Academic Achievement: Short And Long-Term Goals In Education
Academic achievement refers to a student 's success in meeting short- or long-term goals in education. It means earning a high school or earning a college degree. In a given semester, high academic achievement may mean a student is on the honor roll.Academic achievement is the extent to which a student, teacher or institution has achieved their short or long-term educational goals. Academic achievement is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts.
Academic achievement represents performance outcomes that indicate the extent to which a student has
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Academic achievement as measured by the GPA (grade point average) or by standardized assessments designed for selection purpose such as the SAT (Scholastic Assessment Test) determines whether a student will have the opportunity to continue his or her education (e.g., to attend a university). Therefore, academic achievement defines whether one can take part in higher education, and based on the educational degrees one attains, influences one’s vocational career after education. Besides the relevance for an individual, academic achievement is of utmost importance for the wealth of a nation and its prosperity.
The results of research studies provide information about different indicators of a nation’s academic achievement; such information is used to analyze the strengths and weaknesses of a nation’s educational system and to guide educational policy decisions. Given the individual and societal importance of academic achievement, it is not surprising that academic achievement is the research focus of many scientists; for example, in psychology or educational disciplines. This research focuses on the computer assisted instruction (CAI) as well as the Instructional Video Game (IVG) and assessment of academic
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It has been found that, among secondary school pupil (Torrance, 1959) and high school students (Getzels & Jackson, 1962), those scoring in the top 20 per cent on intelligence tests (but not on the top 20 per cent on the battery of tests of creative thinking abilities), and those scoring in the top 20 per cent on creative thinking tests (but not in the top 20 per cent on intelligence), give comparable performance on standard achievement test in spite of more than 20-point differences in mean intelligence quotient between these two groups. As a result, an hypothesis has been presented that imaginativeness, curiosity and similar qualities of highly creative subjects enable them to compensate what they lack in memory and in other factors measured by a test of
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