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The purpose of this study was to determine which types of student application information, as well as demographic information obtained through a questionnaire after matriculation, best predicted later academic performance in an international English-medium university in Japan, and to examine the "big picture" of how cognitive and non-cognitive variables interact over time in accounting for student success in an English for Academic Purposes (EAP) program and in the regular university program. The study was divided into three parts that separately examined student application information, university entrance examinations, and the larger picture of student success. In the first part of the study, a hierarchical multiple regression was employed to determine the extent to which a variety of variables derived from application information predicted grade point average (GPA) in the EAP program, as well as first-year GPA and final GPA in the regular university program. The independent variables examined in the main regression analysis were: high school grade point average (HSGPA); ITP TOEFL scores obtained in April of the students' first year at the university; and hensachi rankings of the students' high schools. Results indicated that HSGPA was a consistently significant predictor of all levels of university GPA. ITP TOEFL scores significantly predicted EAP GPA, and <italic>hensachi / CITE/Language Arts

The return to in-person schooling post-COVID-19 pandemic has brought increased pressure on educators to ensure academic success for students. This study examines the school climate of 40 elementary and middle schools in California's Central Valley and its impact on academic performance and attendance, comparing pre-pandemic (2018-2019) with post-pandemic (2021-2022 and 2022-2023) data. Additionally, the study explores the influence of positive student-teacher relationships on academic outcomes and chronic absenteeism. Utilizing the PLUS School Climate Survey, this research sought to identify significant differences in survey scores pre- and post-pandemic, as well as examining the predictive power of student-teacher connectedness on academic performance and chronic absenteeism. This research found statistically significant differences among 6th-8th grade students regarding perceptions of school connectedness throughout the years. There was a significant increase from the 2019-2020 to 2021-2022 school years followed by a significant decrease from 2021-2022 to the 2022-2023 school year. The 2019-2020 and 2022-2023 school year data on school connectedness was not significant. Results also indicate there was a significant positive relationship between students and teachers and their academic performance. In the 2022-2012 school year, when the students had a positive view of their relationship with teachers and staff at school, the student’s ELA and math scores increased. This analysis also examined the relationship between the student’s relationship with teachers and their chronic absenteeism. There were not statistically significant results. These findings aim to provide insights for educational stakeholders to implement targeted interventions to improve school climate and enhance student success amidst post-pandemic challenges.

Divers acteurs éducatifs dénoncent une baisse du niveau des élèves des écoles primaires en République démocratique du Congo (RDC) au cours de la dernière décennie. Certains parlent de « déliquescence qualitative » (Mokonzi, 2015, p. 5) et évoquent le vieillissement du corps enseignant comme une des causes de cette baisse de niveau. Ce jugement sans base factuelle a été l’élément déclencheur de notre recherche. Celle-ci vise à déterminer l’effet de l’ancienneté professionnelle des enseignants sur les performances des élèves et à identifier les autres facteurs susceptibles de les influencer dans les écoles primaires en RDC. En nous référant à la modélisation de Huberman (1989) qui divise la carrière enseignante en cinq phases, nous analysons l’effet de l’ancienneté professionnelle sur les performances des élèves en RDC. Notre étude s’appuie sur les données recueillies lors de l’évaluation internationale PASEC2019 à laquelle 14 pays, dont la RDC, ont participé. Le sous-échantillon de la RDC est constitué de 4380 élèves de 6e année, inscrits dans 246 écoles, et de 1844 enseignantes et enseignants. Les analyses de variance et de régression linéaire multiple révèlent qu’il existe une association statistiquement significative entre l’ancienneté professionnelle du personnel enseignant et les résultats des élèves aux tests de lecture et de mathématiques. Plus précisément, l’ancienneté exerce un effet positif au début de la carrière, mais celui-ci diminue progressivement à partir de la septième année et disparait quasiment dans les dernières années de la carrière. / Over the last decade, various key actors in the educational sector of the Democratic Republic of the Congo (DRC) have decried the decline or degradation of learning outcomes among primary school pupils in the country. For some, one of the causes of this “qualitative deliquescence” (Mokonzi, 2015, p. 5) is the ageing of the teaching staff. This critique, though without factual basis, is the trigger for this research. Its aim is to determine the effects of teachers’ years of professional experience (professional age) on pupils’ academic performance, and to identify other factors likely to influence this performance in primary schools in the DRC. With reference to Huberman's (1989) modeling, which divides the teaching career into five phases, we analyzed data collected during the international PASEC2019 evaluation, in which 14 countries, including the DRC, participated. The Democratic Republic of the Congo’s subsample consisted of 4380 pupils of grade 6 enrolled in 246 schools, and 1844 teachers. The analysis of variance and multiple linear regression revealed that there is a statistically significant association between teachers' years of professional experience and students’ performance in reading and in mathematics. Specifically, the number of years of professional experience has a positive effect at the beginning of a teacher’s career but this effect decreases progressively from the seventh year and practically disappears during the last years of the career.

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This research investigated the possible correlation between English proficiency and academic success in Internal Auditing 1 of learners registered at the Vaal Triangle Technikon. Acquisition of a Second language was investigated with reference to Additive and Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive Academic Language Proficiency. Factors that influence the acquisition of a L2 were also discussed. Factors that influence learning through a Second language, problems experienced by learners learning through a Second language and the coping mechanisms they use were investigated. The specific language situation in South African education was explained starting with a short historical background of English in South African schools. General problems experienced at schools, language problems experienced at schools, the language proficiency of teachers and how they cope with the language problems were discussed. Language problems experienced by the learners and its effect on higher education were also investigated. A questionnaire was used to gather information regarding respondents' school history, First language, experiences with English as a subject at school, experiences of English as language of instruction, and their views on Internal Auditing 1 as a subject. Respondents' English proficiency was determined through three instruments, namely Grade 12 English Second language results, an English proficiency test and an English writing performance test. There is a discrepancy between tile respondents' own perception of their English proficiency and their English proficiency as reflected by their Grade 12 English Second language results, the proficiency test and the writing performance test. While respondents felt that their English proficiency is average or above average, the tests indicated that their English proficiency is very low. Despite the respondents' very tow levels of English proficiency they reported that they did not find the English used in different situations relating to Internal Auditing 1 difficult and no significant correlation could be determined between their English proficiency levels and their academic success in Internal Auditing 1. / Psychology of Education / M. Ed. (Psychology of Education)