One to One Technology and its Effect on Student Academic Achievement and Motivation

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

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Non-Cognitive variables Predicting Middle School Student Academic Achievement Profiles in Korean Languages and mathematics: Using Cognitive Diagnostic Model and Structural Equation Model

Korean Society for Educational Evaluation ◽

10.31158/jeev.2018.31.1.1 ◽

2018 ◽

Vol 31 (1) ◽

pp. 1-27

Author(s):

HeeKyoung Kim ◽

◽

Jung-A Han ◽

◽

Keyword(s):

Academic Achievement ◽

Structural Equation Model ◽

Structural Equation ◽

Middle School Student ◽

Equation Model ◽

Student Academic Achievement ◽

Diagnostic Model ◽

Cognitive Variables ◽

Cognitive Diagnostic Model ◽

And Mathematics

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Peran Strategi Metakognitif dengan Bantuan Metode PQ4R pada Prestasi Akademik Mahasiswa PIAUD Di Institut Agama Islam Sunan Giri Bojonegoro

Al Ulya : Jurnal Pendidikan Islam ◽

10.36840/ulya.v3i2.159 ◽

2018 ◽

Vol 3 (2) ◽

pp. 162-171

Author(s):

Eshthih Fithriyana

Keyword(s):

Higher Education ◽

Academic Achievement ◽

Data Analysis ◽

Significant Role ◽

Learning Process ◽

Metacognitive Strategies ◽

Student Academic Achievement ◽

Islamic Religion

This study is a study study that analyzes the role of metacognitive strategies with the help of the PQ4R method on academic achievement of PIAUD students at the Sunan Giri Bojonegoro Institute of Islamic Religion. Students in this case are students who follow the learning process in higher education who are required to equip themselves with standardized competencies created with academic achievement, as a provision to take positions and support in an increasingly competitive world of work. Based on the results of data analysis of interviews, observations and questionnaires showed that the use of metacognitive strategies with the help of the PQ4R method had a significant role in student academic achievement in cognitive courses.

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Elementary Teachers’ Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination

The Journal of Special Education ◽

10.1177/0022466910362588 ◽

2010 ◽

Vol 45 (3) ◽

pp. 149-156 ◽

Cited By ~ 14

Author(s):

Hyun-Jeong Cho ◽

Michael Wehmeyer ◽

Neal Kingston

Keyword(s):

Academic Achievement ◽

No Child Left Behind ◽

Elementary Teachers ◽

Special Educators ◽

Self Determination ◽

Future Research ◽

Student Academic Achievement ◽

Left Behind ◽

Education Improvement ◽

Perceived Importance

The No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004) emphasize accountability to improve student academic achievement. Promoting self-determination has been proposed as a means to achieving this outcome. Elementary teachers in 30 states were surveyed to measure (a) their perceived importance of self-determination, (b) to what extent they teach it, and (c) the barriers that inhibit them from teaching it. Both general and special educators assigned considerable importance to self-determination instruction and reported at least occasionally providing such instruction. The authors found a lack of congruence between the value teachers place on promoting self-determination and the time they devote to teaching it. Limitations and implications are discussed, and suggestions for future research are offered.

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Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes

Research in Science Education ◽

10.1007/s11165-011-9216-7 ◽

2011 ◽

Vol 42 (5) ◽

pp. 875-890 ◽

Cited By ~ 4

Author(s):

Ross Shegog ◽

Melanie M. Lazarus ◽

Nancy G. Murray ◽

Pamela M. Diamond ◽

Nathalie Sessions ◽

...

Keyword(s):

Academic Achievement ◽

Molecular Biology ◽

Student Academic Achievement

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The relationship between teacher efficacy and students' academic achievement: A meta-analysis

Social Behavior and Personality An International Journal ◽

10.2224/sbp.6554 ◽

2018 ◽

Vol 46 (4) ◽

pp. 529-540 ◽

Cited By ~ 5

Author(s):

Kyung Ryung Kim ◽

Eun Hee Seo

Keyword(s):

Academic Achievement ◽

Teacher Efficacy ◽

Classroom Management ◽

Meta Analysis ◽

Teaching Experience ◽

Student Academic Achievement ◽

Years Of Teaching Experience ◽

Efficacy Measures ◽

The Mean ◽

The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

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