subject:(Academic Achievement)

University of Johannesburg

1. Viljoen, Cornelia Fransina. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.

Degree: 2014, University of Johannesburg

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M. Ed. (Educational Psychology)

The last few decades have brought a significant increase in the amount of research on the subject of motivation, notably in… (more)

Subjects/Keywords: Achievement motivation; Academic achievement; Academic achievement - Evaluation

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APA (6^th Edition):

Viljoen, C. F. (2014). Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9676

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Viljoen, Cornelia Fransina. “Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.” 2014. Thesis, University of Johannesburg. Accessed February 27, 2021. http://hdl.handle.net/10210/9676.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Viljoen, Cornelia Fransina. “Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase.” 2014. Web. 27 Feb 2021.

Vancouver:

Viljoen CF. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10210/9676.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Viljoen CF. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9676

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

2. Pelton, Michael. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.

Degree: EdD, Higher Education Leadership and Policy, 2019, University of Houston

URL: http://hdl.handle.net/10657/5536

► Background: In 1966, a report was commissioned to determine the academic status of students across the United States (Dickenson, Winter 2016). The Coleman report determined… (more)

▼ Background: In 1966, a report was commissioned to determine the academic status of students across the United States (Dickenson, Winter 2016). The Coleman report determined that students of various ethnic and socio-economic groups had varied levels of academic proficiencies (Coleman, 1966). Ethnicity and Socio-economic status do not correlate to inherent decreased intellectual aptitude, which implies that additional constructs could contribute to lower academic performance. This research was designed to study the perceptions of teachers on the impact of improving academic performance through social and emotional learning support strategies. Purpose: This study was designed to examine teachers’ perceptions of the impact of social and emotional learning support services on academic performance. Research Question: What is the perception of teachers of the impact of increased social and emotional learning support services in the form of peer group counseling and access to counseling services and its impact on student academic performance? Methodology: The focus of this qualitative case study assessed the perceptions of teachers by interviewing four teachers who were chosen because they were 8th-grade core content teachers who taught students that had received social and emotional learning support services throughout middle school. Each teacher was given semi-structured preset open-ended questions during their interviews. Follow up conversations occurred as a member check to clarify teacher perceptions, and the study was culminated with a panel interview that was recorded and transcribed. Data from the interviews were interpreted and coded to capture elements the participants described as the basis of their perceptions (Huddersfield, 2006; King, 1998). With each interview, the recoding of previously coded categories occurred to ensure accurate perceptions from each participant (Altheide et al., 2008; Huddersfield, 2007; King, 1998). Following the summative group interview, the researcher looked for patterns, themes, plausibility, and clustering (Miles & Huberman, 1994), as well as potential relationships or common themes that existed between the teachers that were interviewed. Findings: The key findings that emerged from the thematic analysis of the interviews and focus group responses were: (1) the teachers did not feel that they received thorough training on how to properly implement social and emotional strategies; (2) the teachers agreed that supporting the social and emotional development of students was important and should be consistently implemented schoolwide to achieve the maximum benefits; (3) the teachers perceived that having good relationships with their students had a positive impact on academic performance although to what degree varied; (4) the teachers did not have a strong perception that access to counseling services contributed to increasing academic achievement for students; and (5) only half of the teachers involved attributed a direct connection of student success with the SEL strategies.… Advisors/Committee Members: White, Cameron S. (advisor), Hutchison, Laveria F. (committee member), McAlister-Shields, Leah (committee member), Beaudry, Christine (committee member).

Subjects/Keywords: Academic achievement

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APA (6^th Edition):

Pelton, M. (2019). Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5536

Chicago Manual of Style (16^th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Doctoral Dissertation, University of Houston. Accessed February 27, 2021. http://hdl.handle.net/10657/5536.

MLA Handbook (7^th Edition):

Pelton, Michael. “Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance.” 2019. Web. 27 Feb 2021.

Vancouver:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10657/5536.

Council of Science Editors:

Pelton M. Teachers’ Perceptions of the Impact of Social and Emotional Support Services on Academic Performance. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5536

Rutgers University

3. Gold, Sarah, 1989-. Housing assistance and children’s educational attainment: a longitudinal study.

Degree: PhD, Social Work, 2018, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/57561/

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Existing research on the effects of housing assistance on high school completion is limited and the pathways between such assistance and high school completion have… (more)

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Existing research on the effects of housing assistance on high school completion is limited and the pathways between such assistance and high school completion have not been fully explored. The current study uses 39 years of national longitudinal survey data from the Panel Study of Income Dynamics (PSID), the PSID’s Assisted Housing Database, and census tract data from the Longitudinal Tract Database to better understand, first, the association between housing assistance and high school completion and, second, the pathways through which this association may operate. All analyses examine both the effects of any housing assistance and these effects by housing assistance type (public housing and vouchers). Pathways analyzed include neighborhood disadvantage, residential stability, housing cost burden, and residential crowding. The current study also explores whether the timing and duration of housing assistance receipt inform the relationship between housing assistance and high school completion. Because of the longitudinal structure of the data, pathways can be examined using both random and fixed effects models, allowing for comparisons to be made both between and within children. Results indicate that receiving a voucher at any point during childhood is associated with an increased likelihood of completing high school compared to not receiving any housing assistance. Children who receive a voucher have access to neighborhoods with similar levels of disadvantage as other low-income children whose families do not have housing assistance; they also are less likely to experience residential crowding or housing cost burdens. Children living in public housing reside in more disadvantaged neighborhoods than children without housing assistance but experience increased residential stability and reduced housing cost burden and crowding. Findings suggest that housing vouchers may be important tools for increasing low-income children’s probability of completing high school. Drawing on existing literature, vouchers that are targeted for use in low-poverty neighborhoods and to families with young children may be particularly effective for improving child and family well-being. Because neighborhood disadvantage was the only pathway in which vouchers outperformed public housing, investments in neighborhoods in which public housing is located may also improve children’s educational attainment.

Advisors/Committee Members: Nepomnyaschy, Lenna (chair), Akincigil, Ayse (internal member), Curran, Laura (internal member), Horn, Keren M (outside member), Jargowsky, Paul (outside member), School of Graduate Studies.

Subjects/Keywords: Academic achievement

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APA (6^th Edition):

Gold, Sarah, 1. (2018). Housing assistance and children’s educational attainment: a longitudinal study. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/57561/

Chicago Manual of Style (16^th Edition):

Gold, Sarah, 1989-. “Housing assistance and children’s educational attainment: a longitudinal study.” 2018. Doctoral Dissertation, Rutgers University. Accessed February 27, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/57561/.

MLA Handbook (7^th Edition):

Gold, Sarah, 1989-. “Housing assistance and children’s educational attainment: a longitudinal study.” 2018. Web. 27 Feb 2021.

Vancouver:

Gold, Sarah 1. Housing assistance and children’s educational attainment: a longitudinal study. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2021 Feb 27]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57561/.

Council of Science Editors:

Gold, Sarah 1. Housing assistance and children’s educational attainment: a longitudinal study. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/57561/

University of Johannesburg

4. Van Zyl, André. The predictive value of pre-entry attributes for student academic performance in the South African context.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/5081

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M.Ed. et Phil.

Poor academic performance and high drop out rates are of particular concern in South African higher education in general, and also at… (more)

Subjects/Keywords: Academic achievement; Academic achievement - South Africa

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APA (6^th Edition):

Van Zyl, A. (2012). The predictive value of pre-entry attributes for student academic performance in the South African context. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Zyl, André. “The predictive value of pre-entry attributes for student academic performance in the South African context.” 2012. Thesis, University of Johannesburg. Accessed February 27, 2021. http://hdl.handle.net/10210/5081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Zyl, André. “The predictive value of pre-entry attributes for student academic performance in the South African context.” 2012. Web. 27 Feb 2021.

Vancouver:

Van Zyl A. The predictive value of pre-entry attributes for student academic performance in the South African context. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10210/5081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Zyl A. The predictive value of pre-entry attributes for student academic performance in the South African context. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

5. Mwape, Getrude kasuba. Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/481

► Pupil absenteeism from school has been, and continues to be, a major disciplinary problem amongst pupils in Zambian schools. It was thought that absenteeism from… (more)

▼ Pupil absenteeism from school has been, and continues to be, a major disciplinary problem amongst pupils in Zambian schools. It was thought that absenteeism from school could toe seen as t/he consequence of an interaction amongst factors lying in the school, the individual and the home. The main purpose of the study was to identify some factors that may be related to pupil absenteeism from school. The factors that were investigated were academic achievement, attitudes towards education and home-background (i.e. marital status of parents; relationship of pupil to whoever he lived with; area of residence; occupation of parent(s)/guardian(s) and family size of whoever the pupil lived with). The sample consisted of forty—four absentees and forty-four non—absentees doing Grade Nine in 1987 in five Lusaka secondary schools. The results showed that significantly more absentees than non-absentees were low academic achievers. There were no significant differences between absentees and non-absentees as far as the overall scores on the Attitudes — towards - Education questionnaire, which was used to measure the pupils' attitudes towards education, were concerned. The results for the home-background showed that, except for mother's/female guardian's occupation, there were no significant differences between the absentees and non-absentees on the factors used to measure it. The findings supported the evidence in the literature on academic achievement but contradicted that on attitudes towards education, and the bulk of that on the home-background. Although there were no significant differences between the two groups of pupils oh the overall scores of the Attitudes — towards - Education questionnaire and on almost all of the factors used to measure the home-background, this does not mean that the findings contradicted Galloway's (1985) thesis. This is because there might be many other factors in the home and the individual that could influence pupil absenteeism from school. Finally, on the basis of the findings, some suggestions for further study were given and a few recommendations made.

Subjects/Keywords: Academic Achievement – zambia

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APA (6^th Edition):

Mwape, G. k. (2011). Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mwape, Getrude kasuba. “Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia .” 2011. Thesis, University of Zambia. Accessed February 27, 2021. http://hdl.handle.net/123456789/481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mwape, Getrude kasuba. “Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia .” 2011. Web. 27 Feb 2021.

Vancouver:

Mwape Gk. Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/123456789/481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mwape Gk. Academic achievement, attitudes towards education and the home-background : their relationship to absenteeism in selected school of the Lusaka Region, Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oklahoma

6. Casper, David C. THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT.

Degree: EdD, 2012, University of Oklahoma

URL: http://hdl.handle.net/11244/318736

► The relationship between collective student trust and student achievement was tested in a sample of 1,748 5th grade students in 34 Title I elementary schools… (more)

Subjects/Keywords: Academic achievement; Trust

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APA (6^th Edition):

Casper, D. C. (2012). THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318736

Chicago Manual of Style (16^th Edition):

Casper, David C. “THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed February 27, 2021. http://hdl.handle.net/11244/318736.

MLA Handbook (7^th Edition):

Casper, David C. “THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT.” 2012. Web. 27 Feb 2021.

Vancouver:

Casper DC. THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11244/318736.

Council of Science Editors:

Casper DC. THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318736

Rutgers University

7. Wright, Jermaine, 1982-. Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color.

Degree: PhD, Public Administration (SPAA), 2017, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/54165/

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Social equity, often understood to be the third pillar of public administration, relies on the values of fairness and equality in the delivery of public… (more)

▼

Social equity, often understood to be the third pillar of public administration, relies on the values of fairness and equality in the delivery of public services. Nevertheless, these are intangible features that are often more difficult to measure than efficiency and effectiveness. The higher education system in the U.S. is an ideal area to examine the equitable delivery of a public service, especially given its importance in a knowledge economy and the persistent race gap in education access and achievement. Therefore, this study looks at the use of performance information by administrators of men of color initiatives in U.S. colleges and universities as a way to address equity concerns and outcomes. This study began by using a qualitative research design consisting of semi-structured interviews in the first phase, followed by a quantitative research design consisting of a survey in the second phase. Conventional content analysis was used to analyze the data in the first phase, followed by exploratory factor analysis and bivariate correlation in the second phase of data analysis. Men of color diversity programs were stratified into Ivy League institutions, Historically Black Colleges and Universities (HBCUs), university systems, community colleges, and senior colleges. There were six senior college administrators, three community college administrators, four HBCU administrators, one Ivy League administrator, and one university system administrator interviewed, resulting in a total of 15 administrators. Once the initial qualitative phase of the data collection was completed, an online survey was developed based in part on the interview findings, and sent to a list of 140 men of color initiative administrators nationwide. The response rate for the survey was 45%. The quantitative results provide unique and original data on the program design, number of students participating, structural/institutional barriers, and outcomes of men of color initiatives across the US. Interestingly, the results from the qualitative phase of the study indicates that equity is not generally measured, exposure to informal mentoring shaped how administrators designed their programs, representativeness is critical to ensuring diversity, and institutional commitment is necessary for men of color initiatives to succeed. While the results from the quantitative phase confirms these findings, it also emphasizes that mentoring is the most widely used service or activity for men of color initiatives, retention rates, and graduation rates are the two most widely collected data points; equity, efficiency, and effectiveness outcomes can co-exist without tension. Overall, this study has provided deeper insight into the challenges of including equity into the practice of performance measurement and management.

Advisors/Committee Members: Van Ryzin, Gregg (chair), Holzer, Marc (internal member), Riccucci, Norma (internal member), Powell, Arthur (outside member).

Subjects/Keywords: Academic achievement; Equity

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APA (6^th Edition):

Wright, Jermaine, 1. (2017). Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/54165/

Chicago Manual of Style (16^th Edition):

Wright, Jermaine, 1982-. “Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color.” 2017. Doctoral Dissertation, Rutgers University. Accessed February 27, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/54165/.

MLA Handbook (7^th Edition):

Wright, Jermaine, 1982-. “Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color.” 2017. Web. 27 Feb 2021.

Vancouver:

Wright, Jermaine 1. Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2021 Feb 27]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/54165/.

Council of Science Editors:

Wright, Jermaine 1. Equity as an outcome: the use of performance information to address the achievement gap in higher education for men of color. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/54165/

University of Zambia

8. Maguswi, Buumba Victoria. Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province .

Degree: 2012, University of Zambia

URL: http://hdl.handle.net/123456789/1901

► This study is aimed at investigating factors inhibiting good performance in female learners at O-Level Physics examinations. The study also looked at views held by… (more)

▼ This study is aimed at investigating factors inhibiting good performance in female learners at O-Level Physics examinations. The study also looked at views held by school administrators on the high failure rate and measures they would put in place to improve performance. The study included 10 Head teachers, 10 Heads of Science Departments and 40 teachers of Physics from ten selected high schools in Central Province. Only schools which offer O-Level Physics were considered and these included Caritas, Kalonga, Highridge, Kabwe, Stephen Luwisha, Bwacha, Jasmine, St. Paul’s, Mumbwa and Mpunde high schools.Each year, the Ministry of Education announces the O-Level National examinations results in all subjects and it has been observed that highest failure rates are in Physics. It is hoped that this study would provide vital information for policy markers, school administrators and teachers of physics on how they would administer the physics course and the final examinations. It is also hoped that it would lay a background for any researcher wishing to investigate further. Some of the findings for poor performance in Physics were;Inadequate funding, low teacher morale, heavy teaching loads, lack of qualified teaching staff, lack of text books, laboratory equipment and apparatus. Lack of support from school managers, lack of knowledge in e-learning and lack of parental guidance amongst others. Schools visited attempted to improve performance by the following measures. In house workshops for teachers of physics were funded by the school administration. Remedial work was given to learners. Organize quiz competition in physics. Awarding the most improving and deserving learner in physics.Recruit well qualified Physics teachers.Sponsor fully female learners.The recommendations of the study included the view that teachers of science be paid salaries more than teachers other of subjects; there should be provision of equipment and apparatus needed for physics lessons and examinations; administrators should fund the Continuous Professional Developments (C.P.Ds) that would equip teachers both with in content and skill. Both the teachers and learners must be highly motivated by encouraging learners to join science clubs and JETS while the teacher and the learners should under several study tours to enhance what is being covered in class.

Subjects/Keywords: Achievement tests(physics) – Zambia; Academic achievement(females)

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APA (6^th Edition):

Maguswi, B. V. (2012). Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1901

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maguswi, Buumba Victoria. “Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province .” 2012. Thesis, University of Zambia. Accessed February 27, 2021. http://hdl.handle.net/123456789/1901.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maguswi, Buumba Victoria. “Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province .” 2012. Web. 27 Feb 2021.

Vancouver:

Maguswi BV. Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province . [Internet] [Thesis]. University of Zambia; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/123456789/1901.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maguswi BV. Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1901

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

9. Lee, Sue. Academic achievement among Hmong students in California: a quantitative and comparative analysis.

Degree: EdD, Education (Leadership), 2014, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/361858/rec/462

► This quantitative study compared Hmong high school students’ scores in English language arts (ELA) and mathematics on the 2010 California Standards Tests (CST) to the… (more)

▼ This quantitative study compared Hmong high school students’ scores in English language arts (ELA) and mathematics on the 2010 California Standards Tests (CST) to the scores of other racial/ethnic student subgroups at the state level. The study further examined whether an achievement gap exists between the Hmong student subgroup and other comparable student subgroups within the same school districts while controlling for socioeconomic status, English language acquisition status, and parent education level. ❧ California state level data were used to compare the CST ELA and CST math mean scores for 12 major subgroups for this study. For a more accurate comparison of student subgroups receiving the same curriculum and academic resources, data within 14 California school districts that reported having tested a considerable Hmong student population were further examined. Using data from the 14 school districts, the racial/ethnic student subgroups’ mean performance tiered scores and mean scaled scores on the CST ELA and CST mathematics were reported by grade level, and then again with the control variables. Lastly, Cohen's d was used to measure the effect sizes. ❧ The analysis and effect sizes indicated that a comparable achievement gap exists between the Hmong student subgroup and other racial/ethnic student subgroups. Specifically, Hmong students in California did not perform well compared to the majority, if not all, of the other racial/ethnic student subgroups at the state and district level. Moreover, the three consistent student subgroups found to be performing at the level of the Hmong student subgroup in ELA and mathematics were the Black/African American, Hispanic/Latino, and Laotian student subgroups. The findings of this study point towards other practices and research needed to better understand the realities of the Hmong educational experience, which is the start of understanding best practices for teaching Hmong students. Advisors/Committee Members: Hocevar, Dennis (Committee Chair), Shakhbagova, Julietta (Committee Member), Symonds, Patricia (Committee Member).

Subjects/Keywords: Hmong; academic achievement; test scores; achievement gap

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lee, S. (2014). Academic achievement among Hmong students in California: a quantitative and comparative analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/361858/rec/462

Chicago Manual of Style (16^th Edition):

Lee, Sue. “Academic achievement among Hmong students in California: a quantitative and comparative analysis.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 27, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/361858/rec/462.

MLA Handbook (7^th Edition):

Lee, Sue. “Academic achievement among Hmong students in California: a quantitative and comparative analysis.” 2014. Web. 27 Feb 2021.

Vancouver:

Lee S. Academic achievement among Hmong students in California: a quantitative and comparative analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Feb 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/361858/rec/462.

Council of Science Editors:

Lee S. Academic achievement among Hmong students in California: a quantitative and comparative analysis. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/361858/rec/462

California State University – Sacramento

10. Mendoza, Norma Y. What influences the academic performance of students of color in California high schools?.

Degree: M.P.P.A., Public Policy and Administration, 2020, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/215089

► Despite progress over the last decade, California???s teacher workforce remains far from reflecting the diversity of its students. California is the leading state with the… (more)

▼ Despite progress over the last decade, California???s teacher workforce remains far from reflecting the diversity of its students. California is the leading state with the largest percentage-point difference between the race/ethnicity of the student and educator population. The disproportionate mismatch concerns policy makers and advocates who argue the lack of teacher diversity has negative consequences on the academic performance of students of color, which this thesis defines as African American, Hispanic/Latino, Asian, Pacific Islander, Filipino, or Native American. Yet questions remain about the accuracy of such claims. This thesis aims to contribute to the limited academic research surrounding this topic by researching whether there is a positive correlation between the percentage of teachers of color and standardized test scores of same-race/ethnicity students in California high schools. The data consists of the California Academic Performance Index (API), an aggregated test score provided by the California Department of Education used to measure the performance of the state???s K-12 schools throughout 1999 and 2013. The sample data includes 2013 API scores of 755 traditional high schools across the state, with scores ranging from a low of 200 to a high of 1000. Using a standard regression model, I did not find statistically significant regression coefficients for the match between teacher and student race/ethnicity for most groups, while the coefficient for African Americans was negative. Adding interaction variables in a modified regression model, I found that under special circumstances, educator race/ethnicity exerts both positive and negative impacts on the test scores of students of the same race/ethnicity. This suggests the relationship between teacher-student race/ethnicity and academic performance is more complex than might initially be expected. Additionally, further analysis indicates that other factors, aside from teacher and staff race/ethnicity, may have a larger impact on the aggregated standard test scores of students at a California high school. Advisors/Committee Members: Wassmer, Robert W..

Subjects/Keywords: Academic achievement; Achievement gap; Multicultural education

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APA (6^th Edition):

Mendoza, N. Y. (2020). What influences the academic performance of students of color in California high schools?. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/215089

Chicago Manual of Style (16^th Edition):

Mendoza, Norma Y. “What influences the academic performance of students of color in California high schools?.” 2020. Masters Thesis, California State University – Sacramento. Accessed February 27, 2021. http://hdl.handle.net/10211.3/215089.

MLA Handbook (7^th Edition):

Mendoza, Norma Y. “What influences the academic performance of students of color in California high schools?.” 2020. Web. 27 Feb 2021.

Vancouver:

Mendoza NY. What influences the academic performance of students of color in California high schools?. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10211.3/215089.

Council of Science Editors:

Mendoza NY. What influences the academic performance of students of color in California high schools?. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/215089

University of Zambia

11. Manda, Francis. An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district .

Degree: 2013, University of Zambia

URL: http://hdl.handle.net/123456789/2311

► The main purpose of the study was to establish the reasons for the poor performance of pupils in selected high schools of Chipata District in… (more)

▼ The main purpose of the study was to establish the reasons for the poor performance of pupils in selected high schools of Chipata District in summary. Specifically, the study was based on the premises that performance of pupils in English, and summary in particular, is a result of several variables. Among these variables are the teaching strategies that pupils are subjected to in their learning of summary, the teaching and learning materials and the teachers’ and pupils’ attitudes towards summary. The investigation was carried out through an examination of the mentioned variables in selected high schools in Chipata District. The data were collected by administering a number of research instruments: The first one was a summary sample test. The second part involved conducting structured and unstructured interviews with teachers and pupils. The third one involved checking the different documents that were used in teaching and learning of summary. Through the analysis of the answers that the pupils gave to the sample test, the teaching strategies, the teaching and learning materials and the attitudes of the teachers and the pupils towards summary, this study has shown that among the reasons for the poor performance in summary include, the fact that pupils are not taught the necessary summary skills and theories in these schools, negative attitudes of both teachers and pupils towards summary and lack of appropriate teaching and learning materials. The findings suggest that summary skills and theories should actually be taught with the due attention that they deserve. This calls for the teacher-trainers, the teachers and the Ministry of Education officials to review the teaching of summary strategies; the writers of teaching and learning materials who may include curriculum developers and book publishers to re-write their materials, and lastly, the teachers and the pupils to change their negative attitudes towards summary to start looking at it as an important learning area that ought to be learnt with pleasure.

Subjects/Keywords: Academic achievement; Student perfomance

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APA (6^th Edition):

Manda, F. (2013). An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2311

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Manda, Francis. “An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district .” 2013. Thesis, University of Zambia. Accessed February 27, 2021. http://hdl.handle.net/123456789/2311.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Manda, Francis. “An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district .” 2013. Web. 27 Feb 2021.

Vancouver:

Manda F. An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district . [Internet] [Thesis]. University of Zambia; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/123456789/2311.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Manda F. An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2311

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

12. Mulenga, Mutale Mike. Class size and its effects on the teaching-learning process: The case of selected Basic Schools in Mansa District .

Degree: 2014, University of Zambia

URL: http://hdl.handle.net/123456789/3275

► Since the introduction of the Free Basic Education Policy in 2002, class sizes in most basic schools have continued rising while expansion and construction of… (more)

▼ Since the introduction of the Free Basic Education Policy in 2002, class sizes in most basic schools have continued rising while expansion and construction of more school infrastructure has not increased proportionately, resulting in large class sizes in most basic schools. This increase in classes has raised a country-wide debate about its effects on the teaching-learning process. It is against this background that this study sought to investigate the effects of class size on the teaching- learning process in basic schools.A combination of data collection instruments were used in order to come up with in-depth data which a single approach could not yield. The instruments for data collection used included questionnaires, focus group discussion, interviews, classroom observation check list and document study.The findings from the study were that class size had an effect on the teaching- learning process. These effects were that large classes experienced inadequate teaching-learning resources as well as inadequate classroom furniture. Other challenges teachers face in large classes included failure to complete marking of pupils’ work in time, challenges in the use of individualised teaching-learning methods, less pupil-teacher interaction, indiscipline, challenges in the identification and provision of pupils with learning difficulties, teaching being exhausting and generally the whole process of class management being challenging. On the other hand, teachers teaching smaller classes reported that a smaller number of pupils in their classes enabled them to use learner-centered teaching methods such as project work, field trips, discovery method, group work, debate and many others which promoted critical thinking and retention of learnt materials in learners. The other effects smaller classes had on the teaching-learning process as revealed by both literature and research findings included increased teacher-pupil interactions, knowing pupils’ names easily and quickly, fewer discipline problems, more classroom space for both mobility of teachers and pupils during group activities, pupils having a quick feedback on both the formative and summative tasks given, improved pupil-book ratio and the whole process of teaching and learning being easily manageable.Based on these findings, it was recommended that there should be a limit to the number of pupils each class should have. The number of pupils in class should match with the availability of the teaching-learning resources and should enable the teacher to effectively provide individualised attention to all the pupils in class. However, for these recommendations to become a reality the government must put the following measures in place; recruitment of all teachers immediately after graduation from colleges;construction of more classrooms and schools especially in densely populated areas/compounds; immediate replacement of teachers who are retiring, resigning and dying;continuous supply of teaching-learning materials, equipment and furniture; and doubling the budgetary…

Subjects/Keywords: Class Size; Academic Achievement

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APA (6^th Edition):

Mulenga, M. M. (2014). Class size and its effects on the teaching-learning process: The case of selected Basic Schools in Mansa District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3275

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mulenga, Mutale Mike. “Class size and its effects on the teaching-learning process: The case of selected Basic Schools in Mansa District .” 2014. Thesis, University of Zambia. Accessed February 27, 2021. http://hdl.handle.net/123456789/3275.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mulenga, Mutale Mike. “Class size and its effects on the teaching-learning process: The case of selected Basic Schools in Mansa District .” 2014. Web. 27 Feb 2021.

Vancouver:

Mulenga MM. Class size and its effects on the teaching-learning process: The case of selected Basic Schools in Mansa District . [Internet] [Thesis]. University of Zambia; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/123456789/3275.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mulenga MM. Class size and its effects on the teaching-learning process: The case of selected Basic Schools in Mansa District . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3275

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Dalhousie University

13. Whittle, Krista. An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program.

Degree: MA, School of Health & Human Performance, 2011, Dalhousie University

URL: http://hdl.handle.net/10222/14362

► The purpose of this mixed methods study was to better understand the relationship between physical activity and academic achievement of girls in grades three to… (more)

Subjects/Keywords: Physical activity; girls; academic achievement

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APA (6^th Edition):

Whittle, K. (2011). An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/14362

Chicago Manual of Style (16^th Edition):

Whittle, Krista. “An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program.” 2011. Masters Thesis, Dalhousie University. Accessed February 27, 2021. http://hdl.handle.net/10222/14362.

MLA Handbook (7^th Edition):

Whittle, Krista. “An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program.” 2011. Web. 27 Feb 2021.

Vancouver:

Whittle K. An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program. [Internet] [Masters thesis]. Dalhousie University; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10222/14362.

Council of Science Editors:

Whittle K. An Exploratory Study to Examine the Relationship between Academic Achievement and Physical Activity of Girls in Grades Three to Seven Participating in a Community-based Physical Activity Program. [Masters Thesis]. Dalhousie University; 2011. Available from: http://hdl.handle.net/10222/14362

Mahatma Gandhi University

14. Varghese, Sany. Psycho social variables in relation to academic achievement-a comparative study of high and low achievers.

Degree: 2005, Mahatma Gandhi University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/460

Subjects/Keywords: Academic achievement

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APA (6^th Edition):

Varghese, S. (2005). Psycho social variables in relation to academic achievement-a comparative study of high and low achievers. (Thesis). Mahatma Gandhi University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/460

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Varghese, Sany. “Psycho social variables in relation to academic achievement-a comparative study of high and low achievers.” 2005. Thesis, Mahatma Gandhi University. Accessed February 27, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/460.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Varghese, Sany. “Psycho social variables in relation to academic achievement-a comparative study of high and low achievers.” 2005. Web. 27 Feb 2021.

Vancouver:

Varghese S. Psycho social variables in relation to academic achievement-a comparative study of high and low achievers. [Internet] [Thesis]. Mahatma Gandhi University; 2005. [cited 2021 Feb 27]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/460.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Varghese S. Psycho social variables in relation to academic achievement-a comparative study of high and low achievers. [Thesis]. Mahatma Gandhi University; 2005. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/460

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Ratma Swarupa, M. A study of home adjustment and institutional environment on academic achievement; -.

Degree: Education, 2014, Osmania University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/27470

None

-

Advisors/Committee Members: Prasad, P.

Subjects/Keywords: Academic Achievement

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APA (6^th Edition):

Ratma Swarupa, M. (2014). A study of home adjustment and institutional environment on academic achievement; -. (Thesis). Osmania University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/27470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ratma Swarupa, M. “A study of home adjustment and institutional environment on academic achievement; -.” 2014. Thesis, Osmania University. Accessed February 27, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/27470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ratma Swarupa, M. “A study of home adjustment and institutional environment on academic achievement; -.” 2014. Web. 27 Feb 2021.

Vancouver:

Ratma Swarupa M. A study of home adjustment and institutional environment on academic achievement; -. [Internet] [Thesis]. Osmania University; 2014. [cited 2021 Feb 27]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/27470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ratma Swarupa M. A study of home adjustment and institutional environment on academic achievement; -. [Thesis]. Osmania University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/27470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

16. Thomas, Hillary M. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.

Degree: PhD, School Psychology, 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151133

► The unfortunate disparity in achievement among minority and low income students is well-documented. Multiple social, structural, and psychological variables have been presented to try to… (more)

▼ The unfortunate disparity in achievement among minority and low income students is well-documented. Multiple social, structural, and psychological variables have been presented to try to explain the achievement gap. Researchers have also considered an individual’s racial-ethnic identity (REI) as an important variable that contributes to achievement outcomes. Oyserman and colleagues developed a model of REI that emphasizes three key factors of one’s racial-ethnic identity that have a direct impact on achievement. Further, her model posits that the interaction between two key REI variables, feelings of connectedness to one’s REI group (connectedness) and the perception that one’s racial-ethnic group values achievement (embedded achievement), contributes to positive achievement outcomes. Although research has suggested that REI significantly impacts achievement, the specific processes by which this occurs are less known. Considering the social-cognitive literature, it is plausible that different psychological and motivational beliefs mediate the relationship between REI and achievement-related outcomes. This dissertation study examines the mediating effect of sense of school belonging and perceived sense of school engagement on the relationship between REI (embedded achievement and connectedness) and academic achievement of minority middle school students longitudinally through the use of structural equation modeling. Results indicate that embedded achievement significantly predicts academic achievement. Furthermore, sense of belonging to school mediates this relationship for all racial and gender groups. Results also revealed that embedded achievement significantly predicted student perceived engagement for Hispanic students. Strategies to promote sense of belonging and embedded achievement at the personal, structural, community, peer, and family levels are discussed. Advisors/Committee Members: Hughes, Jan (advisor), Blake, Jamilia (committee member), McCormick, Anita (committee member), McKyer, E. Lisako (committee member).

Subjects/Keywords: Racial-Ethnic Identity; Academic Achievement

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APA (6^th Edition):

Thomas, H. M. (2013). Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151133

Chicago Manual of Style (16^th Edition):

Thomas, Hillary M. “Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.” 2013. Doctoral Dissertation, Texas A&M University. Accessed February 27, 2021. http://hdl.handle.net/1969.1/151133.

MLA Handbook (7^th Edition):

Thomas, Hillary M. “Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.” 2013. Web. 27 Feb 2021.

Vancouver:

Thomas HM. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1969.1/151133.

Council of Science Editors:

Thomas HM. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151133

Texas A&M University

17. Barron, James Bakewell. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.

Degree: EdD, Educational Administration, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152545

► Academic emphasis is used as a predictor of student achievement in this multilevel analysis controlling for student and campus demographics. Academic emphasis represents a desirable… (more)

▼ Academic emphasis is used as a predictor of student achievement in this multilevel analysis controlling for student and campus demographics. Academic emphasis represents a desirable characteristic in a school’s overall climate because it embodies the campus’ pursuit of academic excellence. Action theory and social cognitive theory are used to explain the influence of social norms of the organization and their relationship to student academic achievement. The study also investigates the degree to which academic emphasis is associated with the environmental social context of the campus. This study served two purposes. The primary purpose of this study was to determine the relationship between campus level academic emphasis and individual student academic achievement. The multi-level analysis allowed the author to control for student race/ethnicity, gender, socioeconomic and at-risk status as well as the proportion of campus demographics and school size. Secondly, the author conducted a multiple regression analysis to determine the relationship between the level of academic emphasis and the environmental social context of the school. The samples of 10,464 students from the 97 campuses represent some of the largest and most diverse school districts in Texas. From this sample, the author was able to determine academic emphasis is a positive and significant predictor of academic achievement and dampened the effect of student demographics, socioeconomic and at risk status. Students in the schools with the highest level of academic emphasis compared to the school schools with the lowest levels of academic emphasis achieved as many as 39 scaled points higher in math and 20 scaled point more in reading. Furthermore, the multiple regression model used to predict and measure the relationship between the environmental social context of the campus and academic emphasis explained almost 11% of the variance. Academic emphasis is a part of the social context of the school focused on high academic expectations. Advisors/Committee Members: Goddard, Roger (advisor), Skrla, Linda (committee member), Chambers, Terah V. (committee member), Capraro, Robert M. (committee member).

Subjects/Keywords: Academic Emphasis Student Achievement

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APA (6^th Edition):

Barron, J. B. (2014). Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152545

Chicago Manual of Style (16^th Edition):

Barron, James Bakewell. “Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.” 2014. Doctoral Dissertation, Texas A&M University. Accessed February 27, 2021. http://hdl.handle.net/1969.1/152545.

MLA Handbook (7^th Edition):

Barron, James Bakewell. “Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.” 2014. Web. 27 Feb 2021.

Vancouver:

Barron JB. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1969.1/152545.

Council of Science Editors:

Barron JB. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152545

Penn State University

18. Heckert, Jessica Mae. ETHNIC GROUP DISPARITIES IN ACADEMIC ACHIEVEMENT ACROSS FOUR LOW-INCOME COUNTRIES .

Degree: 2011, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/10743

► Many countries experienced dramatic economic growth in recent decades, but within-country growth was unequally distributed, and disparities persist by race, ethnicity, and social class. Although… (more)

Subjects/Keywords: developing countries; disparities; academic achievement

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APA (6^th Edition):

Heckert, J. M. (2011). ETHNIC GROUP DISPARITIES IN ACADEMIC ACHIEVEMENT ACROSS FOUR LOW-INCOME COUNTRIES . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/10743

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Heckert, Jessica Mae. “ETHNIC GROUP DISPARITIES IN ACADEMIC ACHIEVEMENT ACROSS FOUR LOW-INCOME COUNTRIES .” 2011. Thesis, Penn State University. Accessed February 27, 2021. https://submit-etda.libraries.psu.edu/catalog/10743.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Heckert, Jessica Mae. “ETHNIC GROUP DISPARITIES IN ACADEMIC ACHIEVEMENT ACROSS FOUR LOW-INCOME COUNTRIES .” 2011. Web. 27 Feb 2021.

Vancouver:

Heckert JM. ETHNIC GROUP DISPARITIES IN ACADEMIC ACHIEVEMENT ACROSS FOUR LOW-INCOME COUNTRIES . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Feb 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/10743.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Heckert JM. ETHNIC GROUP DISPARITIES IN ACADEMIC ACHIEVEMENT ACROSS FOUR LOW-INCOME COUNTRIES . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/10743

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Leiden University

19. Yntema, Sietske. Academic Achievement Development in the First Three Years of Secondary School.

Degree: 2015, Leiden University

URL: http://hdl.handle.net/1887/34664

Subjects/Keywords: academic achievement

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APA (6^th Edition):

Yntema, S. (2015). Academic Achievement Development in the First Three Years of Secondary School. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/34664

Chicago Manual of Style (16^th Edition):

Yntema, Sietske. “Academic Achievement Development in the First Three Years of Secondary School.” 2015. Masters Thesis, Leiden University. Accessed February 27, 2021. http://hdl.handle.net/1887/34664.

MLA Handbook (7^th Edition):

Yntema, Sietske. “Academic Achievement Development in the First Three Years of Secondary School.” 2015. Web. 27 Feb 2021.

Vancouver:

Yntema S. Academic Achievement Development in the First Three Years of Secondary School. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1887/34664.

Council of Science Editors:

Yntema S. Academic Achievement Development in the First Three Years of Secondary School. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/34664

University of Johannesburg

20. Van Rooyen, Lydia Magdalena Dorothea. Strategieë ter verbetering van skolastiese prestasiemotivering.

Degree: 2015, University of Johannesburg

URL: http://hdl.handle.net/10210/15073

M.A. (Educational Psychology)

Please refer to full text to view abstract

Subjects/Keywords: Academic achievement

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APA (6^th Edition):

Van Rooyen, L. M. D. (2015). Strategieë ter verbetering van skolastiese prestasiemotivering. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/15073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Rooyen, Lydia Magdalena Dorothea. “Strategieë ter verbetering van skolastiese prestasiemotivering.” 2015. Thesis, University of Johannesburg. Accessed February 27, 2021. http://hdl.handle.net/10210/15073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Rooyen, Lydia Magdalena Dorothea. “Strategieë ter verbetering van skolastiese prestasiemotivering.” 2015. Web. 27 Feb 2021.

Vancouver:

Van Rooyen LMD. Strategieë ter verbetering van skolastiese prestasiemotivering. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10210/15073.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Rooyen LMD. Strategieë ter verbetering van skolastiese prestasiemotivering. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/15073

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

21. Bekele, Metasebia. Gender Difference in Academic Achievement at Private Higher Education Institutions: The case of selected PHE Institutions in Addis Ababa .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4829

► The focus of the study was to investigate the gender difference in academic achievement by comparing female students with male students in Private Higher Education… (more)

Subjects/Keywords: Gender Difference in Academic Achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bekele, M. (2013). Gender Difference in Academic Achievement at Private Higher Education Institutions: The case of selected PHE Institutions in Addis Ababa . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4829

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bekele, Metasebia. “Gender Difference in Academic Achievement at Private Higher Education Institutions: The case of selected PHE Institutions in Addis Ababa .” 2013. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/4829.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bekele, Metasebia. “Gender Difference in Academic Achievement at Private Higher Education Institutions: The case of selected PHE Institutions in Addis Ababa .” 2013. Web. 27 Feb 2021.

Vancouver:

Bekele M. Gender Difference in Academic Achievement at Private Higher Education Institutions: The case of selected PHE Institutions in Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4829.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bekele M. Gender Difference in Academic Achievement at Private Higher Education Institutions: The case of selected PHE Institutions in Addis Ababa . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4829

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

22. KIBRUYISFA, BERIHUN. ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA.

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6776

► This study is rendered to examine the pseudo perception of top ten, grade twelve preparatory students in each class, in Lideta sub-city, on the correlation… (more)

▼ This study is rendered to examine the pseudo perception of top ten, grade twelve preparatory students in each class, in Lideta sub-city, on the correlation of academic and physical proficiencies, the motive of the researcher to undertake the study is on one hand to see the association of the physical development with that of intellectual and determine their correlation on the other hand to assess the perception of those ranked students towards the school physical education engagement and physical activities at large in any case to do so (to make the study practical and viable) the researcher customized descriptive co relational method and the sampling procedure is deliberative(convenient) sampling and the sample size was 100 participants that were engaged by the study, in connection with this the data sources were both the primary and secondary, as the primary data gathering procedure questionnaires , focus group discussion and interviews were prepared and questionnaires were constructed and distributed for both those top ten students and for those PE teachers of those ranked students at the study areas whereas the interview were semi structured type and the items constructed and presented(interviewed) for those aforesaid PE teachers (interviewees) and while the focus group discussion where carried on for those four selected PE teachers, all the activates have been recorded with tape recorder and what have you as the secondary data sources the researcher has been operationalised the literature review which clearly showed the association of academic performance with that of physical efficacy in a positive comportment and as the secondary data sources the researcher has been organized a check list in order to observe the physical features and related phenomena within the study areas ,having said all these things about the nature of the study and data sources the data that was obtained by questionnaires were analyzed and interpreted quantitatively with tabulation in percentage whereas the rest aforesaid data sources have been analyzed and interpreted qualitatively at the end findings, conclusions and recommendations have taken their own places and they approved a positive direction. Key terms: physical proficiency, academic achievement, deliberative sampling, pseudo perception, correlation. Advisors/Committee Members: Solomon Teka (PhD) (advisor).

Subjects/Keywords: physical proficiency; academic achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

KIBRUYISFA, B. (2013). ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6776

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

KIBRUYISFA, BERIHUN. “ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. ” 2013. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6776.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

KIBRUYISFA, BERIHUN. “ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. ” 2013. Web. 27 Feb 2021.

Vancouver:

KIBRUYISFA B. ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6776.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

KIBRUYISFA B. ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6776

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

23. Eshetu, Getahun. Prevalence and Academic Achievement of Students with Emotional and Behavioral Disorders at Kidus Gabriel Higher Elementary School in Mettu Administrative Town .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7024

► The main objective of the study was to assess the prevalence and academic achievement of students with EBD in Kidus Gabriel Higher Elementary School. Thirteen… (more)

Subjects/Keywords: academic achievement & Kidus Gabriel Higher

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Eshetu, G. (2014). Prevalence and Academic Achievement of Students with Emotional and Behavioral Disorders at Kidus Gabriel Higher Elementary School in Mettu Administrative Town . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7024

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Eshetu, Getahun. “Prevalence and Academic Achievement of Students with Emotional and Behavioral Disorders at Kidus Gabriel Higher Elementary School in Mettu Administrative Town .” 2014. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7024.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Eshetu, Getahun. “Prevalence and Academic Achievement of Students with Emotional and Behavioral Disorders at Kidus Gabriel Higher Elementary School in Mettu Administrative Town .” 2014. Web. 27 Feb 2021.

Vancouver:

Eshetu G. Prevalence and Academic Achievement of Students with Emotional and Behavioral Disorders at Kidus Gabriel Higher Elementary School in Mettu Administrative Town . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7024.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eshetu G. Prevalence and Academic Achievement of Students with Emotional and Behavioral Disorders at Kidus Gabriel Higher Elementary School in Mettu Administrative Town . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7024

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

24. Mariamawit, Girma. Father’s Educational Involvement and Children’s Educational Aspiration, Educational Self-Concept and Academic Achievement of Primary School Students in Some Selected Schools of Addis Ababa .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7334

► The aim of this study was to examine the effects of Father’s educational involvement on children’s educational aspiration, educational self-concept and academic achievement of primary… (more)

▼ The aim of this study was to examine the effects of Father’s educational involvement on children’s educational aspiration, educational self-concept and academic achievement of primary and secondary school students in some selected schools of Addis Ababa. Participants of this study were 260 adolescents (154 males and 106 females) selected randomly. Data about participants were collected through questionnaire, Father Involvement Scale, Educational Self Concept and Aspiration Scaleand biographical form. Data were analyzed using both descriptive and inferential statistical methods. One sample T- test, independent T- test Pearson product moment correlation coefficient and regression were employed to uncover the associations among the variables considered. The results revealed that most fathers were not involved in their children’s educations. Most students score high on educational aspiration and self concept scale. There was no statistically significant difference in father involvement in their children’s’ education between students from government and private school students’ on the other hand, there was a statistically significant relationship between educational aspiration and academic performance and educational self-concept and students’ academic performance. Similarly there was a statistically significant relationship between father involvement and students academic performance. Predictor variables such as sex, grade level, age, father involvement, fathers educational status and fathers occupational situation, students’ educational aspiration and self concept all in total contributed 11.8% for the variation of students’ academic performance. Out of 11.8% accounted for variations in students academic performance, 4.3% (age), 2.8% (grade level), 2.5% (sex) and 1.6% (students educational self concept) were contributed by these variables. Practical implications of the findings were discussed. Advisors/Committee Members: Dr. Belay Tefera (advisor).

Subjects/Keywords: Self-concept and academic achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mariamawit, G. (2014). Father’s Educational Involvement and Children’s Educational Aspiration, Educational Self-Concept and Academic Achievement of Primary School Students in Some Selected Schools of Addis Ababa . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7334

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mariamawit, Girma. “Father’s Educational Involvement and Children’s Educational Aspiration, Educational Self-Concept and Academic Achievement of Primary School Students in Some Selected Schools of Addis Ababa .” 2014. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7334.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mariamawit, Girma. “Father’s Educational Involvement and Children’s Educational Aspiration, Educational Self-Concept and Academic Achievement of Primary School Students in Some Selected Schools of Addis Ababa .” 2014. Web. 27 Feb 2021.

Vancouver:

Mariamawit G. Father’s Educational Involvement and Children’s Educational Aspiration, Educational Self-Concept and Academic Achievement of Primary School Students in Some Selected Schools of Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7334.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mariamawit G. Father’s Educational Involvement and Children’s Educational Aspiration, Educational Self-Concept and Academic Achievement of Primary School Students in Some Selected Schools of Addis Ababa . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7334

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

25. SEID SERAJE, ABDULJELIL. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/572

► The main purpose of this study was to investigate the factors affecting girls’ academic achievement in second cycle primary schools in Guraghe zone. To achieve… (more)

▼ The main purpose of this study was to investigate the factors affecting girls’ academic achievement in second cycle primary schools in Guraghe zone. To achieve this objective different basic research questions were raised. The study employed concurrent mixed methods design with both quantitative and qualitative approaches. Considering the geographical area of the zone, cluster sampling technique was used and six schools were selected randomly. Student respondents were selected based on stratified sampling considering their sex, grade level and their parental SES. Teacher respondents also selected from each department by using stratified sampling technique and parents were chosen by using availability sampling technique. To triangulate the data primary and secondary sources of data were used. The primary data sources comprised students, teachers, principals, parents of girls, and Woreda and Zone education experts. As secondary source of data statistical and factual information of the zone education department and 2002 E.C first semester girl students’ examination result were analyzed and highly consulted. Depending on the research questions and the nature of respondents, a variety of data gathering tools including questionnaire, interview and observation were used. Percentage was predominantly used to indicate the extent of respondents’ opinion towards the issue raised. Besides, in order to see if there is a significant difference in girl students’ academic achievement as a result of their socio economic status independent sample t-test was computed. As the finding of the study indicated, the second cycle primary school repetition of girls is a serious problem throughout the zone. The study also revealed that low level of parental education, low level of parental involvement in their daughter education, household chores negatively affect girls’ academic achievement. School related factors like school facility, lack of role model female teachers, teachers’ attitudes also negatively affected girls academic performance. Thus based on the findings of this study, it is recommended that educational officials at various levels should promote and enhance awareness creation programs on gender issue in education to parents and other community members. Teachers and school principals should work jointly with girl students and their parents to improve girls’ academic performance. Moreover the local government and educational authorities, NGOs and the community should work jointly to support girls’ education by facilitating the schools with necessary inputs for girls, by updating teachers with gender issue in education. The schools themselves should create conducive environment to empower girls by assigning then as team leader and members in different school curricular activities. Female teachers should play a part in this regard. Advisors/Committee Members: Dr. Wanna Leka (advisor).

Subjects/Keywords: ACADEMIC ACHIEVEMENT; GIRLS' PERFORMANCE

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

SEID SERAJE, A. (2014). FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

SEID SERAJE, ABDULJELIL. “FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .” 2014. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

SEID SERAJE, ABDULJELIL. “FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE .” 2014. Web. 27 Feb 2021.

Vancouver:

SEID SERAJE A. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

SEID SERAJE A. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

26. BIRHANU, AYELE. THE RELATIONSHIP OF PARENTING STYLES WITH ACADEMIC ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS: WITH PARTICULAR REFERENCE TO THE KAFFECHO ZONE .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3855

► Maccoby and Martin's revision of Baumrind's parenting styles model was employed to evaluate the reationship between parenting styles and academic achievement. The study involved two… (more)

Subjects/Keywords: ACADEMIC ACHIEVEMENT; THE KAFFECHO ZONE

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

BIRHANU, A. (2012). THE RELATIONSHIP OF PARENTING STYLES WITH ACADEMIC ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS: WITH PARTICULAR REFERENCE TO THE KAFFECHO ZONE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3855

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

BIRHANU, AYELE. “THE RELATIONSHIP OF PARENTING STYLES WITH ACADEMIC ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS: WITH PARTICULAR REFERENCE TO THE KAFFECHO ZONE .” 2012. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3855.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

BIRHANU, AYELE. “THE RELATIONSHIP OF PARENTING STYLES WITH ACADEMIC ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS: WITH PARTICULAR REFERENCE TO THE KAFFECHO ZONE .” 2012. Web. 27 Feb 2021.

Vancouver:

BIRHANU A. THE RELATIONSHIP OF PARENTING STYLES WITH ACADEMIC ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS: WITH PARTICULAR REFERENCE TO THE KAFFECHO ZONE . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3855.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

BIRHANU A. THE RELATIONSHIP OF PARENTING STYLES WITH ACADEMIC ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS: WITH PARTICULAR REFERENCE TO THE KAFFECHO ZONE . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3855

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

27. Metho, Joeton K. Influence of private tuition on standard eight pupils’ academic achievement in mbooni west district, kenya .

Degree: 2014, University of Nairobi

URL: http://hdl.handle.net/11295/95222

Subjects/Keywords: Academic achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Metho, J. K. (2014). Influence of private tuition on standard eight pupils’ academic achievement in mbooni west district, kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/95222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Metho, Joeton K. “Influence of private tuition on standard eight pupils’ academic achievement in mbooni west district, kenya .” 2014. Thesis, University of Nairobi. Accessed February 27, 2021. http://hdl.handle.net/11295/95222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Metho, Joeton K. “Influence of private tuition on standard eight pupils’ academic achievement in mbooni west district, kenya .” 2014. Web. 27 Feb 2021.

Vancouver:

Metho JK. Influence of private tuition on standard eight pupils’ academic achievement in mbooni west district, kenya . [Internet] [Thesis]. University of Nairobi; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11295/95222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Metho JK. Influence of private tuition on standard eight pupils’ academic achievement in mbooni west district, kenya . [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/95222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

28. Mwanyuma, Renalda M. Factors Influencing The Academic Achievement Of Deaf Learners In Kilifi County, Kenya: A Case Of Sahajanand School For The Deaf .

Degree: 2016, University of Nairobi

URL: http://hdl.handle.net/11295/98964

► The global need for Education as a measure of one’s ability to fully function in today’s society is a major motivation for efforts to attain… (more)

▼ The global need for Education as a measure of one’s ability to fully function in today’s society is a major motivation for efforts to attain the highest levels of education all over the world. The continued lower than average academic achievement of Deaf learners in Kenyan schools is now becoming an issue of concern within the academic spheres. Several factors can be attributed to this trend. This research investigated some of these factors in Kilifi County, specifically at Sahajanand School for the Deaf in the south coastal region of Kenya. The factors that were investigated by this study are: Socio-cultural factors, curriculum factors, language of instruction and availability of teaching and learning resources. Literature review by the researcher has shown that others have conducted research in the area of Deaf Education and factors influencing academic achievement but there still exists a huge knowledge gap in the areas under investigation in this study. This study was conducted from a target population of 46 respondents which is the entire population under study. The researcher therefore employed census sampling technique to sample 46 respondents including 1 head teacher, 37 teachers and 8 parent representatives of Sahajanand School for the Deaf. The target population from the Sahajanand School for the Deaf was randomly selected as a representative population of the 12 Deaf schools spread across 6 counties in the coast province. The experiences within this population are similar to those of Deaf schools and institutions in other areas of Kenya. A pilot test with a retest preceded the main research to test the research instrument in preparation for the actual study. The research instrument was subjected to the expert opinion of the supervisor to determine content validity and utilized the test-retest method and Pearson’s Moment correlation coefficient to test for its reliability. The data collection instruments used were questionnaires and interview guide. Quantitative data was organized and analyzed using simple statistical techniques including tables, mean and standard deviation. The study found that negative community and societal attitudes towards the Deaf influence their achievement in Education, the present curriculum does not cater for all learners with Special Educational Needs in terms of coverage of curriculum content and that the few available teachers are not very familiar and fluent in using Kenyan Sign Language. Most of the schools offering special education to children lack adequate teaching and learning resources. This study recommends societal awareness on deafness and the benefits of educating Deaf children; curriculum adaptations and flexibility in terms of content and time; intensive in-service training of teachers on Kenyan Sign Language and methods of teaching Deaf learners; and more government allocation of resources to Deaf schools. The Ministry of Education in conjunction with Kenya Institute of Curriculum Development and other stakeholders should revise and simplify the curriculum used in…

Subjects/Keywords: Academic Achievement Of Deaf Learners

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mwanyuma, R. M. (2016). Factors Influencing The Academic Achievement Of Deaf Learners In Kilifi County, Kenya: A Case Of Sahajanand School For The Deaf . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/98964

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mwanyuma, Renalda M. “Factors Influencing The Academic Achievement Of Deaf Learners In Kilifi County, Kenya: A Case Of Sahajanand School For The Deaf .” 2016. Thesis, University of Nairobi. Accessed February 27, 2021. http://hdl.handle.net/11295/98964.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mwanyuma, Renalda M. “Factors Influencing The Academic Achievement Of Deaf Learners In Kilifi County, Kenya: A Case Of Sahajanand School For The Deaf .” 2016. Web. 27 Feb 2021.

Vancouver:

Mwanyuma RM. Factors Influencing The Academic Achievement Of Deaf Learners In Kilifi County, Kenya: A Case Of Sahajanand School For The Deaf . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11295/98964.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mwanyuma RM. Factors Influencing The Academic Achievement Of Deaf Learners In Kilifi County, Kenya: A Case Of Sahajanand School For The Deaf . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/98964

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brigham Young University

29. Beattie, Josh T. Barriers to Hispanic Parent Involvement in a Rural School District.

Degree: EdD, 2019, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8507&context=etd

► As the Hispanic student population continues to increase at a rapid rate, schools in the United States are tasked with closing the achievement gap between… (more)

▼ As the Hispanic student population continues to increase at a rapid rate, schools in the United States are tasked with closing the achievement gap between Hispanic students and their white counterparts. Federal education policy and researchers alike call for schools to increase the involvement of Hispanic parents in their children's education as one way to close the achievement gap. This study focused on the involvement activities and barriers to involvement among a group of Hispanic parents in a rural school district in the state of Idaho. This study uses a qualitative approach to gather and analyze information from parents of 20 Hispanic families through semi-structured interviews. Interview questions covered participants' own educational experiences as children, their experiences with involvement in their children's schools, and barriers they perceived to involvement in their children's education. Findings from this study suggest that these parents' involvement activities are limited, with one exception being attendance at parent-teacher conferences.An unexpected finding of this study is the limited social networks among these Hispanic parents. Parents report having few relatives or friends with whom they associate or rely on for support. A second barrier to parent involvement identified in this study is the language barrier. Parents report difficulty communicating with schools when interpreters are not made available and communication with their children's teachers are limited to notes home and at parent-teacher conferences. Other barriers to involvement include these Hispanic parents' limited education in Mexico, differences between involvement activities in Mexico and the United States, and parents' current life circumstances such as lack of transportation and working jobs that do not allow time off for involvement at the school during the school day. Overall, findings suggest that Hispanic parents in rural school settings face unique barriers to involvement in their children's education. Implications for schools are proposed such as creating opportunities for parents to interact with one another and with teachers and also making interpreters available at the school for times when Spanish-speaking parents visit the school.

Subjects/Keywords: parent involvement; Hispanic; academic achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Beattie, J. T. (2019). Barriers to Hispanic Parent Involvement in a Rural School District. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8507&context=etd

Chicago Manual of Style (16^th Edition):

Beattie, Josh T. “Barriers to Hispanic Parent Involvement in a Rural School District.” 2019. Doctoral Dissertation, Brigham Young University. Accessed February 27, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8507&context=etd.

MLA Handbook (7^th Edition):

Beattie, Josh T. “Barriers to Hispanic Parent Involvement in a Rural School District.” 2019. Web. 27 Feb 2021.

Vancouver:

Beattie JT. Barriers to Hispanic Parent Involvement in a Rural School District. [Internet] [Doctoral dissertation]. Brigham Young University; 2019. [cited 2021 Feb 27]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8507&context=etd.

Council of Science Editors:

Beattie JT. Barriers to Hispanic Parent Involvement in a Rural School District. [Doctoral Dissertation]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8507&context=etd

30. Kim, Yoshie Hayasaka. Demographic Differences In The Causal Effects Of Obesity Status On Child Academic Achievement.

Degree: MS, Economics & Finance, 2017, University of North Dakota

URL: https://commons.und.edu/theses/2121

► Many studies have found a negative correlation between obesity and academic achievement; however, determining and reaching a consensus about the nature of causality between… (more)

Subjects/Keywords: Academic Achievement; Causal Effect; Obesity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kim, Y. H. (2017). Demographic Differences In The Causal Effects Of Obesity Status On Child Academic Achievement. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/2121

Chicago Manual of Style (16^th Edition):

Kim, Yoshie Hayasaka. “Demographic Differences In The Causal Effects Of Obesity Status On Child Academic Achievement.” 2017. Masters Thesis, University of North Dakota. Accessed February 27, 2021. https://commons.und.edu/theses/2121.

MLA Handbook (7^th Edition):

Kim, Yoshie Hayasaka. “Demographic Differences In The Causal Effects Of Obesity Status On Child Academic Achievement.” 2017. Web. 27 Feb 2021.

Vancouver:

Kim YH. Demographic Differences In The Causal Effects Of Obesity Status On Child Academic Achievement. [Internet] [Masters thesis]. University of North Dakota; 2017. [cited 2021 Feb 27]. Available from: https://commons.und.edu/theses/2121.

Council of Science Editors:

Kim YH. Demographic Differences In The Causal Effects Of Obesity Status On Child Academic Achievement. [Masters Thesis]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2121

Open Access Theses and Dissertations