academic achievement

  • Should We Let Them Play or Not?

    Author: Myeong Hwan Kim
    Institution: Purdue University Fort Wayne
    Author: Sang Hyun Han
    Institution: Namseoul University
    Author: Yongseung Han
    Institution: University of North Georgia
    Year of publication: 2018
    Source: Show
    Pages: 182-192
    DOI Address: https://doi.org/10.15804/tner.2018.54.4.15
    PDF: tner/201804/tner5415.pdf

    Video games have been around for more than four decades. The purpose of video games is to entertain. Over time, the ways in which video games entertain have changed. Recently, there has been an influx of video games with the intent to educate. These games were created to educate the player while keeping them entertained. The impact of video games on education has yet to be examined. The purpose of this study is to gauge the effect of video games and its correlation with college entrance-exam scores. We assert that one major variable affecting the outcome of education and college entrance-exam score is the sudden prominence of video games in the American culture. Thus, our research will be on the effects that video games have on education, whether positive or negative.

  • Why is Self-Determination Important for Students with and without Disabilities in Vocational Education?

    Author: Marta Licardo
    Author: Majda Schmidt
    Year of publication: 2016
    Source: Show
    Pages: 200-210
    DOI Address: https://doi.org/10.15804/tner.2016.46.4.17
    PDF: tner/201604/tner20160417.pdf

    The purpose of the study was to determine differences in self-determination between high school students with and without disabilities and to determine the influence of three predictors of self-determination in vocational education: gender, group and grade point average. Research was done by comparing students with the method of pairs. The results show that students with disabilities have a lower level of self-determination than their peers; significant predictors of self-determination are group and grade point average. Results reveal important fields of intervention for self-determination development, especially for students with disabilities in vocational education. This is also the first study of student self-determination in Slovenian vocational education with specific cultural and education background.

  • Three types of intelligences and their relationship to students’ school performance

    Author: Lada Kaliská
    Year of publication: 2015
    Source: Show
    Pages: 275-286
    DOI Address: https://doi.org/10.15804/tner.2015.41.3.22
    PDF: tner/201503/tner20150322.pdf

    The contribution examines three types of intelligences (emotional, social and general) in relation to school performance of secondary school students (N=169). Empirical analysis indicated its zero to weak negative correlations (0.01≤R≤0.30) with factors, dimensions and global emotional intelligence measured by the Trait Emotional Intelligence Questionnaire-Adolescence Form (TEIQue–AF, Petrides, 2001) and weak negative correlations (0.18≤R≤0.29) with dimensions of social intelligence measured by The Tromso Social Intelligence Scale (TSIS, Silver, et al., 2001). On the other hand, the general intellect assessed by the non–verbal standardized Test of Intellectual Potential (TIP, Říčan, 1971) had a moderately negative relationship with school performance expressed by an average of marks in Mathematics (R=–0.39**).

  • Motivation for participation in competition and avoidance of competition: the role of the accuracy of comparative self-evaluations of academic performance

    Author: Damjan Šimek
    Author: Katja Košir
    Year of publication: 2015
    Source: Show
    Pages: 142-152
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.12
    PDF: tner/201501/tner20150112.pdf

    To investigate the role of academic achievement in the reasons for participation in and/or avoidance of competition more clearly, the presented research was aimed at assessing the role of the discrepancy between objective evaluations and subjective self-evaluations of academic performance in secondary school students. The differences between under-raters, accurate raters, and over-raters in their reasons for participation in and/or avoidance of competition were investigated. The study comprised 534 secondary school students. The results do not clearly indicate possible benefits of the positive bias; we found that under-rating may have some advantages in the sense of mastery orientation and self-improvement motives (upward comparison) in competitive situations. Concerning other reasons for participation in competition, as well as reasons for avoiding it, students were found to rely more on teachers’ objective measure of academic performance than on the (in)accurate aspect of social comparison information.

  • Związek zaangażowania w studiowanie i wypalenia studiami z osiągnięciami akademickimi

    Author: Konrad Kulikowski
    Year of publication: 2016
    Source: Show
    Pages: 180-196
    DOI Address: https://doi.org/10.15804/kie.2016.01.10
    PDF: kie/111/kie11110.pdf

    This study addresses the question how students’ engagement and burnout are related to academic achievement the grade point average and the number of passed exams. The study involved 205 students. Multiple regression analysis indicated that burnout is direct significant predictor of grade point average, but the engagement is not. Relation between students’ engagement and the grade point average was mediated by level of burnout. Further analysis revealed that students who have passed all the exams in the first term were characterized by lower level of burnout than students who have not passed all the exams in the first term. However, students from both groups did not differ, in the level of study engagement. The results indicate that high academic achievement is related to the lack of a burnout rather than the presence of engagement. Results also show that the grade point average and the number of passed exams are poor indicators of the level of students’ engagement.

  • The Effect of Peer Tutoring for College Students: Who Benefits More from Peer Tutoring, Tutors or Tutees?

    Author: Eun Hee Seo
    Institution: Gachon University
    Author: Min Ji Kim
    Institution: Gachon University
    Year of publication: 2019
    Source: Show
    Pages: 97-106
    DOI Address: https://doi.org/10.15804/tner.19.58.4.07
    PDF: tner/201904/tner5807.pdf

    The objective of this study was to examine the effect of peer tutoring on college students’ academic achievement and, as well, their competencies in communication and collaboration. In particular, we investigated whether or not the effect of peer tutoring depends on the role taken in peer tutoring. 373 Korean college students attending peer tutoring participated in this study. A pre-post design employing a self-report questionnaire was used. The results indicated that peer tutoring improved both academic achievement and communicative and collaborative skills. The findings also suggested that the effect of peer-tutoring on academic achievement and responsibility for teamwork was valid only with regard to those in the role of tutees. The implications of this study are discussed.

  • Psychological Well-being of Senior Secondary School Students of Kashmir Valley in Relation to their Place of Living and Academic Achievement

    Author: Bilal Ahmad Bhat
    Institution: University of Kashmir
    Year of publication: 2021
    Source: Show
    Pages: 101-108
    DOI Address: https://doi.org/10.15804/tner.21.64.2.08
    PDF: tner/202102/tner6408.pdf

    The aim of the study was to investigate the influence of place of living on psychological well-being of students studying in senior secondary schools and to test for interaction effects of place of living and academic achievement on psychological well-being. The analyzed data set contained information on 519 boys and girls in the 11t grade from the Kashmir valley of Jammu and Kashmir India. The study has a survey type design. Psychological well-being scale developed by Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) has been used. The marks obtained in science by students served as the indicator of academic achievement. The statistical analysis was 2 ×3 (ANOVA) factorial designs. Results reveal a significant effect of the place of living on psychological well-being and show no significant interaction effect between the academic achievement levels (groups) in science and the place of living in terms of the psychological well-being of senior secondary students.

  • Determining Scholastic Aptitude Test as Predictors of Academic Achievement on Students of Islamic School in Indonesia

    Author: Abdul Muhid
    Institution: UIN Sunan Ampel Surabaya
    Author: Ahmad Yusuf
    Institution: UIN Sunan Ampel Surabaya
    Author: Kusaeri
    Institution: UIN Sunan Ampel Surabaya
    Author: Dian Candra Rini Novitasari
    Institution: UIN Sunan Ampel Surabaya
    Author: Ahmad Hanif Asyhar
    Institution: UIN Sunan Ampel Surabaya
    Author: Ali Ridho
    Institution: UIN Sunan Ampel Surabaya
    Year of publication: 2020
    Source: Show
    Pages: 211-221
    DOI Address: https://doi.org/10.15804/tner.20.61.3.16
    PDF: tner/202003/tner6116.pdf

    Selection of new students is based on student potential. Research on the potential of the cognitive abilities and records of Islamic school students’ academic achievement in Indonesia are still very rare. This paper presents empirical data about the predictive ability of a test of scholastic ability for the academic achievement of Islamic school students in Indonesia. This research used a quantitative approach with a survey method that used the Ministry of Religious Affair (MORA)’s Scholastic Aptitude Test (SAT) and Students’ scores on 5 subjects in the first semester. The subjects of this study were 9609 Islamic school students selected using a quota sampling technique that represented Islamic schools in Indonesia. The results of this study indicate that all of the SAT subsets, those are verbal, numerical, analytical and spatial, are significant predictors of academic achievement of Islamic school students in Indonesia. The empirical analytical sub-test is the strongest predictor of Islamic school students’ academic scores. While, the analytical sub-test has very significant correlation with the academic score on Islamic Studies subjects. Meanwhile the verbal sub-test has a very strong relationship with academic achievement in Arabic and English subjects, the numerical sub-test very strongly relates to academic achievement in science and mathematics subjects. Among the four SAT subtests, the spatial sub-test had the lowest correlation with all subjects

  • Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem

    Author: Mariola Chomczyńska-Rubacha
    Institution: Nicolaus Copernicus University
    Year of publication: 2014
    Source: Show
    Pages: 150-160
    DOI Address: https://doi.org/10.15804/tner.14.37.3.12
    PDF: tner/201403/tner3712.pdf

    The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.

  • Impacts of Affective Tutoring System on the Academic Achievement of Primary School Students with Different Cognitive Styles - An Example of Marine Education

    Author: Hao-Chiang Koong Lin
    Institution: National University of Tainan
    Author: Sheng-Hsiung Su
    Institution: National University of Tainan
    Author: Yi-Chun Hsieh
    Institution: National University of Tainan
    Author: Shang-Chin Tsai
    Institution: National University of Tainan
    Year of publication: 2014
    Source: Show
    Pages: 248-259
    DOI Address: https://doi.org/10.15804/tner.14.38.4.19
    PDF: tner/201404/tner3819.pdf

    The study is trying to use ATS (Affective Tutoring System) with emotional calculating technology in the activity of the shell education program. The result is used to study the academic achievement of students with different cognitive styles and system usability. There were 61 fifth-grade children from two different classes participating in this experiment. Every child had to do GEFT (Group Figure-Embedded Test) and academic achievement pre-test before they started the ATS. Then students engaged in ATS learning. Academic achievement post-test was done and the System Usability Scale for Learning Questionnaire after they finished the ATS. The experiment yielded the following results: (1) Learning with ATS not only can give learners an excellent feeling of system usability, but also help learners to promote academic achievement more effectively. (2) According to the system usability and academic achievement, the Field-independent learners were acting better than the Field-dependent learners.

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