Keyword: learning achievement

ABSTRACT: In recent years, it has been argued that for compensating children’s difficulties in school achievement their underlying cognitive and learning strengths and weaknesses should be considered. This requires a different approach to evaluating children’s difficulties in school learning, which should include not only their school achievement but also the underlying cognitive abilities or aptitudes. The aim of this study was to examine if underachievement or low language school achievement of children from low socioeconomic status families can be predicted by their learning and language aptitude. One hundred and ten 10–12 years old primary school students from the area of Macedonia, Greece, were assessed with a psychometric standardized learning aptitude test (DTLA-4) and a psychometric standardized language aptitude test LaTo Level II. Their language school achievement was assessed with an informal language test based on the school curriculum. Research findings indicated that both learning and language aptitude may predict students’ oral and written language achievement. More specifically, general mental and language aptitude significantly predicted total language school achievement (p = 0.006 and p = 0.000), the receptive language system significantly predicted reading comprehension achievement (p = 0.000), the organization language system significantly predicted argumentative achievement (p = 0.002), the expressive language system significantly predicted written expression achievement (p = 0.002), the semantic language modality significantly predicted written expression achievement (p = 0.005), and the morphological language modality significantly predicted syntax and spelling achievement (p = 0.001 and p = 0.004). Recommendations highlight the importance of students’ difficulties early identification and the critical role of school-based evaluation teams.

ABSTRACT: This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty studentswere randomly assigned to play educational games either individually or in small groups over 10weeks.While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20-multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a multivariate analysis of variance showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.