Browsing by Subject "Student achievement"
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ItemThe relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement of form 3 students at Domasi Demonstration Secondary School in MalawiThe study was aimed at determining the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of Form 3 physics students at Domasi Demonstration Secondary School in Malawi. The Motivated Strategies for Learning Questionnaire (MSLQ) was adapted and used to collect data on self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning from 40 Form 3 physics students at Domasi Demonstration Secondary School in Malawi in their Term 3 of the 2019 academic year. The physics achievement scores of the students were collected by an End of Term 3 Physics Examination. A multiple correlation coefficient analysis was used to determine the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of the Form 3 physics students. It was revealed that the relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics was moderately strong and positively correlated. Similarly, physics achievement and self-efficacy for learning and performance in physics were also moderately strong and positively correlated. Lastly, the relationship between physics achievement and metacognitive self-regulated physics learning was revealed to be weak but positively correlated. The findings, further, indicated that a moderately strong and positive significant relationship existed between self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement. Recommendations for students’ support, teaching strategies, and future research are provided.
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ItemA study of elementary level English as foreign language students' attitudes towards reading for pleasure in English at Bangkok Christian International School, ThailandThe purpose of this study was to investigate if there is a significant positive relationship between the attitudes towards reading for pleasure in English and their academic achievement of elementary level students of English as a foreign language (EFL) at Bangkok Christian International School (BCIS), Thailand. One hundred and seven elementary level students of BCIS participated in this study in the first semester of the 2012-2013 academic year. The quantitative data acquired from the questionnaire indicated that the participants had positive attitude towards reading for pleasure in English. The data also revealed the two main barriers for the students to read for pleasure in English. First, the students had difficulty choosing/finding books that interested them. Second, they had a lack of time to read for pleasure in English. The results also indicated that there were two distinct motivation factors. Intrinsically, the students would read if better/more books were available in the library. Extrinsically, the students would read if reading would help their grades improve. There was no indication of grade or gender differences in motivation to read for pleasure. However, there was a significant positive relationship between the students' attitudes towards reading for pleasure and their academic achievement.
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ItemA study of language learning strategies used by students learning Korean as a foreign language at Wat Makutkasat Secondary School of ThailandLanguage learning strategies are considered as an important factor for influencing and determining the success of language learning. In order to implement differentiated instruction to meet the diverse need of the learners it is vital to identify individual differences of students learning strategies. In this study, the use of language learning strategies was investigated among Thai student studying Korean as a Foreign Language at Mattayom Wat Makutkasat Secondary School. One hundred and seventy-nine students participated in this study studying Korean as a Foreign Language program in the academic year 2012. The quantitative data was collected by means of a questionnaire. The result indicated that the participants frequently use social strategies and meta-cognitive strategies. In addition, differences in language learning strategies were reported and student preference for strategy use was reported. Specifically in terms of learning strategies, grades 7 and 12 students had higher use of learning strategies than grades 8, 9, 10, and 11 students. And female students had higher use of learning strategies of memory, cognitive, compensation meta-cognitive, and social strategies than the male students. Significant relationship was found between the use of the learning strategies and student achievement. In sum, this research will help more effective teaching and learning with considering individual differences into account.
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