitudes were positive.
482 citations
TL;DR: While more research is required, promoting fitness by increasing opportunities for physical activity during PE, recess, and out of school time may support academic achievement.
Abstract: OBJECTIVES: To determine relationships between physical fitness and academic achievement in diverse, urban public school children.
METHODS: This cross-sectional study used public school data from 2004 to 2005. Academic achievement was assessed as a passing score on Massachusetts Comprehensive Assessment System (MCAS) achievement tests in Mathematics (fourth, sixth, and eighth grade, n = 1103) and in English (fourth and seventh grade, n = 744). Fitness achievement was assessed as the number of physical fitness tests passed during physical education (PE). Multivariate logistic regression analyses were conducted to assess the probability of passing the MCAS tests, controlling for students’ weight status (BMI z score), ethnicity, gender, grade, and socioeconomic status (school lunch enrollment).
RESULTS: The odds of passing both the MCAS Mathematics test and the MCAS English test increased as the number of fitness tests passed increased (p < .0001 and p < .05, respectively).
CONCLUSIONS: Results show statistically significant relationships between fitness and academic achievement, though the direction of causation is not known. While more research is required, promoting fitness by increasing opportunities for physical activity during PE, recess, and out of school time may support academic achievement.
481 citations
TL;DR: In this article, the authors describe and test a conceptual model of the potential antecedents and consequences of financial well-being in young adults, and suggest that self-actualizing personal values, financial education at home, and formal financial education in school may play important anticipatory socialization roles in the ways that young adults acquire knowledge about financial matters and form attitudes and behavioral intentions based on that knowledge.
481 citations