Browsing by Subject "Achievement"

Now showing 1 - 5 of 5
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    Basic psychological needs in the classroom: A literature review inelementary and middle school students
    (2022-05-27) Conesa Cervera, P.; Onandia-Hinchado, I.; Andoni Dunabeitia, J.; Moreno Yus, M. A.; Didáctica y Organización Escolar
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    Factores asociados a la brecha regional del rendimiento español en la evaluación PISA
    (Universidad de Murcia. Servicio de Publicaciones, 2014-06-12) Gil Flores, Javier
    Estudiamos las diferencias de rendimiento entre las comunidades españolas que ampliaron muestra en la evaluación PISA 2012, identificando dos bloques de comunidades con altas y bajas puntuaciones en el conjunto de competencias evaluadas. Ambos bloques se corresponden geográficamente con territorios del norte y sur del país. Partiendo de un conjunto de indicadores regionales de tipo socioeconómico y educativo que correlacionan con el rendimiento, caracterizamos las comunidades de cada bloque a partir de las diferencias de medias en cada indicador y valoramos su significación a través de métodos bootstrap. Los resultados muestran que, en relación a la brecha regional de rendimiento, los factores exógenos de carácter socioeconómico y cultural juegan un papel más relevante que los recursos destinados a la educación o las características del sistema educativo autonómico consideradas en nuestro análisis.
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    Porque solos no aprendemos mucho: Una experiencia de tutoría entre iguales recíproca en Educación Primaria
    (Universidad de Murcia. Servicio de Publicaciones, 2012-05-30) Moliner Miravet, Lidón; Moliner García, Odet; Sales Ciges, Auxiliadora
    This paper presents a research study that explores the potential of reciprocal peer tutoring as a cooperative learning method. The aim of this study is to check if improvements are registered in variables such as academic achievement, self-concept and attitude of solidarity after the method was applied. We used a quasi-experimental pretest-posttest design to analyze the results obtained via questionnaires, and a descriptive transactional design to analyze the information gathered in focus groups. Questionnaires were administered to 3rd grade students of Valencian language at El Palmeral Pre-school and Primary Education School in Benicassim (Castellón, Spain). The results reveal great student satisfaction with this modus operandi in the classroom, a statistically significant impact upon academic achievement, and qualitative improvements in student self-concept and attitude of solidarity.
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    ¿Puede la Inteligencia Emocional predecir el rendimiento? Potencial predictor de los moldes mentales
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2005) Hernández Hernández, PEdro
    Los numerosos estudios que investigan el rendimiento académico están influidos por los paradigmas psicológicos dominantes en cada época. Actualmente está emergiendo el paradigma "cognitivo-emocional", que evidencia la circularidad de lo intelectivo y lo socioafectivo, a pesar de la incapacidad de la Inteligencia Emocional para predecir hasta ahora el rendimiento. Sin embargo, los Moldes Mentales (HERNÁNDEZ, 2002), una nueva perspectiva de la Inteligencia Emocional, basados en los formatos de pensamiento implicativo, no sólo predicen destacadamente la adaptación o el bienestar subjetivo, sino, que explican el éxito-fracaso de la escolaridad general, matemáticas o ajedrez en mayor proporción que la propia inteligencia (CI) u otro indicador
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    The impact of three-level differentiated instruction on junior high school students' badminton performance
    (Servicio de Publicaciones. Universidad de Murcia, 2025) Suharjana; Nasrulloh, Ahmad; Sutikno, Joko; Sin departamento asociado
    Badminton is included as one of the physical education subjects at the primary and secondary school levels in Indonesia. However, based on research, the achievements in badminton at general schools are still low. In class 8 at Junior High School (JHS) Negeri 2 Sleman, with a sample of 31 students who participated in a diagnostic test, only 3 students met the minimum criteria, resulting in a 91% failure rate. This indicates the need for remedial teaching. To improve the achievements, the implementation of a three-level differentiated instruction model was proposed. The research method used was an experimental hypothesis test with a t-test. The research design was as follows: y1 x y2, where y1 is the initial condition, x represents the treatment process, and y2 is the condition after the treatment. The results of the study showed that, after the intervention, the average final test score was 84.62, and 26 students (84%) met the minimum passing criteria. The t-test results indicated a t-value of 6.72 and a critical t-value of 2.04. Since the t-value is greater than the critical t-value, the three-level differentiated instruction model (X) has a positive impact on improving students' performance in badminton (Y). The three-level differentiated learning model can be applied to other subjects with different characteristics, such as mathematics, physics, social sciences, and other disciplines, based on the relevant theoretical framework.