Self-concept is one important factor in one's success, especially education. This study aims to describe and analyze the relationship between students' self-concept learning mathematics achievement, investigate significance of differences achievement education students seen from that semester. A total 151 at Teaching Education Faculty University Muhammadiyah Malang were used as participants thi...

This study compared the reading subtests of the Wechsler Individual Achievement TestThird Edition and the Peabody Individual Achievement Test-Revised/Normative Update. Scores were compared on these two tests in a group of 28 students ages 7 through 12 who were referred or reevaluated for suspected learning problems. The data were collected through a deidentified data set provided by a school bu...

Learning management systems log users’ behaviors, which can be used to predict achievement in a course. This paper examines the implications of data representations (e.g., dichotomous vs. count vs. principled, per learning theory) and applies forward selection algorithms to predict achievement in a biology course. Accuracy is compared across models. The paper closes with a description of an ong...

About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grade science and mathematics achievement. Self-reported stereotypes did not provide additional predi...

The Children's Motivation Analysis Test (CMAT), together with standardised achievement tests in mathematics and reading, was administered to a large sample of Australian elementary school children. Stepwise forward regression analyses were conducted on subsamples of 209 males and 179 females (cases with missing data previously excluded). Several of the CMAT dynamic traits significantly predicte...

When comparing student achievement across countries, it is important that the comparisons be as “fair” as possible. TIMSS has worked towards this goal in a number of ways, including providing detailed procedures for standardizing the population definitions, sampling, test translations, test administration, scoring, and database formation. Developing the TIMSS tests involved the interaction of e...

This mixed method study compared mathematics achievement in two third-grade classrooms using two different representations: virtual manipulatives which has dual codes of visual and symbolic representations, and physical manipulatives for instruction in fraction addition and balancing algebraic equations. The research employed a within-subjects crossover repeated measures design, administered pr...

This study examines the links between students' families and science achievement across many countries. Science tests and questionnaire responses of 107,834 fifteen-year-olds in 41 countries were analyzed with multilevel analyses. Students had higher science scores if they were native born, lived with two parents, lived without grandparents, lived with fewer siblings (especially older ones), ha...

In the last century many studies have revealed the advantages of girls in reading and superiority of boys in science. However, the international tests detected no difference in science test results in the 21st century. The aim of the study was to find the sex effect size and variances in reading achievement in recent international studies. The analysis of PISA 2000, 2003, and 2006 data and the ...

Based on performance on standard achievement tests, first-grade children (mean age = 82 months) with IQ scores in the low-average to high-average range were classified as at risk for a learning disability (LD) in mathematics, reading, or both. These at-risk children (n = 55) and a control group of academically normal peers (n = 35) were administered experimental tasks that assessed number compr...