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Two studies (Trautwein 2007 and Dettmers et al. 2010) show a positive correlation between high-quality homework and mathematics achievement. Students who completed their homework assignments scored better on assessments. However, these studies also showed no relationship between time spent on homework and resulting student achievement. This helped verify that although homework can be a valuable tool for learning, more time spent on daily homework is not necessarily a good idea. In continuing to research effective homework styles and implementation, the author found in many studies that student collaboration was important in developing mathematical reasoning. Students must understand the difference between asking another student for help in thinking through a problem and simply asking for the answer. Homework does not need to be completed independently if the primary goal is to learn about mathematics. This article presents the authors research on the importance of more meaningful homework and how it is an easily achievable goal.

In 2016 Chile initiated a policy of free tuition for students from families in the lower half of the income distribution to improve access to and completion of higher education. The empirical effectiveness of the policy has not yet been completely demonstrated. This study analysed the difference in levels of academic performance of students enrolled in 12 Chilean universities with and without free tuition. The study used a regression discontinuity design with a running discrete variable locally randomised. The results show that the academic performance of students receiving free tuition was equivalent to that of students paying the full cost. There was no difference in the course pass rate of those with or without free tuition. Over time the effects of the policy could reduce inequality in the professional labour market. In addition, the study suggests that there may be complementary practices that further improve university student achievement and completion rates. [ABSTRACT FROM AUTHOR]

Researchers have focused extensively on understanding the factors influencing students' academic achievement over time. However, existing longitudinal studies have often examined only a limited number of predictors at one time, leaving gaps in our knowledge about how these predictors collectively contribute to achievement beyond prior performance and how their impact evolves during students' development. To address this, we employed machine learning to analyze longitudinal survey data from 3,425 German secondary school students spanning 5 to 9 years. Our objectives were twofold: to model and compare the predictive capabilities of 105 predictors on math achievement and to track changes in their importance over time. We first predicted standardized math achievement scores in Years 6–9 using the variables assessed in the previous year ("next year prediction"). Second, we examined the utility of the variables assessed in Year 5 at predicting future math achievement at varying time lags (1–4 years ahead)—"varying lag prediction." In the next year prediction analysis, prior math achievement was the strongest predictor, gaining importance over time. In the varying lag prediction analysis, the predictive power of Year 5 math achievement waned with longer time lags. In both analyses, additional predictors, including intelligence quotient, grades, motivation and emotion, cognitive strategies, classroom/home environments, and demographics (including socioeconomic status), exhibited relatively smaller yet consistent contributions, underscoring their distinct roles in predicting math achievement over time. The findings have implications for both future research and educational practices, which are discussed in detail. Educational Impact and Implications Statement: Understanding the predictors of students' academic achievement is one of the foremost concerns in research on education. Most studies analyze the effects of only a handful of predictors at one time. However, in the real world, many factors likely interact and jointly contribute to explaining achievement. We use machine learning methods to model a large number of variables and their interactions to better understand how accurately data collected from school documents, cognitive tests, and self-report questionnaires can predict students' math achievement, above and beyond prior achievement. We also assess how the predictive utility of groups of variables changes over time. The insights produced are useful for understanding what data are most useful to collect when predicting math achievement, as well as when to plan interventions to be maximally effective. [ABSTRACT FROM AUTHOR]

This study investigates the association between school-level achievement and the relative health of the social environment in which children are embedded, to gain a more comprehensive understanding of how behavioural, social, physical, and socio-emotional contexts may holistically impact learning. While research has recognised how specific aspects of a child’s environment can impact learning, what is less understood is how multiple facets of socioecological conditions may holistically contribute to learning advantages or disadvantages. To address this, we combine seven years and over 9,000 observations of school-level achievement scores from the U.S. state of Alabama with a comprehensive scale of “socioecological health” – a measure that includes multiple indicators such as nutrition access, housing quality, neighbourhood violence, social supports, income inequality, and mental health access. We then employ a three-level hierarchical linear modelling approach to assess the association between socioecological health and school achievement. Results suggest that (1) higher levels of socioecological health are associated with higher levels of school achievement; (2) effects are strongest for older students and rural students; and (3) healthy behaviours, social supports, and positive physical environment correspond with higher school achievement. These results highlight the breadth to which social and environmental determinants may influence learning opportunities and underscores the need for a more holistic and inclusive approach to educational leadership and social policy. [ABSTRACT FROM AUTHOR]

Despite its importance, research on the dynamic nature of student engagement and its relationship with academic success is limited. In this study, we investigate the consistency of student engagement and its relationship to academic achievement. We conduct an analysis of digital trace data on students’ interaction with webinars. Specifically, we examine the attendance records of 426 high school students participating in the online literature course designed to prepare them for university enrolment. We demonstrate engagement’s path dependency as well as categorise different types of engagement strategies. We found that stable strategies do not lead to more engagement, however adaptive strategies do lead to greater engagement. Importantly, higher levels of engagement lead to better student achievement. These results demonstrating the strategic path-dependent nature of engagement, as well as give insight to the importance of engagement in online learning when considering students’ learning paths. [ABSTRACT FROM AUTHOR]

The rapid advancement of artificial intelligence (AI) technologies has led to a transformation in higher education worldwide. AI tools provide academic support to students anywhere and anytime to enhance their knowledge and skills. Those facing difficulties have been relying on traditional support and guidance. However, this support has experienced difficulties, including availability and accessibility. This study examines the potential of AI-powered tools to address these challenges, aiming to make academic support more accessible, efficient, and effective. This study focuses on understanding the determinants of AI tools' acceptance and use for academic support among students, influencing student satisfaction and academic performance in Pakistan and Malaysia. The research on AI tool acceptance and use in the higher education Institutions (HEI) context is still new and less explored in Pakistani and Malaysian higher education institutions. A theoretical model based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and other factors was employed to identify factors that affect AI tool adoption in higher education. The survey research design was employed, and the total sample size was 305 respondents, with 203 students from Quaid-e-Awam University of Science and Technology (QUEST), Pakistan, and 102 students from Universiti Teknologi Malaysia (UTM). A "Partial least squares structural equation modeling (PLS-SEM) Analysis" was employed to assess the research model and hypotheses using SmartPls 4.0. In Pakistan and Malaysia, students are more concerned about using AI tools to improve their academic performance. The findings indicated that performance and effort expectancy, information accuracy of AI tools, pedagogical fit to meet the student's expectations, and student interaction with tools were important factors in predicting the acceptance and use of AI tools among students of both countries in higher education, and the rising use of these AI tools has improved students' satisfaction levels and significantly impacted students learning outcomes in both countries. Additionally, student engagement and personal innovativeness have not significantly affected the use of AI tools among students in both countries. This study provides a comprehensive analysis of AI tool adoption in the unique contexts of Pakistan and Malaysia, contributing to the broader discourse on technology integration in higher education. [ABSTRACT FROM AUTHOR]

This study aims at evaluating the effectiveness of school management in the integration of ICTs within the schools with emphasis on students' performance and teachers' perception. The data were obtained from questionnaires and interviews conducted on 11 high schools in the Arab and Bedouin localities of Israel. This study shows that strategic management, structural design, and leadership enhance students' performance especially in Mathematics and English. The schools that have well defined policies on ICT and good leadership achieved high levels of student engagement and better academic performance. However, the study reveals that some inequality prevails in the system; the northern schools are in a better condition as compared to the Bedouin schools in the south where inadequate resources and cultural barriers are also seen. Leadership was found to be the most important variable affecting the teachers' perception on ICT use in teaching and learning process; particularly the hybrid leadership practices positively affected the teachers' involvement and student achievement. The findings imply that more leadership and specific strategies are required to support effective integration of ICTs in the underprivileged areas. [ABSTRACT FROM AUTHOR]

To facilitate a more definitive understanding of the usefulness of formative assessment, this meta-analysis examined the impact of formative assessment on student academic achievement in the K-12 classroom. The study analyzed 258 effect sizes from 118 primary studies published around the world. By applying a broad lens for defining and understanding formative assessment, the study confirmed the usefulness of formative assessment. The overall effect size was 0.25 (Hedges' g) for all studies included, and 0.22 for studies conducted within the US. The effect size was similar across different types of formative assessments (e.g., self-assessment vs peer assessment) and content domains (e.g., English language, mathematics, science, etc.). The mean effect size was significantly larger for studies conducted outside North America and Western Europe, for formative assessments for high school students, and for studies using the quasi-experimental design. No publication bias was detected for studies conducted in North America and Western Europe. [ABSTRACT FROM AUTHOR]

Using data from its national university entrance exam, we examined the relationship between armed conflict and student achievement in Afghanistan. Exploiting the province-year variation in exposure to conflict intensity, we estimated the relationship between conflict and exam results generally and by gender for all test takers from 2014–2019. Findings show that a one standard deviation increase in conflict intensity at the province-year level was associated with a 2.9 percentage point reduction in the probability of passing the exam, a 0.096 score point reduction in total exam scores, and a greater detrimental impact on women's exam results. [ABSTRACT FROM AUTHOR]

This study explores the relationship between community broadband access, parent technology use and beliefs, and student academic outcomes in a Southeastern U.S. school district during and after the COVID-19 pandemic. By applying a quantitative exploratory approach and multiple regression analysis, the research revealed that parents' technology beliefs and use were significantly associated with students' standardized Math and ELA scores. While parents' positive beliefs about technology's developmental impact showed an inverse relationship with student performance, greater concerns about familial challenges related to technology were associated with lower scores. The results explored persistent social inequities, whereby students who were identified as Black historically score lower than White-identified students, emphasizing the role and importance of digital equity to mitigate disparities and enhance outcomes. Both the methodology and results encourage researchers, educational leaders, and policymakers to deeply consider the role of parental access to and engagement with digital resources, and how they contribute to shaping student outcomes. [ABSTRACT FROM AUTHOR]

Improving the mathematics performance of school children is an objective for many policy-makers around the world. Student-centered interactive pedagogies like classroom discussions and other dialogic interaction practices have been considered the best practice to engage learners effectively in the learning process. However, dialogic teaching practices are least used in most Asian countries that on average achieve the highest mathematics scores in international assessments. Based on this conundrum, this paper utilized a large-scale education dataset for five Asian countries, namely the Trends in International Mathematics and Science Study (TIMSS) dataset for learner data from Chinese Taipei, Hong Kong, Korea, Malaysia, and Singapore to examine the relationship between dialogic classroom interaction teaching practices and the mathematics performance of 8th-grade learners. Using a within-learner-between-subject estimation strategy to account for endogeneity, we established that learners who are taught more frequently through dialogic interactive teaching practices in mathematics classes achieve higher mathematics scores. Our results confirm that interactive pedagogies do provide learning benefits, even in countries that use them sparingly. Thus, our findings challenge the held assumption that the efficacy of dialogic classroom interaction practices is context and learning culture specific. Nevertheless, our study also shows that the highly endogenous nature of the teaching and learning environment and learner performance limits the ability of any study that uses observational data to establish the true impact of dialogic practices on learner mathematics performance. [ABSTRACT FROM AUTHOR]

Using data from 11 institutions, the authors investigate enrollments in intermediate microeconomics to determine characteristics of successful and unsuccessful students and follow the retake behavior of unsuccessful students. Successful students are significantly different from unsuccessful ones, and unsuccessful students differ by type (unsuccessful completers vs. withdrawers). Aptitude is a strong predictor of success but not of retake. Having taken or concurrently taking intermediate macro reduces the likelihood of withdrawal and increases that of retake. Proficiency in calculus reduces the likelihood of unsuccessful completion but is uncorrelated with withdrawal and retake. Predictors of unsuccessful completion, withdrawal, and retake are similar in direction and significance for males and females, although magnitudes differ. URM students are more likely than white and Asian students to earn less than a C−. [ABSTRACT FROM AUTHOR]

Gamification and card games have gained increased popularity across diverse educational domains, particularly in the field of foreign language learning (FLL). They offer potent tools that can transform the learning process into an engaging, interactive, and enjoyable experience. Currently, numerous instances of gamified or card game–based language learning methods have demonstrated their significant impact on sustaining learners' engagement and advancing their proficiency levels. However, it is noteworthy that these approaches often prioritize the motivational aspect while neglecting the imperative need to enhance student learning outcomes (SLOs). The latter holds pivotal importance not only in determining the success of academic courses but also in evaluating the effectiveness of e‐content. To address this gap, the primary objective of this work is to enhance the achievement of SLOs within the context of foreign language courses. A novel framework is proposed for learning foreign languages, harnessing the potential of gamification and card games. This framework, developed through the integration of contemporary technologies used in e‐learning systems and foreign language applications, encompasses agent technology and the microlearning strategy. A case study was conducted to evaluate the effectiveness of the proposed framework. The results revealed a statistically significant improvement in SLOs. This study contributes significantly to the advancement of both gamification and game‐based learning, presenting a promising pedagogical paradigm for language teaching and learning. [ABSTRACT FROM AUTHOR]

This systematic review sought to expand our knowledge of the increasing research studies focusing on the empirical link between school leadership and student achievement. Using five different data sources (Scopus, WoS, ERIC, Google Scholar, and Retrospective Reference Harvesting Procedure), we created a data set of 144 journal articles. Descriptive analysis of bibliographic data and content analysis of full texts were employed in the review process. The results revealed instructional leadership as the most frequently used school leadership model in the relevant research. There has been a growing tendency to use the direct effect model with the increase in the studies from non-English speaking western societies. Indeed, the use of rational and organizational variables has dominated the mediating effect studies, while moderating effect studies as well as exploratory and explanatory type of studies have not received much attention. Based on these results, a framework representing the broader picture of the current research on the relationship between school leadership and student learning is provided. In addition, several recommendations were made, aiming to build the research capacity in furthering our understanding of how school leadership practices impact student learning and achievement. [ABSTRACT FROM AUTHOR]

In recent years, Sweden has been struggling with issues of educational inequity as the influence of students' socioeconomic status on their academic achievements has amplified. Nonetheless, academically resilient students who demonstrate high achievement despite socioeconomic disadvantages offer hope for a more equitable future. Previous research has primarily focused on the relationship between well-being and academic achievement, with less emphasis on the connection between academic resilience and well-being. Thus, this study investigates the extent to which students' well-being predicts their academic achievement and resilience, with a special focus on the social well-being of socioeconomically disadvantaged students. Using the Swedish PISA 2018 dataset and structural equation modeling technique, the measurement properties of social well-being were first tested, and its dimensions were then related to students' academic resilience and achievement. The findings reveal that student-reported teacher support positively predicts their academic resilience and achievement, whereas exposure to bullying is detrimental to their academic achievement. [ABSTRACT FROM AUTHOR]

This paper presents a critical exploration of a reported decline in student achievement in Australia (2000–2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusio and educationalisation as they intersect with Australian schools, in which classroom teachers are given responsibility for solving social and economic ills. As such, due consideration of the goals and commitments to action in the Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA, 2008), and the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) is provided. Drawing from these formative documents, the 'stakes' that matter are examined highlighting the potential misalignment between equality of opportunity in ameliorating educational disadvantage and the priorities of modern educational discourse. [ABSTRACT FROM AUTHOR]

Socioeconomic status (SES) has been widely argued to be an important predictor of students’ learning outcomes; the corollary is that low-SES students face immense challenges in their learning. The present study employed an umbrella review, comprising a thematic review and second-order meta-analysis, of 48 reviews relating SES to student learning to critically examine this argument. Results elucidate three sets of insights on the relationship between SES and student learning. First, researchers need to expand the conceptualization of SES from being an objective, individual attribute measuring hierarchical differences in access to resources to a more comprehensive construct incorporating (a) objective and subjective evaluations of (b) individual and collective SES attributes; (c) emphasizing students’ mobilization of capital; and (d) adopting a more diverse, asset-based perspective of SES. Second, the umbrella review provides a nuanced evaluation of the influence of SES in student learning. It yields a mean SES effect size of r =.22 (deemed as large with reference to educational benchmarks, expected students’ achievement gains, and percentile points in achievement tests) but SES effects may be confounded with other demographics. Third, SES needs to be examined from an ecological perspective, given the different mediating and moderating processes pertaining to SES in student learning. The results imply that policies for improving low-SES students’ learning outcomes should comprehensively address multiple factors influencing student learning and avoid a one-size-fits-all approach, enhance disadvantaged students’ access to educational opportunities and resources, affirm the strengths that disadvantaged students bring to their learning, and address structural and systemic inequalities related to poverty, classism, and segregation. [ABSTRACT FROM AUTHOR]

This study investigates the mediating role of intellectual curiosity (IC) in the relationship between teacher–student relationship quality (TSR) and science achievement among Emirati early adolescents. The objectives were to assess TSR's predictive power on science achievement, evaluate IC's impact on science achievement, examine the combined effect of TSR and IC, and investigate IC's mediating role. Data from 17,475 valid cases in the PISA dataset were analyzed using Jeremy Hayes' PROCESS macro, multiple regression models, and bootstrapping with 5000 resamples. The results indicated that TSR significantly and directly affects IC, which in turn positively influences science achievement. TSR's direct effects on science achievement varied across cases, but IC consistently showed strong positive effects on science achievement, underscoring its critical role as a predictor of academic success. IC was found to significantly mediate the relationship between TSR and student performance. The findings suggest that enhancing both TSR and IC is essential for student success in science. The study's implications for educational practices and policies include developing teacher training programs focused on building strong relationships with students and fostering intellectual curiosity through questioning and problem-solving. Specifically, educators should focus on skills and strategies for interacting with students, showing empathy, and forming strong relationships. Implementing ongoing practices that emphasize the intellectual aspects of learning can help students build curiosity, thereby improving their academic performance. The study provides valuable insights into the interactions between TSR and IC and their impact on students' academic outcomes. [ABSTRACT FROM AUTHOR]

Improving the mathematics performance of school children is an objective for many policy-makers around the world. Student-centered interactive pedagogies like classroom discussions and other dialogic interaction practices have been considered the best practice to engage learners effectively in the learning process. However, dialogic teaching practices are least used in most Asian countries that on average achieve the highest mathematics scores in international assessments. Based on this conundrum, this paper utilized a large-scale education dataset for five Asian countries, namely the Trends in International Mathematics and Science Study (TIMSS) dataset for learner data from Chinese Taipei, Hong Kong, Korea, Malaysia, and Singapore to examine the relationship between dialogic classroom interaction teaching practices and the mathematics performance of 8th-grade learners. Using a within-learner-between-subject estimation strategy to account for endogeneity, we established that learners who are taught more frequently through dialogic interactive teaching practices in mathematics classes achieve higher mathematics scores. Our results confirm that interactive pedagogies do provide learning benefits, even in countries that use them sparingly. Thus, our findings challenge the held assumption that the efficacy of dialogic classroom interaction practices is context and learning culture specific. Nevertheless, our study also shows that the highly endogenous nature of the teaching and learning environment and learner performance limits the ability of any study that uses observational data to establish the true impact of dialogic practices on learner mathematics performance.

The goal of the research is to determine the basic characteristics of the connection between students’ school achievement in mathematics and the Serbian Language and their parents’ education and family structure. A total of 600 seventh-grade students participated in the research. A descriptive method was used, and the data was collected using a survey technique. Based on the analysis of the results, it can be concluded that the level of education of both mother and father is equally important for students’ achievement at school. Life in a complete family impacts student achievement in mathematics and the Serbian language. The mentioned factors have the same importance of influence, in the same order, both in teaching mathematics and in teaching the Serbian language. However, it is evident that the structure of the family, as a predictor of achievement, has a very small influence in terms of percentage relative to the educational level of the parents.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the spillover effects of maternal education in elementary classrooms in the context of Vietnam. Drawing from the sample of students who are randomly assigned to classrooms, we find that exposure to classmates whose mothers are well-educated positively influences student achievement. The heterogeneity analyses reveal that the magnitude of the effects tends to be larger for students from advantaged backgrounds. Exploring the mechanisms, we find that higher academic aspiration and motivation as well as an improved learning environment are potential pathways to the favorable impacts of peers' maternal education. [ABSTRACT FROM AUTHOR]

Well-chosen covariates boost the design sensitivity of individually and cluster-randomized trials. We provide guidance on covariate selection generating an extensive compilation of single- and multilevel design parameters on student achievement. Embedded in psychometric heuristics, we analyzed (a) covariate types of varying bandwidth-fidelity, namely domain-identical (IP), cross-domain (CP), and fluid intelligence (Gf) pretests, as well as sociodemographic characteristics (SC); (b) covariate combinations quantifying incremental validities of CP, Gf, and/or SC beyond IP; and (c) covariate time lags of 1–7 years, testing validity degradation in IP, CP, and Gf. Estimates from six German samples (1868 ≤ N ≤ 10,543) covering various outcome domains across grades 1–12 were meta-analyzed and included in precision simulations. Results varied widely by grade level, domain, and hierarchical level. In general, IP outperformed CP, which slightly outperformed Gf and SC. Benefits from coupling IP with CP, Gf, and/or SC were small. IP appeared most affected by temporal validity decay. Findings are applied in illustrative scenarios of study planning and enriched by comprehensive Online Supplemental Material (OSM) accessible via the Open Science Framework (OSF; ). [ABSTRACT FROM AUTHOR]

This study explored the differences in the effects of directive versus reflective feedback on elementary school students' conceptual understanding and epistemological beliefs in a simulation-based online science inquiry environment, by comparing more fine-grained differences in the inquiry behaviors of students who received the two types of feedback during the online scientific inquiry activity. Seventy-one 5th graders from a public elementary school in China participated in the study (38 students receiving directive feedback and 33 receiving reflective feedback). The results showed no significant difference between the two types of feedback on the students' conceptual understanding and epistemological beliefs. However, reflective feedback outperformed directive feedback on the subdimension of source of epistemological beliefs, and directive feedback outperformed reflective feedback on the argumentation subdimension. In addition, the average inquiry time of the students receiving reflective feedback during the review session was significantly longer than that of the students receiving directive feedback. These results provide important insights for elementary teachers to implement feedback in science classrooms. [ABSTRACT FROM AUTHOR]

Brazil's education system lags behind international standards, with two-fifths of students scoring below the minimum level of proficiency in mathematics, science, and reading. Thus, this study combined machine learning with traditional statistics to identify the most important predictors and to interpret their effects on proficiency in the PISA 2018 mathematics, science, and reading tests. Predictors encompassed a wide range of variables, sociodemographic characteristics, teaching and learning processes, and non-cognitive skills. The outcome of the present study was proficiency in mathematics, science, and reading. PISA proficiency levels were grouped into "low proficiency" and "proficient" categories, using a classification system commonly employed in PISA reports. Using random forest analysis, a machine learning method, I compared the importance of predictors for proficiency in mathematics, science, and reading. I then adjusted multilevel logistic regression analyses to investigate the relationship between the top predictors and the outcomes. Among the top predictors for the three outcomes identified, annual household income, parents' highest occupational status, and early childhood education and care were positively associated with proficiency in mathematics, science, and reading, while grade repetition and additional instruction were negatively associated with these outcomes. These findings urge Brazilian policymakers and educators to prioritize initiatives that strengthen early childhood programs, minimize grade repetition, and promote effective learning strategies. [ABSTRACT FROM AUTHOR]

The issue of student motivation is of utmost importance for achieving academic excellence in secondary schools. This study aimed to investigate the influence of motivational factors on the academic achievement of senior secondary school students in mathematics. The study was guided by five hypotheses and underwent testing at a significance level of 0.05. A descriptive survey design was employed, specifically selecting five senior secondary schools in the study area. A total of 300 students from these schools, located in the Ijebu Ode Local Government Area of Ogun State, Nigeria, were selected. The research utilised questionnaires and a Mathematics Achievement Test (MAT), with reliability coefficients of 0.75 and 0.80, respectively. The findings revealed that intrinsic motivation, extrinsic motivation, self-efficacy, and goal orientation had a positive and significant impact on academic achievement. Furthermore, when these factors were considered collectively, they demonstrated a significant influence. The conclusion drawn from this study is that motivational factors greatly affect the academic achievement of senior secondary school students in mathematics in Ijebu Ode, Ogun State, Nigeria. Therefore, it is recommended that schools actively promote these factors during the teaching and learning processes to enhance students' achievement in mathematics.

Abstract A school’s emphasis on academic success (SEAS) is a crucial aspect of school climate that can be rated by different informants, such as teachers or principals, and with respect to their perception of different groups’ emphasis on academic success, such as parents or students. We know little about whether there is agreement between these ratings. Utilizing Israeli Trends in International Mathematics and Science Study (TIMSS) 2019 data and multilevel structural equation modeling, we examined how teachers and principals rate teachers’, students’, and parents’ emphasis on academic success and how these ratings are related to student achievement. We found that (a) ratings are invariant across informants; (b) teachers and principals agree on parents’ and students’ yet not teachers’ emphasis; (c) teacher ratings explain more variation in student achievement than principal ratings. Since SEAS ratings diverge by informants and relations to student achievement, researchers need to craft validity arguments in their studies.

Educational research has emphasized the importance of help-seeking in learning and engagement. However, little is known about the impact that help-giving may potentially have on student engagement and academic achievement. There is also a lack of knowledge about the environmental factors that might facilitate help-giving. This study investigated how help-giving is associated with student engagement and academic achievement by drawing on the Chinese College Student Survey (CCSS), which involved data from 67,182 Chinese college students. Structural equation modeling was used to analyze the data. Results showed that students who experienced a positive social climate, particularly those who had positive social interactions with their peers, teachers, and university staff members were more likely to help their peers with schoolwork. In turn, these students who helped their peers were more cognitively, emotionally, and behaviorally engaged. They also had higher levels of academic achievement themselves. The results applied to students of different demographic characteristics and different school types. Theoretical and practical implications of the research are discussed. [ABSTRACT FROM AUTHOR]

We examine the fundamental and complex role that time plays in the learning process. We begin by developing a conceptual framework to elucidate the multiple obstacles schools face in converting total time in school into active learning time. We then synthesize the causal research and document a clear positive effect of additional time on student achievement typically of small to medium magnitude depending on dosage, use, and context. Further descriptive analyses reveal how large differences in the length of the school day and year across public schools are an underappreciated dimension of educational inequality in the United States. Finally, our case study of time loss in one urban district demonstrates the potential to substantially increase instructional time within existing constraints. [ABSTRACT FROM AUTHOR]

Personal best (PB) goal setting refers to the pursuit of individual improvement through striving to outperform a previous best level of performance or effort. Although promising evidence has been building, numerous empirical questions remain to be answered, including how PB goal setting may operate alongside various contextual predictors of academic functioning. Applying the Academic Demands-Resources (AD-R) framework, the present study examined how academic resources and demands (conceptualized by way of teachers' interpersonal styles: autonomy-supportive and psychologically-controlling/thwarting teaching) and personal resources (PB goal setting) are associated with parent reports of students' behavioral engagement (homework behavior). The study comprised 414 Australian secondary school students. Results of structural equation modeling revealed that PB goal setting significantly predicted positive homework behavior and also moderated the association between psychologically-controlling teaching practices and homework behavior, such that PB goal setting was associated with positive homework behavior under conditions of high demands. The present work highlights the potentially unique contribution of PB goal setting in facilitating students' adaptive engagement and demonstrates the utility of the AD-R framework for better understanding students' engagement in the academic context. [ABSTRACT FROM AUTHOR]

The first section of this paper sets the record straight regarding many of Debouwere's (2024, Review of Education, 12, e3445) specific criticisms. The second section discusses the magnitude of the SES‐achievement relationship, specifically Debouwere's (2024) contention that the correlation is strong around 0.5 or 0.6 compared to observed correlations mostly between 0.2 and 0.3. The third section deals with five issues that Debouwere (2024) raises in his paper: (1) the stability of SES vis‐à‐vis cognitive ability; (2) the accuracy of children's reports of parents' socioeconomic characteristics; (3) whether teachers discriminate by students' SES; (4) the importance of cognitive ability for educational differentiation (i.e., tracking and streaming); and (5) SES effects on student achievement, controlling for prior achievement. The fourth section discusses the role of genetics in student achievement. Meta‐analyses and other studies indicate that about 50%–70% of the variance in student achievement is attributable to genetics (i.e., the heritability). The high heritability of student achievement accounts for its high stability, its strong correlations with cognitive ability and the weak effects of SES, net of prior achievement or cognitive ability. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research, which uses a quantitative approach using survey methods, mostly focuses on the integration of Information and Communication Technology (ICT) in secondary schools. The sample consisted of 60 secondary schools in Lahore and Gujranwala with 310 teachers--144 male and 166 female. Proportional stratified sampling was utilized to assess teachers' perceptions on the Teacher Perceptions, problems, and Impact on Teacher Performance as well as related challenges using a 20-item questionnaire changed from the QICT (Questionnaire on the Integration of ICT). After verifying the questionnaire five qualified instructors tested it to get a 0.789 reliability coefficient. Results reveal that ICT is quite important for boosting teaching and learning. It increases educational growth, creativity, and teamwork. Rich countries rapidly embrace new technologies, but impoverished ones experience enormous challenges due to limited resources. This distinction is obviously shown by the various adoption rates of technology in learning contexts. The research stresses the need of strategic application and teacher training in addition to technology acquisition in order of successful ICT integration. Using technology in education in Pakistan, where ICT acceptability is still growing, relies on overcoming infrastructure, training, and resource allocation issues. [ABSTRACT FROM AUTHOR]

A wide range of reforms to improve the teaching capacities of pre-service and in-service teachers have been carried out in Kosovo. In assessing the success of these previous interventions, large-scale assessment data is invaluable. In 2019, 4754 students from 145 schools participated in the TIMSS assessment. Results reveal that student's performance, in mathematics and science, is significantly higher when teachers are clear in their instructions, satisfied with their job, and have more teaching experience. Teacher qualifications also impact achievement, with students performing higher when the teacher only has a secondary education without a bachelor's degree. Students' higher readiness for instruction, preferences for the subjects, and confidence in their abilities are linked to higher literacy levels. Finally, TIMSS data of the 2019 study also raise questions regarding the type of homework assigned to students, the importance of experience over qualifications, and the academization of teacher preparation programs that may hinder practice. [ABSTRACT FROM AUTHOR]

The purpose of the Basic Education Act No. 14 of 2013 is to increase professionalism in the administration of public elementary schools by establishing Boards of Management. The purpose of this research is to analyse the effect that Boards of Management policies have on student achievement in public primary schools in the Manga sub-county of Kisii County, Kenya. The study set out to answer several questions about the impact of various factors on students' academic success, including the availability of instructional resources, the quality of the school's physical environment, the quality of the teaching staff, and the effectiveness of the school's management's efforts to motivate its employees. The research was based on the open systems theory and the Path Goal Leadership Theory. The study used a variety of research strategies. Concurrent triangulation, a research strategy that blends quantitative and qualitative data, was used for this investigation. Principals, BOM members, and the Sub County Director of Education made up the study population. Sampling was performed using a stratified random sampling technique. Strata were designated as learning environments. Questionnaires and interview scripts were used to compile the data. The researcher piloted the surveys with two elementary schools in Manga Sub County that have certain demographic and social characteristics with the study area. Pearson's Product Coefficient was used to verify reliability. Co-efficient. If the dependability co-efficient was lower than 0.7, then the instruments would need to be improved. The instruments' validity and reliability were established by having them crafted under the watchful eyes of the supervisors and by consulting with subject-matter experts. Both qualitative and quantitative techniques were used to analyse the data. Descriptive and inferential statistics were used in the quantitative approaches. Descriptive statistics included measurements of central tendency and dispersion, such as means and standard deviations. Chisquare tests and spearman rank order correlations were used for inferential statistics. Analysing qualitative data required making sense of the responses and contrasting them with prior research. Frequency tables, percentages, and other numerical were used. Ethical considerations were taken into account during the investigation. The vast majority of respondents agreed that their schools' ability to provide necessary teaching and learning resources was facilitated by adhering to a schedule of events. The majority of respondents said that BOM members are capable of accurately forecasting and budgeting for physical infrastructure on their own. All respondents said that those working in BOM were trustworthy because of their moral rectitude and upright character. The research concluded that the Ministry of Education should institute safeguards to guarantee that only qualified individuals serve on public elementary school governing boards. It is imperative that steps be taken to guarantee the exchequer allocates sufficient funds for the purchase of physical infrastructure for public elementary schools. [ABSTRACT FROM AUTHOR]

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the expansion of public Montessori education and its implications for student participation and outcomes. The study focuses on the state of South Carolina, which has the largest number of public Montessori programs in the United States. Through a comprehensive analysis of demographic characteristics and standardized test scores, we investigate the participation of different student groups in public Montessori programs and compare the academic achievement of public Montessori students to their peers in traditional public schools. The findings indicate that public Montessori attracts a diverse range of students, but there is an underrepresentation of less-resourced students and students of color in public Montessori programs. Using matching procedures, we find that Montessori students demonstrated higher achievement growth in ELA and math compared to similar traditional public school students. Subgroup analyses find that higher achievement growth for Montessori students is consistent across many student groups. This study provides a comprehensive analysis of public Montessori and highlights the importance of considering curriculum and educational philosophy when evaluating the impact of education policies and programs. [ABSTRACT FROM AUTHOR]

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A school's emphasis on academic success (SEAS) is a crucial aspect of school climate that can be rated by different informants, such as teachers or principals, and with respect to their perception of different groups' emphasis on academic success, such as parents or students. We know little about whether there is agreement between these ratings. Utilizing Israeli Trends in International Mathematics and Science Study (TIMSS) 2019 data and multilevel structural equation modeling, we examined how teachers and principals rate teachers', students', and parents' emphasis on academic success and how these ratings are related to student achievement. We found that (a) ratings are invariant across informants; (b) teachers and principals agree on parents' and students' yet not teachers' emphasis; (c) teacher ratings explain more variation in student achievement than principal ratings. Since SEAS ratings diverge by informants and relations to student achievement, researchers need to craft validity arguments in their studies. [ABSTRACT FROM AUTHOR]

Former research has highlighted the relevance of basic psychological need (BPN) satisfaction for students' academic motivation and achievement. However, the specific role of self-efficacy in this relationship has been neglected. Using survey response data from a sample of 2,359 German middle school students in 35 schools, we employed Hierarchical Linear Modeling to investigate the role of teacher support for students' perceived BPN, academic self-efficacy, and autonomous and controlled motivation on student achievement in two subjects (mathematics, German). We found that self-efficacy had the largest relationship with achievement and it mediated the effect of autonomous motivation on grades while controlled motivation had a small and statistically significant, negative relationship regardless of self-efficacy. Support of students' perceived BPN had a positive statistically significant association with autonomous motivation. Motivation and self-efficacy also mediated perceived BPN support and achievement. Self-efficacy had a statistically significant association and had a reciprocal relationship with both autonomous and controlled motivation. The findings indicate that self-efficacy plays a major role in the relationships among perceived BPN support, motivation, and academic achievement, and highlight the importance of supporting student self-efficacy in academic settings. [ABSTRACT FROM AUTHOR]

Co-teaching and related collaborative models of instruction are widely used in primary and secondary schools in many school systems. This systematic review and meta-analysis investigated the effects of such models on students' academic achievement and how these effects are moderated by factors of theoretical and practical relevance. Although previous research and reviews have asserted that the evidence base is scarce, we found 128 treatment and control group studies from 1984 to 2020. We excluded 52 studies due to critical risk of bias via Cochrane's risk of bias assessment tools and conducted a meta-analysis of 76 studies. This yielded 280 short-term effect sizes, of which 82% were pretest-adjusted. We found a moderate, positive, and statistically significant mean effect of g ¯ =.11, 95% confidence interval [.035,.184] of collaborative instruction compared to single-taught controls, using the correlated-hierarchical effects (CHE-RVE) model. From moderator analyses, we found that collaborative instruction yields effects of mostly the same size, whether the interventions involved trained teachers or assistants with no teaching qualifications. This implies a potential for the expansion of such interventions at lower costs than otherwise expected. Moreover, factors that are highlighted in the co-teaching literature as preconditions for the effectiveness of collaborative instruction did not explain variations in effect sizes. Finally, we found no clear evidence for publication bias or small study effects. Notably, a large number of the studies that we drew upon were nonrandomized studies; and therefore, more rigorous experimental research is needed, especially on relevant co-teaching interventions. [ABSTRACT FROM AUTHOR]

Studies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting student outcomes. However, teachers may also take note of and respond to the motivation and engagement of their students in a differential way, which could affect student outcomes as well. In the present study, we thus examined whether teacher perceptions of student motivation and engagement predict student achievement and self-reported motivation and engagement in reading and maths over several school years. Analysing longitudinal data from N = 2402 students and their teachers, we found that teacher perceptions of student motivation and engagement in Grade 5 were significantly related to student achievement in reading 1 year later and in maths 1, 2, and 3 years later. An association with student motivation and engagement was only found for maths 1 year later. [ABSTRACT FROM AUTHOR]

In this study, we designed an educational experiment to evaluate the High Impact Leadership for School Renewal project's impact on principal leadership, school leadership, and student achievement. Principals in the experimental group reported statistically significantly greater improvement in principal leadership than their counterparts in the control group (Hedge's g of 0.73), but teachers in the experimental and control groups showed no difference in their ratings of principal leadership. Teachers in the experimental group reported statistically significantly more improvement in school leadership than their counterparts in the control group (Hedge's g of 0.53 on the scale of Orientation to School Renewal and 0.58 on the scale of Learning-Centered School Leadership), but principals in the two groups reported no difference in the growth in school leadership. Schools in the experimental group showed statistically significantly larger annual growth in English language arts proficiency rate (2.05 percentage points more annually). The implications of the findings were discussed in the context of leadership development programs for school improvement. [ABSTRACT FROM AUTHOR]

Teachers hold many beliefs, shaped by their educational knowledge, experiences, and cultural, social, historical, and political environments. These teacher beliefs, together with teacher characteristics and school context factors can influence cognitive processes, expectations, instructional decisions, and practices which could affect learning experiences, student engagement, and achievement. Numerous studies have explored these factors, however, often separately or with only one or two others. This paper explores primary school teachers' self-reported perceptions on the relationships between teacher beliefs (including teacher class level expectations, self-efficacy, motivation, goal orientation, work engagement, passion for teaching, relatedness to students), teacher characteristics (including gender, ethnicity, teacher experience), and school context factors (including decile and year level taught), and the impact of these on student achievement and teachers' instructional practices. Associations were found between teaching self-efficacy and all the other factors explored; work engagement and teachers' years of teaching experience, gender, and school decile; and years of teaching experience and student achievement. Further, relatedness to students, passion for teaching, and teaching self-efficacy was found to be associated with teachers' instructional practices. [ABSTRACT FROM AUTHOR]

Empirical research has largely focused on either identifying online learner characteristics or best practices to support online learning in higher education settings. Yet gaps remain in our empirical understanding of which and to what extent certain factors influence online learning. This exploratory study sought to corroborate the influence of three student-level variables in Basic Psychological Needs (BPNs) of autonomy, competence, and relatedness among students as they participate in online higher education coursework. This study conducted multiple regression modelling on 159 cases of first-year undergraduate students to determine the extent to which the three variables relate to engagement and achievement in online coursework. Results present preliminary empirical evidence that the basic psychological need for autonomy relates to achievement in online coursework. However, the other basic psychological needs of competence and relatedness did not clearly relate with either engagement or achievement. Results in part affirm the claim that efforts to drive student achievement in online higher education coursework ought to embed elements that support student autonomy. And results support a position of nuance where BPNs influence specific dimensions rather than all dimensions of online higher education learning as a catch-all construct.

Objectives: To examine how “stand-your-ground” (SYG) laws affect children’s academic performance. Methods: We analyze 2008–2018 nationwide school district-level math and reading/language arts (RLA) test scores for 3rd-8th grade students combined with information on SYG laws by state and year. We implement two estimation approaches—two-way-fixed effects and group-time average treatment effects—and conduct analyses stratified by student race (Black, White) and area income level. Results: We find negative effects of SYG on math achievement among all students using both estimation approaches (−0.0377 standard deviation decline, p