Academic Performance

International Studies:
Student Academic Performance: The Role of Motivation, Strategies, and Perceived
Factors Hindering Liberian Junior and Senior High School Students Learning
The essence of motivation and learning methods used are essential to improving student
learning outcomes. Pintrich et al. (1994) have shown that strongly positive values are strongly
related to higher levels of self-regulatory learning. Student learning becomes self-regulating and
has improved self-efficacy, greater inner motivation, and higher academic achievement when
tracking their response and trait results in their strategies. Optimal level of encouragement has
an advantage because they have adaptive behaviors and strategies, such as retaining an
inherent interest, setting goals, and self-monitoring (Alderman, 2004). In addition, motivational
factors are important to the academic achievement of students since they help to decide the
degree to which students consider, respect, make efforts and display interest in the task
(Bandura, 1993; Yukselturk & Bulut, 2007; Mousoulides & Philippou, 2005).
Gbollie, C., & Keamu, H. P. (2017). Student Academic Performance: The Role of Motivation,
Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students
Learning. Hindawi Education Research International, 11. https://doi.org/
https://doi.org/10.1155/2017/1789084

The Development
of Academic
Achievement and
Cognitive Abilities:
A Bidirectional
Perspective
The Development
of Academic
Achievement and
Cognitive Abilities:
A Bidirectional
Perspective
The Development
of Academic
Achievement and
Cognitive Abilities:
A Bidirectional
Perspective
The Development of Academic Achievement and Cognitive Abilities: A Bidirectional
Perspective
Academic performance plays a crucial role in child growth, as academic abilities
influence many outcomes, including educational success and overall health (Calvin et al., 2017;
Kuncel & Hezlett, 2010; Wrulich et al., 2014). Not unexpectedly, several research studies in
recent decades have addressed factors related to academic achievement and how to integrate
these aspects into action and instruction to improve academic success and rectify learning
difficulties (for reviews, see Gersten, Fuchs, Williams, & Baker, 2001; Stockard, Wood,
Coughlin, & Khoury, 2018).
Peng, P., & Kievit, R. A. (2020). The Development of Academic Achievement and
Cognitive Abilities: A Bidirectional Perspective. Child Development Perspectives, 14(1), 15–20.
Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement
Achievement goals and emotions are important elements of skill development processes
and have an effect on academic results (Hulleman et al., 2010; Goetz and Hall, 2013). The
temporary emotional state of the learner when conducting a learning-related task defined by the
achievement of emotions. As per Goetz and Hall (2013), achievement emotions can have an
effect on student achievement. Pleasantly activating feelings, such as satisfaction, are predicted
to have a beneficial impact on academic achievement. Conversely, unpleasant crippling
feelings, such as boredom, are believed to reduce motivation and elaborate processing of
information, resulting in negative effects on academic performance (Pekrun, 2006).
Lüftenegger, M., Klug, J., Harrer, K., Langer, M., Spiel, C., & Schober, B. (2016). Students’
Achievement Goals, Learning-Related Emotions and Academic Achievement. Frontiers in
Psychology, 7, 1–10. https://doi.org/https://doi.org/10.3389/fpsyg.2016.00603

Effect of Parental Involvement on Children’s Academic Achievement in Chile

Parental participation in school has been shown to be a contributing factor in a child's
educational performance. A positive correlation between parental participation in learning and
student achievement (Pérez Sánchez et al., 2013; Tárraga et al., 2017), enhancing children's
self-esteem and academic success (Garbacz et al., 2017), as well as school attendance and
participation (Ross, 2016). Family engagement has also been shown to be correlated with
positive school connection on the part of children (Alcalay et al., 2005) as well as positive school
environments (Cowan et al., 2012). There is also significant support from international studies,
as shown in a number of meta-analyses across various populations and levels of education,
showing the positive effect of parental engagement on academic achievement; (Castro et al.,
2015; Jeynes, 2016; Ma et al., 2016).
Lara, L., & Saracostti, M. (2019). Effect of Parental Involvement on Children’s Academic
Achievement in Chile. Frontiers in Psychology, 10, 1–5.
https://doi.org/https://doi.org/10.3389/fpsyg.2019.01464

New Learning Mode

Local Studies
EFFECT OF MODULAR APPROACH ON THE LEVEL OF ACHIEVEMENT OF STUDENTS IN
INORGANIC CHEMISTRY
Modular learning is based on strong and stable foundations. One of these is the basic
theory of education, which emphasizes that the student is the determinant of the entire process
of education. The use of modules has many benefits because the module is practically
integrated in the learning process (Brun, 2001). When progressing towards the mastery of the
subject-matter, the student is understanding, researching and experiencing. The student shall
take into account the availability and accessibility of the subject matter. The use of instructional
materials shall be considered acceptable even as required, directed or evaluated by a teacher
or any recognized expert. On the institutional level, instruction and tutoring may play a role in
various modules linked to the same or different environments.
Naboya, M. V. D. (2019). EFFECT OF MODULAR APPROACH ON THE LEVEL OF
ACHIEVEMENT OF STUDENTS IN INORGANIC CHEMISTRY. JOURNAL OF
INTERNATIONAL ACADEMIC RESEARCH FOR MULTIDISCIPLINARY, 7(1), 36–55.
Impact of ICT Enriched Modular Approach on Academic Achievement of Biology
Students
Modules are self-contained, self-instruction resources that learners actively engage in.
Module and modular approach is a modern way of viewing basic training building units (Heinich,
1990) and an efficient and reliable tool that encourages student learning (Postlethwait, 1991).
This approach is effective in teaching most subjects. In conformity with the results of Pareek
and Rao (1981), an experimental study was undertaken to examine the efficacy of modular
teaching and to conclude that modular teaching was advantageous in generating importance in
the topic and, eventually, the experimental group performed significantly better than the control
group. The analyses of the previous study support the results of the current research study
carried out by Khatoon (2004) and conclude that modular teaching has been very successful for
the moral sense growth of secondary school students compared to conventional teaching
methods. Modular teaching has become a successful and valuable technique that offers greater
learning opportunities and self-study (Ali, 2005).
Shaheen, S., & Khatoon, S. (2017). Impact of ICT Enriched Modular Approach on
Academic Achievement of Biology Students. Journal of Research and Reflections in Education,
11(1), 49–59.