Factors Determining Student Achievement

Takács, Szabolcs

doi:10.14413/herj.2013.03.06.

Cited by 14 publications

(14 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Other student achievement factors according to some school principals apart from leadership are heredity or family factors. This suitability is the same as stated by Cristenson et al and Széll that heredity is one of the factors of student learning success [10,11]. The entry and exit of the principal also provides its own causes.…”

Section: B Discussionsupporting

confidence: 75%

Principal Leadership and Student Achievement

Rozak¹,

Sumarto²,

Komariah³

et al. 2021

Proceedings of the 4th International Conference on Research of Educational Administration and Management (ICREAM 2020)

View full text Add to dashboard Cite

This research aims to understand the extent to which the principal's leadership affects student achievement in Ciamis Regency, West Java Province -Indonesia. This research was motivated by the acquisition of the 2019 National Exam scores in Ciamis. This type of research used in this study is qualitative with the phenomenology method. This research was conducted on 18 principal respondents as samples. To obtain data and information, researchers conducted a literature study. In addition, researchers conducted interviews with several school principals. The school sample is based on the number of students who are large, medium and small. In general, the results of the study state that the principal's leadership does not have a direct impact on student achievement. Because based on the observation that in schools with a large number of students, a large number of student achievements were found. In general, the principal stated that the principal's leadership competence had an effect on improving student achievement. Because there are not a few school principals who have the competence to influence the achievement of their students, both academic and non-academic achievements. The principal must have competence in managing the resources at his school in an effort to improve student achievement in the school he leads.

show abstract

Section: B Discussionsupporting

confidence: 75%

Principal Leadership and Student Achievement

Rozak¹,

Sumarto²,

Komariah³

et al. 2021

Proceedings of the 4th International Conference on Research of Educational Administration and Management (ICREAM 2020)

View full text Add to dashboard Cite

show abstract

“…Relevant learning resources can support learning outcomes at all educational levels [17], [18]. In line with previous research [16], [19]- [21], learning resources need to be developed as they help students obtain information and data to improve learning effectiveness.…”

Section: Introductionmentioning

confidence: 84%

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Yani

Amin

Rohman

et al. 2021

IJERE

View full text Add to dashboard Cite

A survey and exploratory study were conducted to analyze Lake Tempe as a resource for contextual learning (CTL). The first phase of the study included exploring the lake’s potential through interviews with the people who live in the lake’s coastal region. Quadrat transects were done to identify aquatic plants around the lake. A feasibility analysis was conducted to see the lake’s potential as a learning resource. Field data were collected and compared to the environmental biology (EB) curriculum, responses, and learning outcome. The data were analyzed descriptively and tested using a paired-sample t-test. The results showed differences in the three stations’ physicochemical parameters and decreased quality of the water. It was found that anthropogenic activity had a significant contribution to the lake’s pollution. Nine species of six aquatic plant families were found in the lake. The survey revealed that the lake was feasible as a learning resource with criteria easy to access, safety, time efficiency, costs, and the material's suitability for EB courses. The t-test showed a difference in the students’ scores between before and after exploration practices. These findings suggest that Lake Tempe<em> </em>can serve as a resource for CTL in EB courses.

show abstract

“…This initial experience can have in many aspects a relatively significant formative potential for the upcoming school attendance ( Dumas and Lefranc, 2010 ; Pholphirul, 2017 ; Puhan et al, 2019 ). For preschool children and younger school-aged children the experience of success is of extreme importance because it helps develop healthy self-esteem, motivation as well as positive attitudes to specific activities (in this case to school and school work) ( Széll, 2013 ). This was also confirmed by E. Erikson’s concept ( Guinee, 1998 ) who in the period of initiative emphasizes the importance of developing the child’s personality in terms of its focus and self-determination.…”

Section: Introductionmentioning

confidence: 99%

Preschoolers’ Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten

et al. 2022

View full text Add to dashboard Cite

European policy has seen a number of changes and innovations in the field of early childhood preschool education over the last decade, which have been reflected in various forms in the policies of individual EU countries. Within the Czech preschool policy, certain innovations and approaches have been implemented in the field of early children education, such as the introduction of compulsory preschool education before entering primary school from 2017, emphasis on inclusive education, equal conditions in education and enabling state-supported diversity in the education concepts of kindergartens. The aim of our study was to assess the influence of various preschool education systems in the Czech Republic in the context of psychological variables reflecting selected children’s outcomes which may contribute to future school achievement. The monitored variables were the attitudes, motivations and executive functions of children in the last year of preschool education. A comparison was made between the traditional preschool education program and the so-called alternative types of preschool education, such as Montessori, Waldorf and religious schools. The total sample was divided into four subgroups, namely a group of children attending traditional kindergartens (731, 84.9%), religious (65, 7.5%), Montessori (35, 4.1%), and Waldorf (30, 3.5%) kindergartens. To determine empirical data, the following research methods were used: Attitude Questionnaire, School Performance Motivation Scale, and Behavior Rating Inventory of Executive Function (BRIEF). The results of our survey show the fact that the type of kindergarten attended has a significant effect on the child’s level of school performance motivation, attitudes toward school as well as executive functions. Significant differences were found between the different types of kindergartens attended in the monitored variables.

show abstract

Factors Determining Student Achievement

Cited by 14 publications

References 15 publications

Principal Leadership and Student Achievement

Principal Leadership and Student Achievement

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Preschoolers’ Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten

Contact Info

Product

Resources

About