academic-achievement

Documents about academic-achievement

• National Child Development Study: Age 23, Sweep 4, 1981, and Public Examination Results, 1978#228827UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, September - November, 1996#313546UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, September - November, 1997#313547UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, September - November, 2000#313548UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, April - June, 1997#313551UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, April - June, 2002#313552UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, April - June, 2003#313553UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, April - June, 2004#313554UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, October - December, 2007#313559UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, April - June, 1998#313561UK Data Service OAI-PMH Repository (Production)
• Quarterly Labour Force Survey Household Dataset, October - December, 2008#313564UK Data Service OAI-PMH Repository (Production)
• Men's Science, Women's Science or Science? Some Issues Related to the Study of Girls' Science Education.#487697ERIC
• An examination of the effectiveness of the Louisiana GEAR UP program in promoting self-efficacy, improving academic achievement and increasing teachers' aspirations for their students#957826Louisiana Tech Digital Commons
• Grade inflation in social sciences during the pandemic era: Faculty perspectives on attributional factors and latin honors integrity#225885Animo Repository
• Labour Force Survey Two-Quarter Longitudinal Dataset, April - September, 2007#306328UK Data Service OAI-PMH Repository (Production)
• A Preparatory Course in Science as a Factor in Enhancing Opportunities and Excellence in University Science Education.#487724ERIC
• Student success, suicide rates: a correlational study of pressures on, and expectations for high school students in the United States#169259Pepperdine Digital Commons
• The Effect of Project Based Assessment with Value Clarification Technique in Improving Students' Civics Learning Outcomes by Controlling the Family Environment#198222ERIC
• National Child Development Study: Childhood Data from Birth to Age 16, Sweeps 0-3, 1958-1974#228826UK Data Service OAI-PMH Repository (Production)
• The Roles of Supervisory Support and Involvement in Influencing Scientists’ Job Satisfaction to Ensure the Achievement of SDGs in Academic Organizations#346772BYU ScholarsArchive
• The Mathematics Curriculum: Issues and Perspectives. Pennsylvania Council of Teachers of Mathematics 1987 Yearbook.#487595ERIC
• The Effect of Escape Room-Based Bladder Catheterization Training on Nursing Students' Academic Achievement, Problem-Solving Skills, and Motivation: A Mixed-Methods Study#1030774ClinicalTrials.gov
• Premorbid school performance trajectories in patients with treatment-resistant schizophrenia prescribed clozapine in the public health system in Chile: a case-control study, 2007-2020#1067783Repositorio Universidad del Desarrollo
• Ters yüz edilmiş sınıf modelinin öğretmen adaylarının akademik başarılarına, öz düzenlemeli öğrenme becerilerine ve derse katılımlarına etkisi#1040267Recep Tayyip Erdoğan University Institutional Repository
• Longitudinal Language Growth Stagnation as a Predictor of Academic Achievement Among Middle School Multilingual Learners: Evidence From a Seven-Year Pilot Study#18920OSF
• Rethinking DFW in Gateway Mathematics: Preserved, Disrupted, and Dissipated Momentum Pathways to Student Retention#292590ODU Digital Commons
• Student Outcomes in Selected Distance Learning and Traditional Courses for the Dallas County Community College District: A Pilot Study#352681UNT Digital Library
• Randomized Trial of the Positive Action Program in Chicago Schools and Extension to Grade 8#982769ClinicalTrials.gov
• İşbirlikli gruplarda öğrenme stillerinin fizik dersi başarısı ile hatırda tutma düzeyine etkisinin incelenmesi#499356DSpace at Dokuz Eylul University
• National Association for Research in Science Teaching Annual Meeting, Abstracts of Presented Papers (59th, San Francisco, California, March 28-31, 1986).#487681ERIC
• Mathematics, Mathematics Education, and Views of Reform: Perspectives from Two Mathematicians Involved with Mathematics Education for the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics#487665ERIC
• Research in Science Education. Volume 21. Selected Refereed Papers from the Annual Conference of the Australasian Science Education Research Association (22nd, Surfers Paradise, Queensland, Australia, July 11-14, 1991).#487686ERIC
• 34 CFR Part 200 — Title I—Improving the Academic Achievement of the Disadvantaged#508895Code of Federal Regulations (eCFR)
• The Gentleman Cadet His Career and Adventures at the Royal Military Academy Woolwich#48681Project Gutenberg
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)