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achievement</title> <meta name="description" content="Search results for: students’ achievement"> <meta name="keywords" content="students’ achievement"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="students’ achievement"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6156</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: students’ achievement</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6156</span> Teachers' Gender-Counts a Lot: Impact of Teachers’ Gender on Students’ Score Achievement at Primary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aqleem%20Fatimah">Aqleem Fatimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of study was to find out the impact of teachers’ gender on students’ score achievement. Focusing on primary level’s teachers & students, a survey research was conducted by using convenient sampling technique. All the students of grade four (1500) and fifty-six teachers (equally divided by gender) from the 50 randomly selected coeducational schools from Lahore were taken as sample. The academic performance was operationalized using a t-test on standardized achievement tests of the students in language, science mathematics and social studies. In addition, all those gender based characteristics of teachers that count a lot in classroom interactions (taking Multi-grade classes, classroom strategies, feedback strategies and evaluation method) that influence students’ achievement were also analyzed by using a questionnaire and an observation schedule. The results of the study showed better academic achievement of students (girl &boy) of female teachers comparatively to the students of male teachers. Therefore, as the female teachers’ number lacks in Pakistan, the study suggests policy makers to seek guidelines to induct more specialized and professionally competent female teachers because their induction will prove highly beneficial for the betterment of students’ score achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a>, <a href="https://publications.waset.org/abstracts/search?q=score%20achievement" title=" score achievement"> score achievement</a> </p> <a href="https://publications.waset.org/abstracts/42633/teachers-gender-counts-a-lot-impact-of-teachers-gender-on-students-score-achievement-at-primary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42633.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">318</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6155</span> Use of Social Media Among University Student and Its Effect on the Achievement of Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saba%20Latif">Saba Latif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of social media among university students is a topic of ongoing debate, with conflicting views on its impact on academic achievement. This study aimed to explore the relationship between social media use and academic achievement among university students and to identify factors that may contribute to positive or negative effects. The study used a mixed-methods design, including a survey of 500 university students and qualitative interviews with a subset of participants. The survey results showed that social media use was prevalent among students, with Facebook and Instagram are the most commonly used platforms. The findings also indicated a positive relationship between social media use and academic achievement, with students who reported higher levels of social media use also reporting higher GPAs. However, the qualitative interviews revealed that excessive use of social media could be a distraction that hinders academic performance, especially when students use it to procrastinate or to stay up late at night. Overall, the findings suggest that social media use can have both positive and negative effects on academic achievement among university students. Responsible and balanced use of social media, such as setting limits on usage and avoiding procrastination, may help students maximize the benefits while minimizing the risks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=effective" title=" effective"> effective</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/180568/use-of-social-media-among-university-student-and-its-effect-on-the-achievement-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6154</span> Mathematics Teachers’ Background Characteristics as a Correlate of Secondary School Students’ Achievement in Mathematics in Gombe State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Adamu">Ali Adamu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers’ background characteristics as a correlate of students’ achievement in Mathematics were studied in Gombe State. Pearson Product Moment Correlation Coefficient was used for the analysis. Five Hundred and Twelve (512) students and 20 teachers from 12 schools in Gombe State of Nigeria were used for the study. Students’ Achievement Tests and Mathematics Teachers’ backgrounds were instruments for the study. The findings indicated that teachers’ qualifications, experience of the teacher, and teachers’ personalities had a positive correlation with students’ achievement. Recommendations are made, which include allowing the teachers to go for training as well as the government should ensure recruiting teachers that have experience in the teaching job. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement-test" title="achievement-test">achievement-test</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20personality" title=" teachers’ personality"> teachers’ personality</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20mathematics" title=" teaching mathematics"> teaching mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-background" title=" teacher-background"> teacher-background</a> </p> <a href="https://publications.waset.org/abstracts/164013/mathematics-teachers-background-characteristics-as-a-correlate-of-secondary-school-students-achievement-in-mathematics-in-gombe-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164013.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6153</span> The Relation between Learning Styles and English Achievement in the Language Training Centre </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Yusnita">Nurul Yusnita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many studies have been developed to help the students to get good achievement in English learning. They can be from the teaching method or psychological ones. One of the psychological studies in educational research is learning style. In some ways, learning style can affect the achievement of the students. This study aimed to examine 4 (four) learning styles and their relations to English achievement among the students learning English in Language Training Center of Universitas Muhammadiyah Yogyakarta (LTC UMY). The method of this study was descriptive analytical. The sample consisted of 39 Accounting students in LTC UMY. The data was collected through questionnaires with Likert-scale. The achievement was obtained from the grade of the students. To analyze the questionnaires and to see the relation between the learning styles and the student achievement, SPSS statistical software of correlational analysis was used. The result showed that both visual and auditory had the same percentage of 35.9% (14 students). 3 students (7.7%) had kinaesthetic learning style and 8 students (20.5%) had visual and auditory ones. Meanwhile, there were 5 students (12.8%) who had visual learning style could increase their grades. Only 1 student (2.5%) who had visual and auditory could improve his grade. Besides grade increase, there were also grade decrease. Students with visual, auditory, visual and auditory, and kinaesthetic learning styles were 3 students (7.7%), 5 students (12%), 4 students (10.2%) and 1 student (2.5%) respectively. In conclusion, there was no significant relationship between learning style and English achievement. Most of the good achievers were the students with visual and auditory learning styles and most of them preferred visual method. The implication is the teachers and material designers could improve their method through visual things to achieve effective English teaching learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20students" title="accounting students">accounting students</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20achievement" title=" English achievement"> English achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20training%20centre" title=" language training centre"> language training centre</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a> </p> <a href="https://publications.waset.org/abstracts/75843/the-relation-between-learning-styles-and-english-achievement-in-the-language-training-centre" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6152</span> “Self-efficacy, Task value and Metacognitive Self-regulation as Predictors of English Language Achievement”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Baissane%20and">Omar Baissane and</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Zaid"> Hassan Zaid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine whether self-efficacy, task value, and metacognitive self-regulation predict students’ English language achievement among Vietnamese high school students. In this non-experimental quantitative study, 403 Vietnamese random participants were required to fill out the Motivated Strategies for Learning Questionnaire to measure self-efficacy, task value and metacognitive self-regulation. Criterion for English language achievement was the final grade that students themselves reported. The results revealed that, unlike metacognitive self-regulation, self-efficacy and task value were significantly correlated with language achievement. Moreover, the findings showed that self-efficacy was the only significant predictor of language achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20achievement" title="language achievement">language achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20self-regulation" title=" metacognitive self-regulation"> metacognitive self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=predictor" title=" predictor"> predictor</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20value" title=" task value"> task value</a> </p> <a href="https://publications.waset.org/abstracts/178284/self-efficacy-task-value-and-metacognitive-self-regulation-as-predictors-of-english-language-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178284.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6151</span> The Relationships between How and Why Students Learn and Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Chee%20Choy">S. Chee Choy</a>, <a href="https://publications.waset.org/abstracts/search?q=Daljeet%20Singh%20Sedhu"> Daljeet Singh Sedhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the relationships between how and why students learned and academic achievement for 2646 university students from various faculties. The LALQ, a self-report measure of student approaches to learning was administered and academic achievement data were obtained from student CGPA. The results showed significant differences in the approach to learning of male and female students. How and why students learned can influence their achievement and efficacy as well. High and low achievers have different learning behaviours. High female achievers were more likely to learn for a better future and be persistent in it. Meanwhile high male achievers were more likely to seek approval from their peers and be more confident about graduating on time from their university. The implications of individual differences and limitations of the study are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title="student learning">student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20awareness" title=" learner awareness"> learner awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=LALQ" title=" LALQ"> LALQ</a> </p> <a href="https://publications.waset.org/abstracts/41617/the-relationships-between-how-and-why-students-learn-and-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6150</span> Efficacy of Problem Solving Approach on the Achievement of Students in Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akintunde%20O.%20Osibamowo">Akintunde O. Osibamowo</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdulrasaq%20O.%20Olusanya"> Abdulrasaq O. Olusanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to examine the effect of problem-solving approach as a medium of instruction in teaching and learning of mathematics to improve the achievement of the student. One Hundred (100) students were randomly chosen from five (5) Junior Secondary School in Ijebu-Ode Local Government Area of Ogun State, Nigeria. The data was collected through Mathematics Achievement Test (MAT) on the two groups (experimental and control group). The study confirmed that there is a significant different in the achievement of students exposed to problem-solving approach than those not exposed. The result also indicated that male students, however, had a greater mean-score than the female with no significant difference in their achievement. The result of the study supports the use of problem-solving approach in the teaching and learning of mathematics in secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem" title="problem">problem</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20phases" title=" teaching phases"> teaching phases</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20control" title=" experimental control"> experimental control</a> </p> <a href="https://publications.waset.org/abstracts/52745/efficacy-of-problem-solving-approach-on-the-achievement-of-students-in-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6149</span> The Effects of Drill and Practice Courseware on Students’ Achievement and Motivation in Learning English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20T.%20Gee">Y. T. Gee</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Umar"> I. N. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students’ achievement and motivation in learning English in Malaysia is a worrying trend as it is lagging behind several other countries in Asia. Thus, necessary actions have to be taken by the parties concerned to overcome this problem. The purpose of this research was to study the effects of drill and practice courseware on students’ achievement and motivation in learning English language. A multimedia courseware was developed for this purpose. The independent variable was the drill and practice courseware while the dependent variables were the students’ achievement and motivation. Their achievement was measured using pre-test and post-test scores, while motivation was measured using a questionnaire adapted from Keller’s (1979) Instructional Materials Motivation Scale. A total of 60 students from three vernacular primary schools in a northern state in Malaysia were randomly selected in this study. The findings indicate: (1) a significant difference between the students’ pre-test and post-test scores after using the courseware, (2) no significant difference in the achievement score between male and female students after using the courseware, (3) a significant difference in motivation score between the female and the male students, and (4) while the female students scored significantly higher than the male students in the aspects of relevance, confidence and satisfaction, no significant difference in terms of attention was observed between them. Overall, the findings clearly indicate that although the female students are significantly more motivated than their male students, they are equally good in terms of achievement after learning from the courseware. Through this study, the drill and practice courseware is proven to influence the students’ learning and motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=courseware" title="courseware">courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=drill%20and%20practice" title=" drill and practice"> drill and practice</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20learning" title=" English learning"> English learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/18538/the-effects-of-drill-and-practice-courseware-on-students-achievement-and-motivation-in-learning-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6148</span> Effect of Problem Based Learning (PBL) Activities to Thai Undergraduate Student Teachers Attitude and Their Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanawit%20Tongmai">Thanawit Tongmai</a>, <a href="https://publications.waset.org/abstracts/search?q=Chatchawan%20Saewor"> Chatchawan Saewor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning management is very important for students’ development. To promote students’ potential, the teacher should design appropriate learning activity that brings their students potential out. Problem based learning has been using worldwide and it has presented numerous of success. This research aims to study third year students’ attitude and their achievement in scientific research course. To find the results, mix method was used to design research conduction. The researcher used PBL and reflection activity in the class. The students had to choose a topic, reviewed information, designed experimental, wrote academic report and presented their research by themselves. The researcher was only a facilitator. Reflection activity was used to progressing and consulting their research. The data was collected along with research conduction by questionnaire and test, including attitude, opinion and their achievement. The result of this study showed that 74.71% from all of students (n = 87) benefited from PBL and reflection activity, while 25.19% were just satisfied. 100% of students had a positive reflection toward PBL activity and they believed that PBL was the best pedagogy method for scientific research course. The achievements of these students were higher than the previous study (P < 0.05). The student’s learning achievement, A, B+ and B, was 48.28, 28.74 and 22.98% respectively. Therefore, it can conclude that PBL activity is appropriate for scientific research course and it can also promote student’s achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection" title="reflection">reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=PBL" title=" PBL"> PBL</a> </p> <a href="https://publications.waset.org/abstracts/42542/effect-of-problem-based-learning-pbl-activities-to-thai-undergraduate-student-teachers-attitude-and-their-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42542.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6147</span> Engaging Students in Multimedia Constructivist Learning: Analysis of Students' Science Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Georgiou">Maria Georgiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined whether there was a statistically significant difference between pretest and posttest achievement scores for students who received multimedia-based instructions in science. The paired samples t-test was used to address the research question and to establish whether there was a significant difference between pretest and posttest scores that may have occurred based on the students’ learning experience with multimedia technology. Findings indicated that there was a significant difference in students’ achievement scores before and after a multimedia-based instruction. Students’ achievement scores were increased by approximately two points, after students received multimedia-based instruction. On a paired samples t-test, a high level of significance was found, p = 0.000. Opportunities to learn with multimedia are more likely to result in sustained improvements in student achievement and a deeper understanding of science content. Multimedia can make learning more active and student-centered and activate student motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title="constructivist learning">constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperstudio" title=" hyperstudio"> hyperstudio</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia-based%20instruction" title=" multimedia-based instruction"> multimedia-based instruction</a> </p> <a href="https://publications.waset.org/abstracts/106184/engaging-students-in-multimedia-constructivist-learning-analysis-of-students-science-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6146</span> A Study of Achievement and Attitude on Learning Science in English by Using Co – Teaching Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakchai%20Rachniyom">Sakchai Rachniyom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Owing to the ASEAN community will formally take place in the few months; therefore, Thais should realize about the importance of English language. Since, it is regarded as a working language in the community. To promote Science students’ English proficiency, teacher should be able to teach in English language appropriately and effectively. The purposes of the quasi – experimental research are (1) to measure the learning achievement, (2) to evaluate students’ satisfaction on the teaching and learning and (3) to study the consequences of co – teaching method in order comprehend the learning achievement and improvement. The participants were 40 general science students teacher. Two types of research instruments were included; (1) an achievement test, and (2) a questionnaire. This research was conducted for 1 semester. The statistics used in this research were arithmetic mean and standard deviation. The findings of the study revealed that students’ achievement score was significantly increased at statistical level .05 and the students satisfied the teaching and learning at the highest level . The students’ involvement and teachers’ support were promoted. It was also reported students’ learning was improved by co – teaching method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co%20%E2%80%93%20teaching%20method" title="co – teaching method">co – teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20science%20in%20english" title=" learning science in english"> learning science in english</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/42885/a-study-of-achievement-and-attitude-on-learning-science-in-english-by-using-co-teaching-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42885.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">479</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6145</span> Effects of Jigsaw Strategy on Senior Secondary School Students’ Achievement in Ecology in Maitagari, Jigawa State, Nigeriaind Out the Effect of Jigsaw Strategy on Students’ Achievement in Ecology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozoji%20Bernadette">Ozoji Bernadette</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa%E2%80%99Ad-Abdullahi%20Abdulhafiz"> Sa’Ad-Abdullahi Abdulhafiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Izundu%20Chike%20Leo"> Izundu Chike Leo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the effect of Jigsaw strategy on senior secondary school students’ achievement in Maitagari, Jigawa State, Nigeria. The pre-test, post-test quasi experimental design was employed in the study. The sample for the study comprised 120 students from two public schools from the study area. An instrument namely, Ecological Achievement Test (EAT) was used to collect data from students. The data were analyzed using SPSS version 26.0. The EAT was validated by two experts, one, in Science Education unit and the other in Research, Measurement and Evaluation unit, both in the Faculty of Education, University of Jos, Nigeria. The reliability coefficient of the EAT was established as 0.85 using Kuder Richardson Formular 20. Mean and standard deviation were used to answer two research questions while Analysis of Covariance was used to test two hypotheses that guided the study. Results showed that students taught using jigsaw strategy achieved significantly better than their counterparts taught using the conventional method in ecology. Furthermore, it was revealed that gender had no significant influence on achievement of students exposed to jigsaw strategy. It was concluded that jigsaw strategy was effective in improving students’ achievement in ecology. The study recommended that teachers should incorporate jigsaw strategy into science classrooms for improved achievement outcome and gender equality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement" title="achievement">achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=ecology" title=" ecology"> ecology</a>, <a href="https://publications.waset.org/abstracts/search?q=jigsaw%20strategy" title=" jigsaw strategy"> jigsaw strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20strategy" title=" lecture strategy"> lecture strategy</a> </p> <a href="https://publications.waset.org/abstracts/156037/effects-of-jigsaw-strategy-on-senior-secondary-school-students-achievement-in-ecology-in-maitagari-jigawa-state-nigeriaind-out-the-effect-of-jigsaw-strategy-on-students-achievement-in-ecology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6144</span> Investigation of the Influence of Student’s Characteristics on Mathematics Achievement in Junior Secondary School in Ibadan, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Babatunde%20Kasim%20Oladele">Babatunde Kasim Oladele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This current study investigated students’ characteristics as factors that influence Mathematics Achievement of junior secondary school students. The study adopted a descriptive survey design. The population of the study was one hundred and twenty-three (123) JSS students of secondary schools in Ibadan North Local Government in Oyo State. A Mathematics achievement test and three questionnaires on student’s self-efficacy belief, attitude, and learning style were the instruments used. Prior to the administration of the constructed mathematics achievement test, 100-item mathematics was subjected to the expert review, and items analysis was carried out. Fifty items were retained. The Cronbach Alpha reliability coefficients of the instruments were 0.71, 0.76, and 0.83, respectively. Collected data were analysed using the frequency count, percentages, mean, standard deviation, and Path Analysis in Amos SPSS Version 20. Students characteristics: gender, age, self-efficacy, attitude and learning style had positive direct effects on students’ achievement in Mathematics as indicated by their respective beta weights (β = 0.36, 0.203, 0.92, 0.079, 0.69 p < 0.05). Consequently, the study concluded that student’s characteristics (Age, gender, and learning style) explained a significant part of the variability in students’ achievement in Mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20achievement" title="mathematics achievement">mathematics achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20characteristics" title=" students’ characteristics"> students’ characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=junior%20secondary%20school" title=" junior secondary school"> junior secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibadan" title=" Ibadan"> Ibadan</a> </p> <a href="https://publications.waset.org/abstracts/105309/investigation-of-the-influence-of-students-characteristics-on-mathematics-achievement-in-junior-secondary-school-in-ibadan-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105309.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6143</span> The Relationship between School Belonging, Self-Efficacy and Academic Achievement in Tabriz High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Pari">F. Pari</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Fathiazar"> E. Fathiazar</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Hashemi"> T. Hashemi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Pari"> M. Pari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to examine the role of self-efficacy and school belonging in the academic achievement of Tabriz high school students in grade 11. Therefore, using a random cluster method, 377 subjects were selected from the whole students of Tabriz high schools. They filled in the School Belonging Questionnaire (SBQ) and General Self-Efficacy Scale. Data were analyzed using correlational as well as multiple regression methods. Findings demonstrate self-efficacy and school belonging have significant roles in the prediction of academic achievement. On the other hand, the results suggest that considering the gender variable there is no significant difference between self-efficacy and school belonging. On the whole, cognitive approaches could be effective in the explanation of academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a> </p> <a href="https://publications.waset.org/abstracts/3828/the-relationship-between-school-belonging-self-efficacy-and-academic-achievement-in-tabriz-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6142</span> A Study of Native Speaker Teachers’ Competency and Achievement of Thai Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimpisa%20Rattanadilok%20Na%20Phuket">Pimpisa Rattanadilok Na Phuket</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study aims to examine: 1) teaching competency of the native English-speaking teacher (NEST) 2) the English language learning achievement of Thai students, and 3) students’ perceptions toward their NEST. The population considered in this research was a group of 39 undergraduate students of the academic year 2013. The tools consisted of a questionnaire employed to measure the level of competency of NEST, pre-test and post-test used to examine the students’ achievement on English pronunciation, and an interview used to discover how participants perceived their NEST. The data was statistically analysed as percentage, mean, standard deviation and One-sample-t-test. In addition, the data collected by interviews was qualitatively analyzed. The research study found that the level of teaching competency of native speaker teachers of English was mostly low, the English pronunciation achievement of students had increased significantly at the level of 0.5, and the students’ perception toward NEST is combined. The students perceived their NEST as an English expertise, but they felt that NEST had not recognized students' linguistic difficulty and cultural differences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency" title="competency">competency</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20English-speaking%20teacher%20%28NET%29" title=" native English-speaking teacher (NET)"> native English-speaking teacher (NET)</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title=" English teaching"> English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a> </p> <a href="https://publications.waset.org/abstracts/11059/a-study-of-native-speaker-teachers-competency-and-achievement-of-thai-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6141</span> Effects of Teaching Strategies on Students Academic Achievement in Secondary Physics Education for Quality Assurance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collins%20Molua">Collins Molua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the effect of Teaching Strategies on Academic Achievement in Secondary Physics Education as a quality assurance process for the teaching and learning of the subject. Teaching strategies investigated were the interactive, independent and dependent strategies. Three null hypotheses were tested at p< 0.05 using one instrument, physics achievement test(PAT).The data were analyzed using analysis of covariance (ANCOVA).Results showed that teaching strategies have significant effect on students achievement; the joint effect of the teaching strategies was also significant on students achievement in Physics. The interactive teaching strategies was recommended for teaching the subject and the students should be exposed to practical, computer literacy to stimulate interest and curiosity to enhance quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality" title="quality">quality</a>, <a href="https://publications.waset.org/abstracts/search?q=assurance" title=" assurance"> assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/93246/effects-of-teaching-strategies-on-students-academic-achievement-in-secondary-physics-education-for-quality-assurance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93246.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6140</span> Effect of Oral-Written Mode of Assessing Senior Secondary School Two English Language Students’ Achievement in Descriptive Essay</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwabukola%20Oluwaseyi%20Oduntan">Oluwabukola Oluwaseyi Oduntan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The English Language plays a central and strategic role in the school system because almost all the school subjects are taught using the English language. However, students’ achievement in this subject at senior secondary school is not encouraging. Therefore, this study examined the effects of oral-written mode of assessment on senior secondary school students’ achievement in a descriptive essay. It also examined the moderating effects of students’ gender and class on students’ achievement in a descriptive essay. The study adopted a pretest-posttest, control group, quasi-experimental design with a 2x2x3 factorial matrix. The participant consisted of 140 Senior Secondary II students drawn from four intact classes from four schools randomly selected from four Local Government Areas randomly selected from Oyo town in Oyo State. Two schools were assigned each to the treatment group and the control group. The following instruments were used for the study: Descriptive Essay Achievement Test (r = 0.78); Descriptive Achievement Test Marking Scheme; Check List of Oral-Written Assessment and Teachers’ Instructional Guide on Descriptive Essay (r = 0.81). Seven null hypotheses guided the study and tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance, Estimated Marginal Means and Scheffe post-hoc test. The result revealed that treatment had a significant main effect on students’ achievement in descriptive essay (F(1,127) = 25.407, P < .05, η2 = .167). Students exposed to oral-written assessment had a higher achievement scores ((x ) ̅= 36.15) than those exposed to written assessment ((x ) ̅= 28.55). There was no significant main effect of gender on students’ achievement in descriptive essay (F₍₁, ₁₂₇₎ = .349, P > .05, η2 = .003). The result also revealed that the effects of class was not significant on students’ students’ achievement in descriptive essay (F₍₁, ₁₂₇₎ = .679, P > .05, η2 = .006). Oral-written mode of assessment enhanced students’ achievement in a descriptive essay. It is, therefore, recommended that teachers and curriculum developers should adopt the use of oral-written assessment for better improvement of students’ achievement in a descriptive essay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class" title="class">class</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=oral-written%20assessment" title=" oral-written assessment"> oral-written assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20assessment" title=" written assessment"> written assessment</a> </p> <a href="https://publications.waset.org/abstracts/92996/effect-of-oral-written-mode-of-assessing-senior-secondary-school-two-english-language-students-achievement-in-descriptive-essay" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92996.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6139</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20management" title="motivation management">motivation management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/74590/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6138</span> The Effect of Multimedia Use on Students’ Academic Achievement and Course-Oriented Self-Efficacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Coruk">Hasan Coruk</a>, <a href="https://publications.waset.org/abstracts/search?q=Recep%20Cakir"> Recep Cakir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating the effect of multimedia containing ‘the structure and properties of matter’ unit on students’ academic achievement level and self-efficacy relating to science and technology course. The study used an experimental design with pre-test and post-test groups. The data collection tools were ‘Science and Technology Course Achievement Test’ and ‘Science and Technology Self-Efficacy Scale’. The sample of the study consisted of 8th grade students at a primary school in Tokat Province. The study was carried out with 42 students from two classes, 21 (8 males, 13 females) from experimental group and 21 (13 males and 8 females) from control group. The data were analyzed in SPSS.18 software. The findings of the study indicated that the use of multimedia increased the students’ academic achievement in science and technology course in comparison with traditional teaching methods. It was also determined that there was not a significant difference in students’ course-oriented self-efficacy levels regarding the two methods. Necessary and feasible suggestions were put forward for whom it concerns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia%20learning" title="multimedia learning">multimedia learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20technology" title=" science and technology"> science and technology</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20structure-properties%20of%20matter" title=" the structure-properties of matter"> the structure-properties of matter</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a> </p> <a href="https://publications.waset.org/abstracts/35374/the-effect-of-multimedia-use-on-students-academic-achievement-and-course-oriented-self-efficacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">453</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6137</span> Effect of Question Answer Relationship (QARs) in Science Reading on the Academic Achievement of Students in Biology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helen%20Ngozi%20Ibe">Helen Ngozi Ibe</a>, <a href="https://publications.waset.org/abstracts/search?q=Chimmuanya%20Ezere"> Chimmuanya Ezere</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the effect of Question Answer Relationships (QARs) in science reading on secondary school students’ achievement in Biology in Owerri Education Zone II of Imo State. The study adopted a quasi-experimental design and was guided by two research questions and two hypotheses. The sample comprised of 67 SS2 Biology students. The sample was drawn using random sampling technique. One researcher made instrument titled: Biology Achievement Test (BAT) was used for collecting the data of the study. The reliability of the instrument was established using Kuder Richardson formula (KR-20) which yielded a reliability index of 0.85 and Cronbach alpha for the BSIRS with an index of 0.71. Research questions were answered using mean and standard deviation. T-test statistics was used to test the hypotheses at 0.05 level of significance. The major findings are that students exposed to QARs strategy in science reading had higher achievement mean scores in biology than students in the control group; there is no significant difference between the achievement mean scores of male and female students exposed to QARs. The researchers recommended that science teachers should teach students the Question Answer Relationship reading strategy and that science students should endeavour to use the question - answer relationship reading strategy in classroom and individual science reading in order to enhance high academic achievement in the subjects being read. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=biology" title=" biology"> biology</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20reading" title=" science reading"> science reading</a>, <a href="https://publications.waset.org/abstracts/search?q=question-answer%20relationship" title=" question-answer relationship"> question-answer relationship</a> </p> <a href="https://publications.waset.org/abstracts/118434/effect-of-question-answer-relationship-qars-in-science-reading-on-the-academic-achievement-of-students-in-biology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6136</span> The Effect of Virtual Reality Meditation on Science Education Students Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Obi%20Nja">Cecilia Obi Nja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to investigate the effect of virtual reality meditation on science education undergraduate students’ academic achievement. It was in two parts: it compared the impact of meditation via virtual reality against video, as accessed by students’ mean scores. Secondly, the study examined the usefulness of meditation on the overall well-being of students through video or virtual reality. All the science education undergraduate students of the University of Calabar constituted the population of the study. Two research questions and hypotheses were formulated to guide the study. The study employed a pretest–posttest design with the participants being randomly assigned to two groups. The sample size was 120. Analysis of covariance (ANCOVA) results showed that virtual reality meditation had a significantly higher benefit than video meditation. The results of the analysis also indicated that undergraduate students with both meditation techniques employed had decreased pre-exam anxiety. It was concluded that virtual reality meditation plays a major role in students’ academic achievement and test anxiety levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consciousness" title="consciousness">consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=meditation" title=" meditation"> meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/177006/the-effect-of-virtual-reality-meditation-on-science-education-students-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6135</span> Using 'Know, Want to Know, Learned' Strategy to Enhance the Seventh C Grade Students' Reading Comprehension Achievement at SMPN 1 Mumbulsari </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rofiq%20Badril%20Rizal%20M.%20Z.">Abdul Rofiq Badril Rizal M. Z.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading becomes one of the most important skills in teaching and learning English. The purpose of this research was to improve the students' active participation, and reading comprehension achievement by using Know, Want to Know, Learned (KWL) strategy. The research design was Classroom Action Research. The area and participants of this research were chosen by using purposive method. The data were collected by observation, a reading comprehension test, interview, and documentation. The results showed that there was significant improvement in Cycle 1 to Cycle 2 of the research. In cycle 1, the students’ active participation increased 49.77% from 28% to 77.77. In addition, in cycle 2, the students’ active participation also increased by 14.17% from 77.77% to 81.94%. The students’ reading comprehension achievement also increased by 52.14% from 25% to 77.14% in Cycle 1 and increased by 5.71% from 77.14% to 82.85% in cycle 2. It indicated that using Know, Want to Know, Learned (KWL) strategy could enhance the Seventh C grade students’ descriptive text reading comprehension achievement, and active participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20participation" title="active participation">active participation</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20action%20research" title=" classroom action research"> classroom action research</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian%20folktales" title=" Indonesian folktales"> Indonesian folktales</a> </p> <a href="https://publications.waset.org/abstracts/114176/using-know-want-to-know-learned-strategy-to-enhance-the-seventh-c-grade-students-reading-comprehension-achievement-at-smpn-1-mumbulsari" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6134</span> Analysis of Basic Science Curriculum as Correlates of Secondary School Students' Achievement in Science Test in Oyo State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olubiyi%20Johnson%20Ezekiel">Olubiyi Johnson Ezekiel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Basic science curriculum is an on-going effort towards developing the potential of manner to produce individuals in a holistic and integrated person, who are intellectually, spiritually, emotionally and physically balanced and harmonious. The main focus of this study is to determine the relationship between students’ achievement in junior school certificate examination (JSCE) and senior school basic science achievement test (SSBSAT) on the basis of all the components of basic science. The study employed the descriptive research of the survey type and utilized junior school certificate examination and senior school basic science achievement test(r = .87) scores as instruments. The data collected were subjected to Pearson product moment correlation, Spearman rank correlation, regression analysis and analysis of variance. The result of the finding revealed that the mean effects of the achievement in all the components of basic science on SSBSAT are significantly different from zero. Based on the results of the findings, it was concluded that the relationship between students’ achievement in JSCE and SSBSAT was weak and to achieve a unit increase in the students’ achievement in the SSBSAT when other subjects are held constant, we have to increase the learning of: -physics by 0.081 units; -chemistry by 0.072 units; -biology by 0.025 units and general knowledge by 0.097 units. It was recommended among others, that general knowledge aspect of basic science should be included in either physics or chemistry aspect of basic science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20science%20curriculum" title="basic science curriculum">basic science curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20test" title=" science test"> science test</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20students" title=" secondary school students"> secondary school students</a> </p> <a href="https://publications.waset.org/abstracts/70866/analysis-of-basic-science-curriculum-as-correlates-of-secondary-school-students-achievement-in-science-test-in-oyo-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70866.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">450</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6133</span> Moderating Effects of Future Career Interest in Science and Gender on Students' Achievement in Basic Science in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Segun%20Jacob%20Ogunkunle">Segun Jacob Ogunkunle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the moderating effects of future career interest in science and gender on achievement in basic science of students taught in a simulated laboratory and enriched laboratory guide material environments. It adopted the pretest-posttest control group quasi experimental design with a 3x2x2 factorial matrix. A total of 277 (130 males, 147 females; ± 17 years) junior secondary three students randomly selected from six purposively selected secondary schools based on availability of functional computer and physics laboratories participated in the study. Data were collected using achievement test in basic science (r=0.87) and future career interest in science (r=0.99) while analysis of covariance and estimated marginal means were used to test three hypotheses at 0.05 level of significance. The findings of the study show that future career interest in science had significant effect on students’ achievement in basic science whereas gender did not. The interaction effect of future career interest in science and gender on students’ achievement in basic science was not significant. It is therefore recommended that prior knowledge of students’ future career interest in science could be used to improve participation in basic science practical in order to enhance achievement in biology, chemistry, and physics at the post-basic education level in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=future%20career%20interest%20in%20science" title="future career interest in science">future career interest in science</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20science" title=" basic science"> basic science</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated%20laboratory" title=" simulated laboratory"> simulated laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=enriched%20laboratory%20guide%20materials" title=" enriched laboratory guide materials"> enriched laboratory guide materials</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20in%20science" title=" achievement in science"> achievement in science</a> </p> <a href="https://publications.waset.org/abstracts/103529/moderating-effects-of-future-career-interest-in-science-and-gender-on-students-achievement-in-basic-science-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6132</span> Thai Teachers' Growth Mindset as Related to Thai Students' Achievements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chintida%20Vichitsophaphan">Chintida Vichitsophaphan</a>, <a href="https://publications.waset.org/abstracts/search?q=Piyapat%20Chitpirom"> Piyapat Chitpirom</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaichana%20Nimnuan"> Chaichana Nimnuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Teerakiat%20Jareonsettasin"> Teerakiat Jareonsettasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study the influence of a growth mindset, as defined by Prof. Dweck, in Thai teachers and Thai students’ achievements and success. The participants of the study were teachers of schools in Office of the Basic Education Commission in Bangkok. The teachers were recruited from high achievement schools and low achievement schools (based on average National Standard Test Score). Participants were divided into two groups: 85 teachers in 3 high achievement schools and 213 teachers in 6 low achievement schools. They were asked to complete the Carol Dweck’s Implicit Theories Scale – (Adults) 8 items. Data were analyzed including the use of mean, standard deviation and t-test to test hypothesis. The finding of this study revealed that teachers who were in the high achievement schools have higher scores in Carol Dweck’s Implicit Theories Scale (x ̅= 35.5, SE = .58) than teachers who were in the low achievement schools (x ̅= 33.9, SE = .35) at .05 level. The difference is statistically significant (t (296) = 2.44, p = .015) with the effect size of 0.31. In conclusion, teachers’ growth mindset from high achievement schools have higher scores than teachers’ growth mindset from low achievement schools, and this is statistically significant. From the study, it can be concluded that growth mindset development for teachers has a tendency to increase students’ achievements. For these reasons, it is necessary to implement such training and development in our education system in larger scale, and even nationwide policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fixed%20mindset" title="fixed mindset">fixed mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=growth%20mindset" title=" growth mindset"> growth mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20growth%20mindset" title=" teachers’ growth mindset"> teachers’ growth mindset</a> </p> <a href="https://publications.waset.org/abstracts/18092/thai-teachers-growth-mindset-as-related-to-thai-students-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">529</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6131</span> Prospective Teachers’ Metacognitive Awareness and Goal Orientation as Predictors of Academic Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gidado%20Lawal%20Likko">Gidado Lawal Likko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the relationship of achievement goals, metacognitive awareness and academic success among students of colleges of education in North Western Nigeria. The study was guided by three objectives. The first two were to find out whether students’ achievement goals and metacognitive awareness correlate with their academic success. 358 students comprising 242 males (67.6%) and 116 females (32.4%) were studied. Correlation survey was employed in the conduct of the study. The instruments used to collect data were students’ bio data form, achievement goals inventory (Roedel, Schraw and Plake, 1994), metacognitive awareness inventory (Schraw & Dennison, 1994) and students’ CGPA (NCCE minimum standard, 2013) was used as the index of academic success. Pearson Product Moment and regression analysis were the statistical techniques used to analyze the data. Results of the analysis indicated that students’ achievement goals (r=0.554, p=0.004) and metacognitive awareness (r= 0.67, p=0.001) positively correlated with their academic success. Similarly, significant relationship exists between achievement goals and metacognitive awareness (r=0.77, p=0.000). Part of the recommendations is the need for the management of all colleges of education to have educational interventions aimed at developing students’ metacognitive awareness which will foster purposeful self-regulation of their learning. This could be achieved by periodic assessment of students’ metacognitive awareness which will serve as feedback as they move from one educational level to another. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title="academic success">academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20orientation" title=" goal orientation"> goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20awareness" title=" metacognitive awareness"> metacognitive awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teachers" title=" prospective teachers"> prospective teachers</a> </p> <a href="https://publications.waset.org/abstracts/103481/prospective-teachers-metacognitive-awareness-and-goal-orientation-as-predictors-of-academic-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6130</span> Parental Involvement and Motivation as Predictors of Learning Outcomes in Yoruba Language Value Concepts among Senior Secondary School Students in Ibadan, Nigeria </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adeyemi%20Adeyinka">Adeyemi Adeyinka</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemisi%20Ilesanmi"> Yemisi Ilesanmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated parental involvement and motivation as predictors of students’ learning outcomes in value concepts in Yoruba language in Ibadan, Nigeria. Value concepts in Yoruba language aimed at teaching moral lessons and transmitting Yoruba culture. However, feelers from schools and the society reported students’ poor achievement in examinations and negative attitude to the subject. Previous interventions focused on teaching strategies with little consideration for student-related factors. The study was anchored on psychosocial learning theory. The respondents were senior secondary II students with mean age of 15.50 ± 2.25 from 20 public schools in Ibadan, Oyo-State. In all, 1000 students were selected (486 males and 514 females) through proportionate to sample size technique. Instruments used were Students’ Motivation (r=0.79), Parental Involvement (r=0.87), and Attitude to Yoruba Value Concepts (r=0.94) scales and Yoruba Value Concepts Achievement Test (r=0.86). Data were analyzed using descriptive statistics, Pearson product moment correlation and Multiple regressions at 0.05 level of significance. Findings revealed a significant relationship between parental involvement (r=0.54) and students’ achievement in and attitude to (r=0.229) value concepts in Yoruba. The composite contribution of parental involvement and motivation to students’ achievement and attitude was significant, contributing 20.3% and 5.1% respectively. The relative contributions of parental involvement to students’ achievement (β = 0.073; t = 1.551) and attitude (β = 0.228; t = 7.313) to value concepts in Yoruba were significant. Parental involvement was the independent variable that strongly predicts students’ achievement in and attitude to Yoruba value concepts. Parents should inculcate indigenous knowledge in their children and support its learning at school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title="parental involvement">parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors" title=" predictors"> predictors</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20concepts%20in%20Yoruba" title=" value concepts in Yoruba"> value concepts in Yoruba</a> </p> <a href="https://publications.waset.org/abstracts/93762/parental-involvement-and-motivation-as-predictors-of-learning-outcomes-in-yoruba-language-value-concepts-among-senior-secondary-school-students-in-ibadan-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93762.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6129</span> Comparison of Sign Language Skill and Academic Achievement of Deaf Students in Special and Inclusive Primary Schools of South Nation Nationalities People Region, Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tesfaye%20Basha">Tesfaye Basha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the sign language and academic achievement of deaf students in special and inclusive primary schools of Southern Ethiopia. The study used a mixed-method to collect varied data. The study contained Signed Amharic and English skill tasks, questionnaire, 8th-grade Primary School Leaving Certificate Examination results, classroom observation, and interviews. For quantitative (n=70) deaf students and for qualitative data collection, 16 participants were involved. The finding revealed that the limitation of sign language is a problem in signing and academic achievements. This displays that schools are not linguistically rich to enable sign language achievement for deaf students. Moreover, the finding revealed that the contribution of Total Communication in the growth of natural sign language for deaf students was unsatisfactory. The results also indicated that special schools of deaf students performed better sign language skills and academic achievement than inclusive schools. In addition, the findings revealed that high signed skill group showed higher academic achievement than the low skill group. This displayed that sign language skill is highly associated with academic achievement. In addition, to qualify deaf students in sign language and academics, teacher institutions must produce competent teachers on how to teach deaf students with sign language and literacy skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20school" title=" inclusive school"> inclusive school</a>, <a href="https://publications.waset.org/abstracts/search?q=sign%20language" title=" sign language"> sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=signed%20Amharic" title=" signed Amharic"> signed Amharic</a>, <a href="https://publications.waset.org/abstracts/search?q=signed%20English" title=" signed English"> signed English</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20school" title=" special school"> special school</a>, <a href="https://publications.waset.org/abstracts/search?q=total%20communication" title=" total communication"> total communication</a> </p> <a href="https://publications.waset.org/abstracts/130014/comparison-of-sign-language-skill-and-academic-achievement-of-deaf-students-in-special-and-inclusive-primary-schools-of-south-nation-nationalities-people-region-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6128</span> The Application of Mapping, Practicing, Using Strategy with Instructional Materials Based on the School Curriculum toward the English Achievement of Indonesian EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eny%20Syatriana">Eny Syatriana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English proficiency of Indonesian secondary school students is below standard. The low proficiency may come from poor teaching materials that do not meet the students’ need. The main objective for English teachers is to improve the English proficiency of the students. The purpose of this study is to explore the application Mapping, Practicing, Using (MPU) strategy with Instructional Materials Based on the School Curriculum toward the English achievement of Indonesian EFL Students. This paper is part my dissertation entitles 'Designing instructional materials for secondary school students based on the school curriculum' consisting of need analysis, design, development, implementation, and evaluation; this paper discusses need analysis and creates a model of creating instructional materials through deep discussion among teachers of secondary schools. The subject consisted of six English teachers and students of three classes at three different secondary schools in Makassar, South Sulawesi, Indonesia. Pretest and posttest design were administered to see the effectiveness of the MPU strategy. Questionnaires were administered to see the teachers and students’ perception toward the instructional materials. The result indicates that the MPU strategy is effective in improving the English achievement; instructional materials with different strategies improve the English achievement of the students. Both teachers and students argue that the presented instructional materials are effective to be used in the teaching and learning process to increase the English proficiency of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=proficiency" title="proficiency">proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20secondary%20school%20students" title=" English for secondary school students"> English for secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a> </p> <a href="https://publications.waset.org/abstracts/44027/the-application-of-mapping-practicing-using-strategy-with-instructional-materials-based-on-the-school-curriculum-toward-the-english-achievement-of-indonesian-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6127</span> Effect of Digital Technology on Students Interest, Achievement and Retention in Algebra in Abia State College of Education (Technical) Arochukwu</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20O.%20Amaraihu">Stephen O. Amaraihu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated the effect of Computer Based Instruction on Students’ interest, achievement, and retention in Algebra in Abia State College of Education (Technical), Arochukwu. Three research questions and two hypotheses guided the study. Two instruments, Maths Achievement Test (MAT) and Maths Interest Inventory were employed, to test a population of three hundred and sixteen (316) NCE 1 students in algebra. It is expected that this research will lead to the improvement of students’ performance and enhance their interest and retention of basic algebraic concept. It was found that the majority of students in the college are not proficient in the use of ICT as a result of a lack of trained personnel. It was concluded that the state government was not ready to implement the usage of mathematics in Abia State College of Education. The paper recommends, amongst others, the employment of mathematics Lectures with competent skills in ICT and the training of lecturers of mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement" title="achievement">achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20based%20instruction" title=" computer based instruction"> computer based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/138639/effect-of-digital-technology-on-students-interest-achievement-and-retention-in-algebra-in-abia-state-college-of-education-technical-arochukwu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138639.pdf" 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