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Unfortunately the rules do not treat all students' achievement equally.
From third grade through high school, students' achievement scores now approximate the statewide average.
As such, CL can effectively be implemented to improve students' achievement in secondary mathematics.
This paper explores the optimal design of EMI in order to maximize students' achievement.
The results obtained with this approach have shown a positive impact on students' achievement overall.
Effective teaching is one of the most important factors to improve students' achievement.
STEM PBL instruction positively influenced Hispanic students' achievement in mathematics, but not at-risk students.
In the evaluation phase, students' achievement score instrument was used to collect data for this study.
Perfectionistic strivings are positively correlated with students' achievement goals and exam performance.
We examined stability and change in students' achievement goal orientations over varying tasks.
Aside from test anxiety scales, measurement instruments assessing students' achievement emotions are largely lacking.
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