"The results suggest that low achieving students are more likely to be distracted by the presence of mobile phones while high achievers can focus in the classroom regardless of the mobile phone policy," the study says.
Higher achieving students were more likely to have completed survey questionnaires (data not shown).
High achieving students generally exhibited more SRL skills (were better planners and managers of time) than did average achieving students.
Gender differences only occurred in the group of the very high achieving students, as significantly more boys than girls were found in this group.
And indeed, in studies of Wayang Outpost, though all students benefited from the program, those who reported being most disengaged in math showed the greatest improvements — girls more than boys, lower-achieving students more than high-achieving.
Such student-centered, more demanding practices will be more beneficial for high-achieving students (more of whom can be found in high-achieving countries) and might be a waste of time for low-achieving students in low-achieving countries.
The same was also true of science A levels and Chemistry A level amongst the high achieving students with 6 or more A grades at GCSE.
Students achieving high scores respond more positively to online games compared to low achieving students.
But there are times when the student does not understand the material because of the form it is represented, making it necessary to have more options to facilitate the understanding of content through different ways that may be more attractive to the student, achieving more active participation in the subject and an affinity that leads to a better learning experience.
The number of students achieving five or more A*-C grades including English and maths increased from 34% in 2009 to 62% today.
Meanwhile, at Barnsley Academy in South Yorkshire, the number of students achieving five or more A*-Cs including English and maths almost trebled, from 19% to 51%.
