scholarly journals The impact of an interactive technology application on elementary student achievement in fractions.

2015 ◽  
Author(s):  
Shannon Stone
Keyword(s):  
Student Achievement ◽  
Interactive Technology ◽  
Elementary Student ◽  
Technology Application ◽  
The Impact

How Do Technology Application and Equity Impact Student Achievement?

2011 ◽  
Vol 1 (2) ◽  
pp. 1-14
Author(s):  
Tak Cheung Chan
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
Low Socioeconomic Status ◽  
Standardized Test ◽  
School Level ◽  
Technology Application ◽  
Student Socioeconomic Status ◽  
And Mathematics ◽  
Impact Of Technology ◽  
The Impact

This study examines the impact of technology application on student achievement in the state of Georgia. Technology application includes elements such as technology access, technology integration, and teacher technology proficiency. Student achievement refers to students’ standardized test scores in language, social studies, sciences, and mathematics in elementary, middle, and high schools. Results of Multiple Regression analysis yielded significant percentages of variance in student achievement that was attributable to Internet connected computer access. Another purpose of the study was to investigate the equity issues of school technology. School levels and student socioeconomic status were used as independent variables to determine if significant differences in technology application existed among the school levels and the socioeconomic status categories. Results of Analysis of Variance indicated that students of low socioeconomic status had far less opportunities to access Internet connected computers than students of high socioeconomic status. The level of technology application increased as students moved up the school level.

Accounting Information Systems in Public Sector towards Blockchain Technology Application: The Role of Accountants’ Emotional Intelligence in the Digital Age

2021 ◽  
Vol 12 (1) ◽  
pp. 73-94
Author(s):  
Pham Quang Huy ◽  
Vu Kien Phuc
Keyword(s):  
Emotional Intelligence ◽  
Public Sector ◽  
New Technology ◽  
Accounting Information ◽  
Accounting Information System ◽  
Accounting Information Systems ◽  
Technology Application ◽  
Public Sector Organization ◽  
Blockchain Technology ◽  
The Impact

Abstract This research ferreted out to inspect the interconnection between emotional intelligence (EI), Blockchain technology application (BLO) and the effectiveness of Accounting information system (AIS). Survey-based data obtained from 412 respondents were applied to validate the model hypotheses. Building on the statistical analysis with the support of SPSS 25.0 and SMART- PLS (partial least squares) 3.2.8 software package, the model results inferred the impact of EI on BLO. Besides, the outputs of the study accentuated on the importance of BLO on the effectiveness of AIS. These significant additions will optimistically inspire other scholars to carry on exploring the relationship between EI and BLO in enhancing the effectiveness of AIS in research settings as well as in explaining the results. On the other hand, taking these results into consideration could promote much better solutions for issues relevant to EI and new technology application among public sector organization (PSO) in term of increasing the performance of AIS.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

scholarly journals Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools

2018 ◽  
Vol 13 (5) ◽  
Author(s):  
Thomas James Pharis ◽  
Larry Allen ◽  
Jamie V Mahoney ◽  
Stephanie Sullivan
Keyword(s):  
Student Achievement ◽  
Teacher Quality ◽  
Professional Growth ◽  
Time Requirement ◽  
Change Initiatives ◽  
Educator Attitudes ◽  
Teacher Professional Growth ◽  
Teacher Professional ◽  
Improving Student Learning ◽  
The Impact

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning.Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.

scholarly journals THE IMPACT OF TEACHER COMPETENCE, SCHOOL ENVIRONMENT AND SPIRITUAL ACTIVITIES ON THE LEARNING ACHIEVEMENT OF STUDENTS OF SMP BATIK SURAKARTA

2020 ◽  
Vol 4 (02) ◽  
Author(s):  
Nurul Hidayati ◽  
Bambang Mursito
Keyword(s):  
Student Achievement ◽  
Junior High School ◽  
School Environment ◽  
Total Population ◽  
Research Result ◽  
Analysis Tool ◽  
Teacher Competence ◽  
Optimal Learning ◽  
Learning Achievement ◽  
The Impact

The problems presented relate to teacher competence, school environment and Spiritual Activities affect student achievement at SMP Batik Surakarta. This research method using research design is a survey research. This research was conducted at SMP Batik Surakarta in February 2020 - July 2020. The research reason was that learning achievement needs to be improved so that SMP Batik Surakarta students are able to obtain optimal learning achievement. The object of this study of Surakarta SMP Batik Surakarta, then of this research the population is totaling 303 students. The total population was 262 students from the total population, so in this study of C class is 33 students. The analysis tool used is regression research, t test, F test and R2 test. research result showed: there is influence of teacher competence, school environment and spiritual activities on the student achievement of Students in Surakarta Batik Junior High School partially and simultaneously Keywords: Teacher Competence, School Environment, Spiritual Activities and Student Achievement

scholarly journals Hubungan Pembelajaran Bahasa Arab Menerusi KeLiP dengan Pencapaian Pelajar

2014 ◽  
Vol 67 (1) ◽  
Author(s):  
Norasyikin Osman ◽  
Kamarul Shukri Mat Teh ◽  
Siti Salwa Mohd Noor ◽  
Khoirun Nisak Mat Saad
Keyword(s):  
Experimental Study ◽  
Student Achievement ◽  
Language Proficiency ◽  
Quantitative Study ◽  
Arabic Language ◽  
Post Test ◽  
E Learning ◽  
The University ◽  
The Impact ◽  
Level 2

The development of e-Learning is very promising at all levels of education. Universiti Sultan Zainal Abidin (UniSZA) has developed an e-learning or known as Kelip in 2006. However, the impact of e-learning on student achievement has no further explanation. Thus this quantitative study is aimed at exploring whether the use of e-learning, also known as KeLiP at the University of Sultan Zainal Abidin (UniSZA), is able to improve student’s achievement among the excellent students of language (PCB) and the below-average students of language (PKCB). The comparisons between the achievements of both groups are also studied. This experimental study involved 69 UniSZA diploma students taking the Arabic Language Proficiency course level 2 (UBA 1022). The students have been learning through KeLiP for 10 weeks with content materials from the UBA 1022 module which were presented electronically in the form of graphics, images, sounds, videos and hyperlinks. Pre and post test was conducted to evaluate student achievement. The study shows that the use of KeLiP has improved PCB and PKCB achievements with a mean of 26.545 per cent. The excellent students’ performances (PCB) continue to maintain their excellence over PKCB with a mean difference of 11.72 per cent. This study proves that KeLiP is able to improve student’s achievement overall and thus serves as an encouragement for the wide use of KeLiP among students and lecturers.

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