The primary goal of the this thesis is to create standardized tool to determine the level of competency in Chemistry (i.e. knowledge, abilities, and skills) among secondary school students, formulated in the form of "expected outcomes" in the Framework Education Programme for Secondary General Education (RVP G, 2007) and then use this tool to determine the success of students in secondary schools in teaching the tests expected outcomes of chemistry in the academic year 2014/2015. The creation of this research tool and determine the success of students after a few years of starting curricular reform allows for use in future years to monitor the development of education in chemistry by general educational programs. The study first conducted analyses of these expected outcomes from the perspective of Bloom's Taxonomy of Educational Objectives (Amer, 2006; Anderson et al., 2001; Hudecová, 2004; Krathwohl, 2002; Krietzer et al., 1994). By examining the School Education Programmes of secondary schools participating in the study, a curriculum was identified that is overlooked or not clearly defined by RVP G (2007), whose inclusion in education falls within the competence of each school. Requirements were also compared for outputs of chemistry education for secondary school students in the Czech Republic...

The investigator undertook a study to determine the validity of the Brace Football Achievement Tests as a measure of real playing ability of individual members of the 1948 football squads of the high schools of Quanah and Childress, Texas.

The purposes of the study were to: (a) examine the perceptions and experiences of principals in increasing student achievement on the SAT 9 at the middle school level; (b) identify how middle school principals, whose schools had met student achievement growth targets and were eligible for the Governor's Performance Awards Program had influenced the growth process at their school sites; and (c) determine whether or not principals were using any specific document, person, program, or other source, to guide their efforts. This was a series of multiple case studies that utilized interviewing as its primary method of collecting data. The researcher interviewed middle school principals whose schools had met their 2000 growth targets on the SAT 9 and were eligible for the Governor's Performance Awards Program. A discussion of the results emphasized the findings of the study. This study found that in the environment of standards-based reform, educators must identify the strategies and techniques that will increase student achievement. To accomplish this, principals must lead their staff to discover and implement researched-based, best practices, and accompany these new skills with ongoing professional development. Likewise, they must institute a data driven evaluation process of all that occurs at their school sites. This evaluation process should be based on the academic growth of all students. Through the use of multiple measures, such as benchmark assessments and SAT 9 scores, the data on student growth, in all areas of school life, should be collected, monitored, and evaluated over time. The results of this data should then be analyzed to identify areas of strength and weakness and to guide curriculum, instruction, intervention, and other changes at the school site. The relationship between this study and prior research was also included in the discussion section. This study provided school administrators with recommendations on how to increase student achievement on the SAT 9 at the middle school level. Suggestions for additional research were also offered.

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No description available.

The aim of this study is to investigate how the Swedish language proficiency of pupils in vocational programmes in 1977 was measured and assessed with the aid of a national achievement test, and to investigate whether vocational pupils today, in 2014, have similar language proficiency to that of pupils in the 1970s. The study also discusses how the design of the national achievement test from 1977 reflects the view of knowledge that prevailed in society and in the policy documents. The material for the study consists of a total of 75 national achievement tests, 40 of which were taken by pupils on a vocational programme in 1977 and 35 by pupils on a vocational programme in 2014. The national achievement test consists of two parts, the first of which focuses on isolated elements of language proficiency, while the second involves free text production. The material was analysed quantitatively in accordance with the correction material from 1977. The tests were also studied qualitatively through a close reading and analysis of content and text structure, correct language usage, and style. The pupils’ results were then quantified according to the assessment scales from 1977. The results of the study show that both groups of pupils had difficulties with many parts of the test. The pupils from 1977, however, performed better on both parts of the test than the pupils from 2014. The pupils’ often inadequate results in the test raise questions about the design of the national achievement test from 1977 and vocational pupils’ proficiency in Swedish.

The problem presented in this study is to determine if any differences exist in the sociometric standing and the scholastic achievement between children from broken homes and children from unbroken homes. The purpose of the study is to make a comparison of the sociometric standing and scholastic achievement of two selected groups of pupils to determine if differences exist and to what extent they exist.

The purpose of this study was to examine self-determination and achievement motivation as predictors of successful school performance for high school African American males enrolled in an urban Texas school district. The students (N = 108) were placed into two distinct groups: higher-performing and lower-performing African American males based upon the following: (a) Numerical average in core classes taken, (b) performance on the Texas state achievement test, (c) placement in academic classes and programs, and (d) attendance and discipline records. This study employed both qualitative and quantitative methodologies in which African American males responded to The Needs Satisfaction Scale (Ilardi, Leone, Kasser, & Ryan, 1993; Deci & Ryan, 2000; Gagne, 2003) and The Student Opinion Survey/Education Survey (Murdock, 1993). Tests of multivariate analysis of variance (MANOVA) were used in this study to measure the mean differences between the two groups in terms of self-determination (autonomy, relatedness, and competence); and achievement motivation (personal motivation, parent encouragement, teacher support, and peer support). The study found statistically significant differences in levels of self-determination and achievement motivation between the two groups. The qualitative segment was used to explore factors that lead to successful school performance for the African American males included in this study. Four themes emerged: (a) parental encouragement and expectations, (b) involvement in extracurricular activities, (c) personal motivation to achieve, and (d) relationships with significant adults. Recommendations are made to replicate this study in school with larger African American student enrollment and in schools with high achievement and high economic levels. Also, the study may be replicated with other ethnic groups who historically have experienced poor school performance. / text

The purpose of the study was to investigate the effects of concrete models on eighth grade students&rsquo / geometry achievement and attitudes toward geometry. The study was conducted on 106 eighth grade students in one of the private school in Ankara. The subjects of the study received instruction with concrete models, and by the traditional method. Cooperative learning method and discovery learning method were also used to provide better classroom environment and to create exciting classroom atmosphere for the use of concrete models. The following measuring instruments were used to collect data: The Geometry Attitude Scale (GAS), Geometry Achievement Test (GAT) and open ended questions. The present study was a matching-only pre-test- post-test control group design. The data of the present study were analyzed by Analysis of Co-Variance and by two-way Analysis of Variance. The results of the study indicated that: (1) There was a statistically significant mean difference between students received instruction with concrete models and those received instruction with traditional method in terms of the GAch / (2) there was no statistically significant mean difference between girls and boys in terms of GAch / (3) there was no statistically significant interaction between treatment and gender on GAch / (4) there was no statistically significant mean difference between students received instruction with concrete models and those received instruction with traditional method in terms of ATG / (5) there was no statistically significant mean difference between girls and boys in terms of ATG / and (6) there was no statistically significant interaction between treatment and gender on ATG.

The purpose of this study was to determine whether any differences in academic achievement existed between full-day and half-day kindergarten students at the end of their kindergarten and first-grade school years. Two public schools considered comparable in size, philosophy, and socioeconomic levels of a large school district in Texas participated in the study. One of the schools provided a full-day kindergarten program; the other school provided a half-day kindergarten program. Kindergarten students from each of the two schools were match-paired according to birthday and sex. The total sample size was fifty students. All students were tested in December, 1985, with the Metropolitan Achievement Test. Preprimer Level, and in May, 1986, the end of the kindergarten year, with the Primer Level of the Metropolitan Achievement Test. The Metropolitan Achievement Test. Primary I Level, was additionally administered to the subjects in April, 1987, at the end of their first-grade school year. During each testing period, the subjects were administered the Reading, Language, and Math subtests of the Metropolitan Achievement Test. The following supplemental data also were gathered on the students: The Metropolitan Readiness Test II scores and the TEAMS test scores. The data obtained from the testing batteries were statistically analyzed using the .05 level of significance to test each hypothesis. In analyzing the data of all of the academic achievement testing batteries, statistical conclusions revealed that there was no significant difference in the mean scores of children (boys or girls) attending the fullday kindergarten program and children attending the half-day kindergarten program in academic achievement at the end of the kindergarten year or at the end of the first-grade year. It is recommended that continued studies be conducted to investigate the academic achievement of students attending full-day and half-day kindergarten programs. It is also recommended that other variables rather than academic achievement be studied to determine their effects on full-day and half-day kindergarten students.