Journal Articles

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Browsing Journal Articles by Subject "Academic achievement"

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    The effect of POGIL on academic performance and academic confidence
    (International Council of Associations for Science Education, 2015) De Gale, Stefan; Boisselle, Laila N.
    POGIL (Process Oriented Guided Inquiry Learning) is a collaborative learning technique that employs guided inquiry within a cyclic system of exploration, concept invention, and application. This action research explores students’ academic performance on a unit of organic chemistry work taught using POGIL, in addition to the effect of POGIL on their academic confidence. The academic performance was measured using a summative assessment at the end of the study, while academic confidence was measured using a pre- and post-test questionnaire. A qualitative comparison to the previous term’s academic scores suggested a varied academic performance, while tests of significance indicated an improved level of academic confidence among the students involved.
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    More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time
    (Mary Lou Fulton Teachers College Arizona State University, 2013-05-20) Broomes, Orlena
    This study investigated the effects of immigration and home language on academic achievement over time. Using data from Ontario’s Assessments of Reading, Writing, and Mathematics administered to the same students in Grades 3 and 6, logistic regression was used to predict whether students achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that home language or interactions with home language are significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance and the dire limitations of datasets that do not collect such data