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Download full textHacatrjana, Liena; Graustina, Rita – European Journal of Educational Research, 2022
The longitudinal changes of the average grades in four study semesters before and during the COVID-19 pandemic and distance learning are presented in the current study. 11th grade students' (n=586; age M=17.38, SD=0.53) average grades were assessed, as well as their verbal and non-verbal reasoning abilities, and self-evaluations of problem-solving…
Descriptors: High School Students, COVID-19, Pandemics, Distance Education
The Effect of Metacognitive Strategies Implementation on Students' Reading Comprehension Achievement
Muhid, Abdul; Amalia, Eka Rizki; Hilaliyah, Hilda; Budiana, Nia; Wajdi, Muh Barid Nizarudin – International Journal of Instruction, 2020
Metacognitive strategies are known to be important in improving reading achievement. This study investigated whether there was any significant difference on students' reading comprehension achievement score by using metacognitive strategies and investigated what metacognitive strategies implemented on students' reading comprehension achieving. All…
Descriptors: High School Students, Grade 11, Reading Comprehension, Reading Achievement
Direct linkSimmons, Stephanie Yvette – ProQuest LLC, 2017
This study examined the impact of a self-regulatory skills course on the academic achievement and self-efficacy of 11th-grade students. The researcher compared intervention and control groups participants' pre- and posttest scores on the General Self-Efficacy Scale and the Learning and Study Skills Assessment Inventory-High School version. Scores…
Descriptors: Self Management, Academic Achievement, Self Efficacy, Grade 11
Hough, Heather; Kalogrides, Demetra; Loeb, Susanna – Policy Analysis for California Education, PACE, 2017
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…
Descriptors: Social Development, Emotional Development, Educational Environment, Accountability
Hough, Heather; Kalogrides, Demetra; Loeb, Susanna – Policy Analysis for California Education, PACE, 2017
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…
Descriptors: Social Development, Emotional Development, Educational Environment, Accountability
