The Effect of Students’ Prior Knowledge and Instruction Models on Academic Achievement

DOI

10.2991/978-2-494069-83-1_109How to use a DOI?

Keywords

prior knowledge; instruction models; academic achievement

Abstract

The heterogeneous level of students’ prior knowledge and differences in the application of instruction models have an impact on students’ academic achievement. These study aims are: (1) to explain the differences in the students’ academic achievement in different levels of students’ prior knowledge, (2) to explain the differences in the students’ academic achievement in different instructional models, and (3) to explain the effect of instruction models and students’ prior knowledge to the academic achievement. The experimental research design uses quasi-experimental with a nonrandomized control group pretest-posttest. The variable in this study is (1) academic achievement, (2) prior knowledge, and (3) instructional model. The total samples are 209 students, and each treatment decided on 25 subjects as an analysis unit. The data analysis technique used descriptive and inferential statistics and all hypotheses were tested by ANOVA. The results of the study are: (1) there is a significant difference in the academic achievement in different levels of students’ prior knowledge, (2) there is a significant difference in the academic achievement in different instructional models, and (3) there is a significant interaction effect of instructional models and students’ prior knowledge to academic achievement.

Copyright

© 2022 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - I. Ketut Suandi
AU  - Cening Ardina
AU  - Ni Ketut Masih
AU  - I. Ketut Parnata
PY  - 2022
DA  - 2022/12/30
TI  - The Effect of Students’ Prior Knowledge and Instruction Models on Academic Achievement
BT  - Proceedings of the International Conference on Applied Science and Technology on Social Science 2022 (iCAST-SS 2022)
PB  - Atlantis Press
SP  - 627
EP  - 632
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-83-1_109
DO  - 10.2991/978-2-494069-83-1_109
ID  - Suandi2022
ER  -