Group-Based Trajectory Model to Analyze the Growth of Students' Academic Performance: A Longitudinal Investigation at One Taiwanese High School

Autor/inn/en	Fu, Yuan Chih; Chen, Sheng Lee; Quetzal, Amelio Salvador; Lee, Hsiu Ming; Lin, Yi Hua
Titel	Group-Based Trajectory Model to Analyze the Growth of Students' Academic Performance: A Longitudinal Investigation at One Taiwanese High School
Quelle	In: Asia Pacific Education Review, 23 (2022) 3, S.515-526 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fu, Yuan Chih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-022-09792-3
Schlagwörter	Foreign Countries; High School Students; Academic Achievement; Longitudinal Studies; Mathematics Achievement; English Instruction; Predictor Variables; College Entrance Examinations; Scores; Intervention; Taiwan + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English langauage lessons; Englischunterricht; Prädiktor; Aufnahmeprüfung
Abstract	This study investigated the growth trajectory of academic achievement in Math and English among 519 students in a vocational senior high school in Taiwan. Covering the complete individual learning profile, our dataset included pre-enrollment variables, periodic test scores, and college entrance examination scores. We employed a group-based trajectory model that identified three homogenous subgroups with distinct trajectories of academic achievement in Math and English and demonstrated baseline predictive factors associated with these trajectories as well as relationships between different trajectories and students' college entrance examination scores. Our analysis contributes to the literature in two ways. First, this study demonstrates that when school practices focus on improving or remediating the performance of students in the low-achievement group, the obvious decrease in performance of those in the middle is ignored. Such finding indicates the need for inclusive or specialized practices that enhance the performance of students in all groups. Second, our analysis reveals that pre-enrollment academic preparation appears to be a strong predictor of later academic performance as noted through the reproduction of pre-enrollment academic performance in students' college entrance examination scores. Therefore, upon enrollment, schools should start interventions that reflect the needs of different groups of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01