Latest Research News on Students’ Achievement: March- 2020

A pattern analysis of students’ achievement goals.

Cluster analysis procedures were used to classify 257 5th- and 6th-grade students on basis of their mastery, ego, and work-avoidant goal orientations. The results identified 3 clusters of students with different achievement profiles in science. Students who exhibited a pattern in which mastery goals were stronger than the other 2 goals, showed the most positive achievement profile. In contrast, students who were high on both mastery and ego goals did not perform as well academically; students low on both mastery and ego goals showed the most negative achievement profile. Additional analyses revealed that the cluster analysis provided a more distinctive and internally consistent set of findings than did pattern analyses that were based on median split procedures. (PsycINFO Database Record (c) 2016 APA, all rights reserved) [1]

Social Predictors of Changes in Students’ Achievement Goal Orientations

Declines in students’ achievement motivation across the transition to middle school may be explained by characteristics of both the academic and social environment of the new school. This study proposes that students’ sense of belonging in middle school and their endorsement of social responsibility, relationship, and status goals in that setting should explain, in part, changes in their achievement goal orientations between 5th and 6th grades. [2]

Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes

Students’ achievement task values, goal orientations, and interest are motivation-related constructs which concern students’ purposes and reasons for doing achievement activities. [3]

Enhancing Students’ Achievement, Interest and Retention in Chemistry through an Integrated Teaching/Learning Approach

This study concerns the effects of Concept Mapping-Guided Discovery Integrated Teaching Approach on the Learning Style and Achievement of chemistry students. The sample comprised 162 Senior Secondary School (SS 2) students drawn from two Science Schools in Nasarawa State, Nigeria which had equivalent mean scores of 9.68 and 9.49 in their pre-test. Five instruments were developed and validated while the sixth was purely adopted by the investigator for the study, Four null hypotheses were tested at α = 0.05 level of significance. Chi Square analysis showed that there was a significant shift in students’ learning style from Accommodating and Diverging to Converging and Assimilating when exposed to Concept Mapping- Guided Discovery Approach. [4]

Factors Affecting University Students’ Achievement

Aims: This study aimed to investigate the factors that affect students’ achievement.

Study Design: Quantitative descriptive & qualitative designs were employed in this study.

Place and Duration of Study: The study was conducted in Tafila Technical University (TTU), Jordan, during Feb – May 2015. [5]

 Reference

[1] Meece, J.L. and Holt, K., 1993. A pattern analysis of students’ achievement goals. Journal of educational psychology85(4), p.582.

[2] Anderman, L.H. and Anderman, E.M., 1999. Social predictors of changes in students’ achievement goal orientations. Contemporary educational psychology24(1), pp.21-37.

[3] Anderman, L.H. and Anderman, E.M., 1999. Social predictors of changes in students’ achievement goal orientations. Contemporary educational psychology24(1), pp.21-37.

[4] Victoria, F.F.K. and Paul, A.E., 2014. Enhancing students’ achievement, interest and retention in Chemistry through an integrated teaching/learning approach. Journal of Education, Society and Behavioural Science, pp.1653-1663.

[5] Thawabieh, A.M., 2016. Factors affecting university students’ achievement. Journal of Education, Society and Behavioural Science, pp.1-11.

 

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