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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01 Jan 2001
TL;DR: In this paper, a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement was presented, and the overall mean effect size was 0.147, a small positive effect in favor of distance education.
Abstract: This article summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasi-experimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. The overall mean effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were more positive for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered through telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction through distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance, and expand education options because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances.
389 citations
TL;DR: Among girls, higher amounts of physical education may be associated with an academic benefit, and concerns about adverse effects on achievement may not be legitimate reasons to limit physical education programs.
Abstract: Objectives. We examined the association between time spent in physical education and academic achievement in a longitudinal study of students in kindergarten through fifth grade.Methods. We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999, which employed a multistage probability design to select a nationally representative sample of students in kindergarten (analytic sample = 5316). Time spent in physical education (minutes per week) was collected from classroom teachers, and academic achievement (mathematics and reading) was scored on an item response theory scale.Results. A small but significant benefit for academic achievement in mathematics and reading was observed for girls enrolled in higher amounts (70–300 minutes per week) of physical education (referent: 0–35 minutes per week). Higher amounts of physical education were not positively or negatively associated with academic achievement among boys.Conclusions. Among girls, higher amounts of physical education...
388 citations
TL;DR: One hundred hyperactive children meeting research diagnostic criteria and 60 community control children were followed prospectively over an 8-year period into adolescence as mentioned in this paper and found that hyperactive Ss demonstrated impaired academic achievement, impaired attention and impulse control, and greater off-task, restless, and vocal behavior during an academic task, compared with control Ss.
Abstract: One hundred hyperactive children meeting research diagnostic criteria and 60 community control children were followed prospectively over an 8-year period into adolescence. Younger (12-14 years) and older (15-20 years) groups were tested on measures of academic skills, attention and impulse control, and select frontal lobe functions. At follow-up, hyperactive Ss demonstrated impaired academic achievement, impaired attention and impulse control, and greater off-task, restless, and vocal behavior during an academic task, compared with control Ss. The limited set of frontal lobe measures did not differentiate the groups. Age did not interact with group membership. However, several measures showed age-related declines in both groups. It is concluded that hyperactive children may remain chronically impaired in academic achievement, inattention, and behavioral disinhibition well into their late adolescent years.
388 citations
TL;DR: The Model of School Learning as discussed by the authors has been used as a useful guide in research on teaching and learning in schools, and the model's emphasis on aptitude as a determinant of time needed for learning suggests that increased efforts be placed on predicting student potentialities and designing instruction appropriate to those potentialities, if ideals of equal opportunity to learn are to be achieved.
Abstract: The Model of School Learning, first published 25 years ago, has taken its place as a useful guide in research on teaching and learning in schools. The model accounts for variations in school learning with five classes of variables, three, of which can be expressed in terms of time, the other two in terms of achievement. Most aspects of the model have been confirmed, although details remain to be filled out by further research. Ways that the model might be used to address current problems in education are considered. The model's emphasis on aptitude as a determinant of time needed for learning suggests that increased efforts be placed on predicting student potentialities and designing instruction appropriate to those potentialities, if ideals of equal opportunity to learn are to be achieved within a diversity of educational objectives.
388 citations
TL;DR: The authors investigated how attributed peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school and found that children who observed coping models judged themselves more similar in competence to the models than did subjects who observed mastery models.
Abstract: In two experiments, we investigated how attributed of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. In Experiment 1, children (M = 10.6 years) observed either a same- or opposite-sex peer model demonstrating rapid (mastery model) or gradual (coping model) acquisition of fraction skills. Observing a coping model led to higher self-efficacy, skill, and training performance. In Experiment 2, children (M = 10.9 years) observed either one or three same-sex peer models demonstrating mastery or coping behaviors while solving fractions. Children in the single-coping model, multiple-coping-model, and multiple-mastery-model conditions demonstrated higher self-efficacy, skill, and training performance, compared with subjects who observed a single mastery model. In both studies, children who observed coping models judged themselves more similar in competence to the models than did subjects who observed mastery models.
388 citations