P. Susai Raj and A. Edward William Benjamin
Bharathidasan University, Tiruchirappalli, Tamil Nadu
Pages:383-393
This study examined the impact of academic resilience and English-medium instruction
on chemistry achievement, providing empirical evidence to support performanceenhancing
strategies. This study utilised a survey methodology, drawing on a stratified
random sample of 403 students for a broader representation of the population. Two
assessment tools: the Academic Resilience Scale (ARS-30), developed by Cassidy
and a self-made objective-style questionnaire were administered. On data analysis,
Pearson’s coefficient analysis yielded a moderate association between academic
resilience and student achievement in chemistry. The obtained t-value of -10.717 with
its corresponding p-value of <0.001 indicated that the medium of instruction, with a
high effect size (d=0.83, ç 2 = 0.146), was a significant predictor for achievement in
chemistry. Thus, the study suggested educators and policymakers focus on academic
resilience and the medium of instruction
Liked the careful word choice throughout, every term seemed picked for a reason rather than thrown in casually, and a stop at thisdomainisabdu continued that precise style, this kind of attention to small details is what separates careful writing from the usual rushed content that dominates blog spaces today across pretty much every topic I follow.
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