Since this problem I am seeking to solve is deriving directly from students, I have chosen to include information about two student development theories. If one can understand the theories and how they explain a student 's thought process, decision making, an often actions, then solutions can be presented with these theories in mind. Student development theories can offer a variety of insights once understood. One can determine where a student has developed their own opinions and values. Student development theories can also help one understand how students change in college, and what impact college has on students.
Mohammad Reza Rabiee Nezhad (2013) tried to examine the effectiveness based on MI model over self-esteem and academic achievement of male dyslexic students. According to them self esteem plays an important role in the achievement of students with learning disabilities. In this study research design is semi-experimental of pre-test post test with control group and follow -up testing.. Self-esteem was measured by Rosenberg’s self-esteem scale. Student’s academic achievement were calculted by average of student’s grade and converting descriptive feedback into score. In order to analyze data descriptive and inferential statistics were used.
The relationship between the identity processes and academic achievement was also explored, comparing the results for black and white college students, who were attending an urban, predominantly white public university. The research attempted to fill gaps between identity theory and empirical investigation of the consequences of identities. Identities themselves were seen in their role, social and personal aspects (Burke, 2004). The student identity (role), ethnic identity (social), and interpersonal identity (personal) of the students were investigated with regard to the affect they had on their self-esteem, self-efficacy and self-authenticity. The findings showed that while identities did indeed have an impact on the social-psychological well-being of the students, the relationships varied in both direction and strength.
Should the grading system be changed? Are grading students on tests, homework, quizzes, etc. actually beneficial to students? Do receiving grades truly help students to understand the material that is being taught? What it comes down to is the question of how effective is the grading system and should it be challenged?
Primarily, the researchers believe that there is a need to increase awareness of the students’ achievements that predict their eventual success to assist them in enhancing their college readiness skills. The objective of the author’s bulletin is to highlight student-level indicators in both the high school and middle school that predict college accomplishment. In this study, predictors are divided into three categories: test scores (e.g., SAT exam scores), transcript attributes (e.g., course difficulty), and supplementary indicators (e.g., attendance) that affect academic performance and achievement of students. Comprehension of these indicators can facilitate administrators and educators working to determine whether students are attaining improvement toward achieving academic proficiency in the college
According to Moss (2012, p. 235), “assessment is a process of collecting and interpreting evidence of student progress to inform reasoned judgments about what a student or group of students knows relative to the identified learning goals” and the process by which the assessment is carried out solely depends on the purpose of the assessment. In order to carry out a quality assessment, Clarke (2014) states that five key points must be considered when constructing an assessment and include clear purpose, clear targets, sound design, effective communication and students involvement. When planning an assessment the first key point, clear purpose, is of significant importance as understanding the types of assessment processes and the results they
Norm-referenced tests are created by professionals, researched and published. They are used to compare a student with others that are similar to them. These comparable students are a norm reference group that is compose of those with similar culture, background, ethnicity, sex and other characteristics. Furthermore, students with disabilities should be included in this sample of student so that it will be a valid comparison for disabled students, too. Norm groups provide standard scores used to determine if a student is average, above average or below average, which allows for determining if a student is at the appropriate level, above or below it.
The research proves that a student's SAT score directly correlates with a student's family’s social class, and their score ultimately decides how much education they will be able to afford. Sacks comes to the conclusion that the system of higher education is unequal, and children that are born into lower class families will have a harder time completing college. Sacks research is similar to “Social class and College Readiness”, but instead of focusing on how prepared children are for college, he focuses on paying for college. In “Social Class and College Readiness” (Academe 95.1 (2009): 8-9) found in ASC, the unnamed author writes a letter discussing the effect of social class on student preparation for college. The research showed that class-based approaches to child rearing "appear to lead to the transmission of differential advantages to children.” The author states social classes of families is linked to how young children think about their academic future, and to how prepared college students are for their first year of school.
In this essay, I will be critically considering the impact of how relationships that I have formed with my students enhanced or reduced their self-esteem and the impact it had on their academic achievement during my school experience. Below I will be linking the various theories that are associated with concepts that I will be referring to and examples will be given below to support my statements. I will be stating what self-esteem is, Positive self-esteem as well as low self-esteem and how a parents or teacher can boost a child’s self-esteem as well as their academic achievement. According to Gerald, C.M (1996), “Self-concept is viewed as the aspects of one’s self-image that are basically descriptive and nonjudgmental whereas self-esteem is
I will observe students in the Leo Goodwin Sr. Residence Hall study rooms. I will be reviewing student 's work habits, workflow, computer usage, student 's uses of paper, and time spent on activities in testing for evidence that supports my claim of digitally literate students having an academic advantage over digitally illiterate students. My role as the researcher is to gain full comprehension of different student 's work habits on and off the computer. I want to understand the practices of digitally literate students through analysis of their work, studies, and eventually results (grade point average) versus those who prefer to use paper. My role should be to evaluate the efficiency of students working in the study room and observe the methodologies incorporated into their study routines.