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 September 22, 2019. 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. 22 Sep 2019.

Vancouver:

Viljoen CF. Tendense in skolastiese prestasiemotivering by leerlinge in die sekondere skoolfase. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 22]. 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

Rutgers University

2. 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 September 22, 2019. 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. 22 Sep 2019.

Vancouver:

Gold, Sarah 1. Housing assistance and children’s educational attainment: a longitudinal study. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2019 Sep 22]. 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 Zululand

3. Wells, Rossano S. The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution .

Degree: 2011, University of Zululand

URL: http://hdl.handle.net/10530/1097

► The present study investigated the impact of motivation on academic success by using the impostor phenomenon to understand the experiences of a selected group in… (more)

Subjects/Keywords: Academic achievement. ; Academic achievement – higher education

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APA (6^th Edition):

Wells, R. S. (2011). The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1097

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):

Wells, Rossano S. “The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution .” 2011. Thesis, University of Zululand. Accessed September 22, 2019. http://hdl.handle.net/10530/1097.

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

MLA Handbook (7^th Edition):

Wells, Rossano S. “The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution .” 2011. Web. 22 Sep 2019.

Vancouver:

Wells RS. The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution . [Internet] [Thesis]. University of Zululand; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10530/1097.

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

Council of Science Editors:

Wells RS. The impact of motivation on academic success: using the imposter phenomenon to understand the experiences of a selected group in a ‘black’ higher education institution . [Thesis]. University of Zululand; 2011. Available from: http://hdl.handle.net/10530/1097

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

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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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 Georgia

5. Masland, Lindsay Caitlin. Peers and academic behavior: influence and conformity.

Degree: PhD, Educational Psychology, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/masland_lindsay_c_201105_phd

► The overarching goal of this dissertation was to explore the effects that peers have on academic behavior in middle childhood. Study 1 examined children’s peer-reported… (more)

Subjects/Keywords: Academic Achievement Motivation

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APA (6^th Edition):

Masland, L. C. (2011). Peers and academic behavior: influence and conformity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/masland_lindsay_c_201105_phd

Chicago Manual of Style (16^th Edition):

Masland, Lindsay Caitlin. “Peers and academic behavior: influence and conformity.” 2011. Doctoral Dissertation, University of Georgia. Accessed September 22, 2019. http://purl.galileo.usg.edu/uga_etd/masland_lindsay_c_201105_phd.

MLA Handbook (7^th Edition):

Masland, Lindsay Caitlin. “Peers and academic behavior: influence and conformity.” 2011. Web. 22 Sep 2019.

Vancouver:

Masland LC. Peers and academic behavior: influence and conformity. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Sep 22]. Available from: http://purl.galileo.usg.edu/uga_etd/masland_lindsay_c_201105_phd.

Council of Science Editors:

Masland LC. Peers and academic behavior: influence and conformity. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/masland_lindsay_c_201105_phd

University of Zambia

6. 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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

7. 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 September 22, 2019. 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. 22 Sep 2019.

Vancouver:

Casper DC. THE RELATIONSHIP BETWEEN COLLECTIVE STUDENT TRUST AND STUDENT ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Sep 22]. 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

8. 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)

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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 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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

9. 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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

Louisiana State University

10. Wilkerson, Debra A. The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana.

Degree: PhD, Human Resources Management, 2010, Louisiana State University

URL: etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862

► The primary purpose of this study was to compare the academic achievement, as measured by scores on the English and math portions of the Graduate… (more)

▼ The primary purpose of this study was to compare the academic achievement, as measured by scores on the English and math portions of the Graduate Exit Examination (GEE), of public high school students in Louisiana by whether or not they were identified as business education students. The GEE is a high-stakes test that is administered to high school students in Louisiana. Students must pass specific portions of the test to obtain a diploma. Academic achievement data on the GEE was obtained from the Louisiana Department of Education. The sample for the study was all 10th and 11th grade students enrolled in public high schools in Louisiana during the 2008-2009 school year who were initial testers and who were not classified as “special education,” “504,” or “Limited English Proficiency.” Data acquired from the Louisiana Department of Education was recorded in a computerized recording document. Academic achievement, as measured by math and English scores on the GEE, was described and correlated with selected demographic characteristics. In addition, achievement was compared by whether or not the students were classified as a business education student. Demographic findings of the study showed that the largest groups of subjects were of the White race and female gender. In addition, more students were found to be in the socioeconomic group that was defined by receiving free lunch in school. Findings of the study indicated that business education students scored higher than non-business education students on all math and English measures examined. Additionally, business education students were found to have achieved at higher GEE classifications than non-business education students in both English and math areas. The researcher concluded that business education students perform better academically than non-business education students. Another conclusion of the study was that business education is no longer a female dominated program. The researcher recommended that state level administrators of educational programs in Louisiana develop new courses that would integrate academics and business education courses that would be approved for high school graduation credit. Some of these courses might include: business technical writing, applied mathematics, applied technology, research in careers and math for business decisions.

Subjects/Keywords: student achievement; academic achievement; business education

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APA (6^th Edition):

Wilkerson, D. A. (2010). The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862

Chicago Manual of Style (16^th Edition):

Wilkerson, Debra A. “The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana.” 2010. Doctoral Dissertation, Louisiana State University. Accessed September 22, 2019. etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862.

MLA Handbook (7^th Edition):

Wilkerson, Debra A. “The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana.” 2010. Web. 22 Sep 2019.

Vancouver:

Wilkerson DA. The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Sep 22]. Available from: etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862.

Council of Science Editors:

Wilkerson DA. The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862

University of Southern California

11. 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 (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 September 22, 2019. 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. 22 Sep 2019.

Vancouver:

Lee S. Academic achievement among Hmong students in California: a quantitative and comparative analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 22]. 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

University of Zululand

12. Khumalo, Blasius Dumisani. An investigation into the educational performance of black high school students who lodge at private homes in the Nongoma circuit .

Degree: 1995, University of Zululand

URL: http://hdl.handle.net/10530/677

► This study has investigated the relationship between lodging at private homes by some students, and their educational performance. The researcher is of the opinion that… (more)

Subjects/Keywords: Academic achievement.

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APA (6^th Edition):

Khumalo, B. D. (1995). An investigation into the educational performance of black high school students who lodge at private homes in the Nongoma circuit . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/677

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):

Khumalo, Blasius Dumisani. “An investigation into the educational performance of black high school students who lodge at private homes in the Nongoma circuit .” 1995. Thesis, University of Zululand. Accessed September 22, 2019. http://hdl.handle.net/10530/677.

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

MLA Handbook (7^th Edition):

Khumalo, Blasius Dumisani. “An investigation into the educational performance of black high school students who lodge at private homes in the Nongoma circuit .” 1995. Web. 22 Sep 2019.

Vancouver:

Khumalo BD. An investigation into the educational performance of black high school students who lodge at private homes in the Nongoma circuit . [Internet] [Thesis]. University of Zululand; 1995. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10530/677.

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

Council of Science Editors:

Khumalo BD. An investigation into the educational performance of black high school students who lodge at private homes in the Nongoma circuit . [Thesis]. University of Zululand; 1995. Available from: http://hdl.handle.net/10530/677

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

University of Zululand

13. Fakude, Xolani Simangaye. Some Factors which contribute to poor academic achievement among undergraduatestudents at a tertiary institution .

Degree: 2012, University of Zululand

URL: http://hdl.handle.net/10530/1213

► Higher education institutions in South Africa report dismal student graduation rates as a norm. The South African survey 2002-2003 revealed that South Africa has the… (more)

Subjects/Keywords: Academic Achievement – tertiary insitutions

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APA (6^th Edition):

Fakude, X. S. (2012). Some Factors which contribute to poor academic achievement among undergraduatestudents at a tertiary institution . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1213

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):

Fakude, Xolani Simangaye. “Some Factors which contribute to poor academic achievement among undergraduatestudents at a tertiary institution .” 2012. Thesis, University of Zululand. Accessed September 22, 2019. http://hdl.handle.net/10530/1213.

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

MLA Handbook (7^th Edition):

Fakude, Xolani Simangaye. “Some Factors which contribute to poor academic achievement among undergraduatestudents at a tertiary institution .” 2012. Web. 22 Sep 2019.

Vancouver:

Fakude XS. Some Factors which contribute to poor academic achievement among undergraduatestudents at a tertiary institution . [Internet] [Thesis]. University of Zululand; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10530/1213.

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

Council of Science Editors:

Fakude XS. Some Factors which contribute to poor academic achievement among undergraduatestudents at a tertiary institution . [Thesis]. University of Zululand; 2012. Available from: http://hdl.handle.net/10530/1213

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

Dalhousie University

14. 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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

University of Georgia

15. Jones, Mary Anne. The relationship between the amount of a school's interior space and student achievement.

Degree: EdD, Education (Educational Leadership), 2006, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/jones_mary_a_200605_edd

► The purpose of this study was to examine the relationship between a school’s interior space and student achievement. It sought to determine if a statistically… (more)

Subjects/Keywords: Academic Achievement

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APA (6^th Edition):

Jones, M. A. (2006). The relationship between the amount of a school's interior space and student achievement. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jones_mary_a_200605_edd

Chicago Manual of Style (16^th Edition):

Jones, Mary Anne. “The relationship between the amount of a school's interior space and student achievement.” 2006. Doctoral Dissertation, University of Georgia. Accessed September 22, 2019. http://purl.galileo.usg.edu/uga_etd/jones_mary_a_200605_edd.

MLA Handbook (7^th Edition):

Jones, Mary Anne. “The relationship between the amount of a school's interior space and student achievement.” 2006. Web. 22 Sep 2019.

Vancouver:

Jones MA. The relationship between the amount of a school's interior space and student achievement. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Sep 22]. Available from: http://purl.galileo.usg.edu/uga_etd/jones_mary_a_200605_edd.

Council of Science Editors:

Jones MA. The relationship between the amount of a school's interior space and student achievement. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/jones_mary_a_200605_edd

Texas A&M University

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

Degree: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151133

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):

Thomas, Hillary M. “Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.” 2013. Thesis, Texas A&M University. Accessed September 22, 2019. http://hdl.handle.net/1969.1/151133.

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

MLA Handbook (7^th Edition):

Thomas, Hillary M. “Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.” 2013. Web. 22 Sep 2019.

Vancouver:

Thomas HM. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1969.1/151133.

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

Council of Science Editors:

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

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

Texas A&M University

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

Degree: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152545

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):

Barron, James Bakewell. “Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.” 2014. Thesis, Texas A&M University. Accessed September 22, 2019. http://hdl.handle.net/1969.1/152545.

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

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. 22 Sep 2019.

Vancouver:

Barron JB. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1969.1/152545.

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

Council of Science Editors:

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

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

Mahatma Gandhi University

18. 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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

19. 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 September 22, 2019. 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. 22 Sep 2019.

Vancouver:

Ratma Swarupa M. A study of home adjustment and institutional environment on academic achievement; -. [Internet] [Thesis]. Osmania University; 2014. [cited 2019 Sep 22]. 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

Leiden University

20. 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 September 22, 2019. 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. 22 Sep 2019.

Vancouver:

Yntema S. Academic Achievement Development in the First Three Years of Secondary School. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2019 Sep 22]. 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

California State University – East Bay

21. Fried, Mary Ann. Geographic Mobility and Its Effects on Student Achievement.

Degree: 1972, California State University – East Bay

URL: http://hdl.handle.net/10211.3/169204

► The purpose of this study was to determine the effects of geographic mobility on student achievement. During the fall of 1971, 630 eleventh grade students… (more)

Subjects/Keywords: Academic achievement

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APA (6^th Edition):

Fried, M. A. (1972). Geographic Mobility and Its Effects on Student Achievement. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/169204

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):

Fried, Mary Ann. “Geographic Mobility and Its Effects on Student Achievement.” 1972. Thesis, California State University – East Bay. Accessed September 22, 2019. http://hdl.handle.net/10211.3/169204.

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

MLA Handbook (7^th Edition):

Fried, Mary Ann. “Geographic Mobility and Its Effects on Student Achievement.” 1972. Web. 22 Sep 2019.

Vancouver:

Fried MA. Geographic Mobility and Its Effects on Student Achievement. [Internet] [Thesis]. California State University – East Bay; 1972. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.3/169204.

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

Council of Science Editors:

Fried MA. Geographic Mobility and Its Effects on Student Achievement. [Thesis]. California State University – East Bay; 1972. Available from: http://hdl.handle.net/10211.3/169204

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

Addis Ababa University

22. 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 (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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

23. 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 (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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

24. 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 (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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

25. 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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

26. 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 September 22, 2019. 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. 22 Sep 2019.

Vancouver:

SEID SERAJE A. FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT IN SECOND CYCLE PRIMARY SCHOOLS IN GURAGHE ZONE . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2019 Sep 22]. 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

27. 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 (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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

28. 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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

29. 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 September 22, 2019. 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. 22 Sep 2019.

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 2019 Sep 22]. 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

California State University – Sacramento

30. Revell, Cherise Evette. School board training effects on student achievement.

Degree: M.P.P.A., Public Policy and Administration, 2012, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1429

► Issue and Purpose In the age of accountability and high stakes testing, school boards cannot simply be a representative body of the community; they must… (more)

▼ Issue and Purpose In the age of accountability and high stakes testing, school boards cannot simply be a representative body of the community; they must be functional governing bodies with effective trustees that hold the district accountable for student results. Public school board members can positively influence student achievement by acting within their policy and accountability roles and creating a positive district culture of learning. Likewise, providing school board members with quality training opportunities could help board members understand and appreciate the power of their policy and accountability functions and help dissuade them from delving into administrative functions that distract from districts goals. For this reason, pinpointing exactly how board governance training changes behavior and which board actions impact district and school site culture merits additional research and evaluation. Along this vein, the purpose of this study is to discover whether school board actions, specifically completing governance training, have any quantifiable influence on student achievement in their districts. Scope, Limitations, Procedures In order to test this question, I used data from all 1,000 school districts in California for 2003, 2005, and 2007 and a pooled data set of all three years and performed multiple regression analyses to control for a variety of student, social, school site, and district administrative factors. I compiled district data for this study from the following sources: the California Department of Education, EdData, and the California School Boards Association. It is important to note that this study uses district level data, including district API scores and is therefore not measuring the affect of school board training on an individual student???s achievement. This is significant because some factors that may be important at the site or individual child level may be somewhat different from those factors found to have the greatest impact on the system/district as a whole. One important limitation was the availability of usable data. To perform a regression analysis, all factors must be held constant, meaning every district must have available data for all of the independent variables chosen. In the four data sets, after controlling for each of the 20 independent variables chosen, only 393, 506, 578 and 342 districts remained for the 2003, 2005, 2007, and pooled data set respectively, notably the 342 districts in the pooled data set actually represent 1029 individual observations. The explanatory variables chosen for this regression model cover aggregate student ethnicity data, income, parent education level, special student needs, teacher and classroom variables, financial and administrative variables, and lastly school board variables on ethnicity, board consistency and board training. Results and Recommendations My results conform to previous literature in that the student and social inputs have the most significant impact on student achievement, followed by school… Advisors/Committee Members: Wassmer, Robert W..

Subjects/Keywords: Training; School boards; Academic achievement

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APA (6^th Edition):

Revell, C. E. (2012). School board training effects on student achievement. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1429

Chicago Manual of Style (16^th Edition):

Revell, Cherise Evette. “School board training effects on student achievement.” 2012. Masters Thesis, California State University – Sacramento. Accessed September 22, 2019. http://hdl.handle.net/10211.9/1429.

MLA Handbook (7^th Edition):

Revell, Cherise Evette. “School board training effects on student achievement.” 2012. Web. 22 Sep 2019.

Vancouver:

Revell CE. School board training effects on student achievement. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.9/1429.

Council of Science Editors:

Revell CE. School board training effects on student achievement. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1429

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