The study explored the impact of CT on 8 th grade students’ achievement in mathematics. The experiment was conducted using Solomon Four-Group on 118 students in a public sector school in Punjab province. Two volunteer mathematics’ teachers from the sampled school and the 2nd researcher participated in the experiment. Mathematics Achievement Test (MAT) was used to measure the academic achievemen...

This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf stude...

Little research has been conducted on achievement motivation and memory and, more specifically, on achievement goals and memory. In the present research, the authors conducted two experiments designed to examine the influence of masteryapproach and performance-approach goals on immediate and delayed remember–know recognition memory. The experiments revealed differential effects for achievement ...

The study investigated the relationship between intelligence, emotional intelligence and academic achievement in high school. The study was conducted within the standardization of two instruments for Croatian samples. A total of 369 high school students from the Republic of Croatia participated in the study. They completed the Naglieri Nonverbal Ability Test (NNAT)--a test of cognitive intellig...

The No Child Left Behind (NCLB) Act has compelled states to design school accountability systems based on annual student assessments. The effect of this Federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student achievement based on an analysis of statelevel panel ...

The primary objective of this study was to investigate the determinants of learning flow and achievement in corporate online training. Self-efficacy, intrinsic value, and test anxiety were selected as learners’ motivational factors, while perceived usefulness and ease of use were also selected as learning environmental factors. Learning flow was considered as a mediator of predictors and achiev...