scholarly journals Science Teachers’ Teaching Styles, Students’ Learning Styles and Their Academic Performance in The Secondary Public Schools of Zambales

2021 ◽  
Vol 2 (10) ◽  
pp. 951-959
Author(s):  
Jennifer Garingarao Ariem ◽  
Esmen Macadaan Cabal
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching Styles ◽  
School Students ◽  
Length Of Service ◽  
Chi Square ◽  
Factors Affecting

This research was conducted to determine the relationship of Science teachers’ teaching styles and the students’ learning styles and academic performance. The study was conducted among the public secondary school in Subic, Zambales during the academic year 2018 – 2019. The descriptive survey research design was used where the teaching styles of eighty-five teachers and six hundred high school students. Data were analyzed using the percentage, mean and chi square test. The findings of the study revealed that the science teachers are adults with the most of them are female. The students are teenagers mostly male in Grade 8. The teaching styles of the science teachers is of a formal authority and the learning styles of the students is generally visual. The academic performance in science is satisfactory. The teaching styles of the teachers was dependent on education, field of specialization, length of service. The learning styles of the students were not dependent significantly on their age and year level. The learning styles of the students were significantly dependent on teaching styles of their science teachers and the academic performance of the students significantly dependent on the teaching styles of the science teachers. The academic performance of students are significantly dependent on their learning styles. With these findings and conclusions follow up studies exploring other factors affecting the performance level of the students in Science is recommended as well as the effectiveness of the various teaching styles and learning styles to promote learning and better understanding in the subject must be conducted.

Teachers and Students Perception of the Low Academic Performance of Senior High School Students in Integrated Science in Ghana

2021 ◽  
pp. 29-41
Author(s):  
Isaac Taylor ◽  
Isaac Sonful Coffie ◽  
Stephen Agyei ◽  
Justice Edusei Ackah
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Science Teachers ◽  
Teaching Style ◽  
Senior High School ◽  
School Students ◽  
Related Factors ◽  
Integrated Science ◽  
Senior High School Students

The purpose of this study was to determine school and teacher-related factors affecting low academic performance of senior high school students in integrated science in some selected districts in western region of Ghana. The research design used in this study is descriptive cross-sectional survey. The population of the study was made up of students and science teachers in selected senior high schools in the study area which comprises three districts; Ellembele District, Jomoro District and Nzema-East Municipal. A Sample of 342 students and 18 teachers were used for this study. In carrying out the study, a questionnaire was used as the main instrument for the data collected which were analyzed using descriptive statistics. From the results, it was seen that school-related factors causing poor performance in Integrated Science among students include; the inadequacy of facilities, poor state of existing facilities, general disturbances in class and the ineffective supervision of teaching. Moreover, inadequate number of science teachers, inability to complete syllabi, poor teaching style and little time spent in teaching were among the teacher-related factors which caused low academic performance in Science.

UNIVERSITY LEVEL TEACHING STYLES WITH HIGH SCHOOL STUDENTS AND INTERNATIONAL TEACHING AND LEARNING

2018 ◽  
Vol 1 ◽  
pp. 464-475 ◽  
Author(s):  
Michael Alexander Radin ◽  
Olga Orlova
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Educational Systems ◽  
School Students ◽  
International Teaching ◽  
Specific Teaching ◽  
University Level

The main aim of this paper is to render how university level courses are taught in high school. In fact, we will focus on what styles are used to teach university level courses and illustrate the international contrasts that happen quite frequently. In addition, we will analyse the details of teaching styles that were implemented in the American and the Latvian educational systems. Furthermore, we will discuss what specific teaching styles and innovations work successfully, and what teaching styles and innovations had difficulties and need improvements. In particular, implementing the hands-on teaching and learning styles and repetitive type teaching and learning styles. Moreover, we will also discuss the risk involved with introducing and transforming university level courses and teaching styles with high school students and how to manage these risks.

scholarly journals The Role of Contextual Factors in Cyberspace Harm, Anxiety, Aggression, and Students' Academic Performance

2021 ◽  
Author(s):  
Zahra Sadat Aghaei ◽  
Maryam Kian
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Contextual Factors ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Field ◽  
Research Population ◽  
Post Hoc

Background: Nowadays, cyberspace has presented both concerns and interests for the educational researchers. This study aimed to investigate the role of contextual factors in cyberspace harm, anxiety, aggression, and academic performance. Methods: A descriptive correlation research method was applied. The research population covered all high school students in Yazd (21,328 students). The number of 377 students were chosen as the sample through a stratified sampling based on the Cochran's formula. The research tools included the questionnaires of contextual factors, and the standard scales of cyberspace harm, anxiety, aggression, and academic performance. The validity and reliability of the scales were determined. Data were analyzed by variance, t-test, and Tukey post hoc test. Results: The findings showed that there are significant differences in cyberspace harm according to some contextual variables such as gender, educational and academic levels, educational district, type of school, field of study, and parents' occupation. More precisely, the harm of cyberspace was more high among the schools of District 2, non-public schools, and the academic field of humanities. Moreover, there was no relationship between the parents' education and the other variables. However, there was a significant relationship between the parents' occupation, regarding the employed mothers, as well as anxiety. Conclusion: In general, it can be concluded that cyberspace could provide students some challenges as it is affected by various contextual factors. According to the findings, several practical suggestions were presented in the study.

scholarly journals Factors affecting substance use and self-efficacy status of students in eastern Turkey

2019 ◽  
Vol 24 (4) ◽  
pp. 1317-1326 ◽  
Author(s):  
Gulnaz Karatay ◽  
Nazan Gürarslan Baş
Keyword(s):  
Substance Use ◽  
High School Students ◽  
Self Efficacy ◽  
School Students ◽  
Chi Square ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Eastern Turkey ◽  
Friendship Relations ◽  
The Mean

Abstract This descriptive cross-sectional research sample was consisted of 613 high school students in Eastern Turkey. Data were collected by using the Questionnaire on Substance Use and its Causes and Self-Efficacy in the Prevention of Substance Abuse Scale (SEAPSAS). Data were analyzed with percentiles, Chi-Square, ANOVA, Kruskal Wallis, correlation and regression. Almost 40% of the students had tried smoking and 21.7% of them smoked sometimes or regularly. The mean age of students’ first cigarette use was 13.5. More than 60% of the students had tried alcohol and almost 50% of them drink alcohol sometimes or regularly. The mean score of SEAPSAS was 93.61 ± 18.99. Lower self-efficacy scores were found in males, in students who perceived themselves as unsuccessful at school, in those with negative family and friendship relations, in students who smoked, drank alcohol, who had a drug user in the family and who experienced traumatic events in a lifetime.

Academic Accountability In Texas Public Schools: 2003-2007

2011 ◽  
Vol 2 (4) ◽  
pp. 59
Author(s):  
Patrick Jaska ◽  
Patrick Hogan ◽  
Zhezhu Wen
Keyword(s):  
High School Students ◽  
Public Schools ◽  
No Child Left Behind ◽  
Student Performance ◽  
Test Scores ◽  
High Performance ◽  
Public High School ◽  
School Students ◽  
Factors Affecting ◽  
Taks Test

This study examines factors affecting test scores in a sample of thirty-seven Texas public high schools from 2003 to 2007 since the implementation of the No Child Left Behind (NCLB) Act of 2001.   The schools were chosen based upon similar tax rates and district sizes.  The Texas Assessment of Knowledge and Skills (TAKS) test was implemented in 2003 to measure the performance of Texas public high school students.  Schools are rewarded for high performance based upon the student scores on the TAKS test, which is administered once per year.  Much of the debate on student and school accountability has centered on the importance of student performance on the standardized TAKS test.  Those who oppose testing say that teachers and administrators may simply narrow the curriculum and teach the test.  Proponents of testing feel that accountability will give administrators and teachers incentives to help students learn.  As a result, many school districts in Texas have increasingly put pressure on teachers to improve test scores.

scholarly journals Temporomandibular disorders and oral habits in high-school adolescents: a public health issue?

2016 ◽  
Vol 64 (1) ◽  
pp. 8-16 ◽  
Author(s):  
Carolline Bronzeado de OLIVEIRA ◽  
Jully Anne Soares de LIMA ◽  
Pâmela Lopes Pedro da SILVA ◽  
Franklin Delano Soares FORTE ◽  
Paulo Rogério Ferreti BONAN ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Temporomandibular Disorder ◽  
Signs And Symptoms ◽  
Public Health Issue ◽  
School Students ◽  
Chi Square ◽  
Access To Treatment ◽  
Exact Test

ABSTRACT Objective: Determine the prevalence of signs and symptoms of temporomandibular disorder (TMD) and its relationship with parafunctional habits in a sample of adolescents. Methods: The sample consisted of 129 high school students, between 16 and 19 years old in public schools. Data were collected through: a questionnaire about parafunctional habits and TMD symptoms, the Fonseca's index (DMF) and a summarized protocol of clinical evaluation of the TMD signals. These data were analyzed in a descriptive way, using statistical analysis by Chi-square test (x2) and Fisher's Exact test. Results: 84.5% of individuals showed a degree of auto-reported dysfunction. The most frequent parafunctional habit was chewing gum (65.9%) while the habit of biting objects was significantly associated with the presence of TMD symptoms (p = 0.042). There was a statistically significant association between TMD symptoms with variables such as gender (p = 0.032) habits (p = 0.014) and emotional stress (p <0.01), besides the association between the need of treatment and gender (p = 0.002) and stress (p <0.01). In addition, there was an association between muscle tenderness, unilateral mastication (p = 0.045) and chewing ice / lollipop (p = 0.04). Conclusion: It was concluded that there was not only a high incidence of signs and symptoms of temporomandibular dysfunction and parafunctional habits in high school students, but also an association among them, becoming necessary to establish public policies of prevention and access to treatment for these problems for that specific age group.

scholarly journals Assessing a School Gardening Program as an Integrated Component of a Pilot Farm-to-school Initiative Based in South Carolina

2017 ◽  
Vol 27 (2) ◽  
pp. 228-234 ◽  
Author(s):  
Carl Taylor ◽  
Elizabeth B. Symon ◽  
Amy Dabbs ◽  
Alexander Way ◽  
Olivia M. Thompson
Keyword(s):  
South Carolina ◽  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Online Survey ◽  
Low Cost ◽  
Farm To School ◽  
School Students ◽  
Training Course ◽  
School Gardening

South Carolina public schools consistently rank low in academic performance. In addition, 39% of elementary, 40% of middle, and 30% of high school students within the state are classified as overweight or obese. School garden-based learning (GBL) is a low-cost and high-impact initiative that addresses both poor academic performance and childhood obesity. This study examined how school-based gardens, as part of a pilot farm-to-school (FtS) initiative, are administered and used within academic and cafeteria meal programs. An online survey was developed and sent to 102 educators who previously completed an online training course entitled School Gardening for South Carolina Educators during the 2012–15 academic school years. Data were collected from 37 educators (36% response rate). Survey results indicate that the majority of these educators, although they completed the training course, were unaware that their garden was a component of an FtS program. Moreover, gardens were not integrated with school-wide programs, especially in the cafeteria: most gardens did not contribute food to the cafeteria and meals offered most often did not align with plants learned about in the gardens. Successes of the pilot program were that the majority of educators started and maintained their garden for over 1 year and they were able to use their gardens during the day for academic instruction in multiple disciplines, including math, science, and nutrition.

scholarly journals FACTORS AFFECTING MALAYSIAN INTERNATIONAL HIGH SCHOOL STUDENTS’ PERFORMANCE: THE MODERATING EFFECT OF TRANSFORMATIONAL LEADERSHIP

2019 ◽  
Vol 7 (5) ◽  
pp. 1262-1271
Author(s):  
Reem Ismeil Alnawasreh ◽  
Mohamed Yusoff Mohd Nor ◽  
Ashairi Suliman
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
Educational Institution ◽  
Partial Least Square ◽  
Least Square ◽  
School Students ◽  
Factors Affecting ◽  
International High School

Purpose of the study: This study intends to scrutinize the factors affecting Malaysian international high school students’ academic performance. Methodology: 117 responses were collected randomly using a questionnaire. The data were analyzed using Partial Least Square (PLS) Main Findings: The findings revealed that future goals as the most crucial factor besides peers’ support, teachers’ support and self-efficacy. Furthermore, it was also disclosed that TL moderated only the self-efficacy on Academic Performance Applications of this study: The study can be used in the context of international high school field or any educational institution as academic performance is a very broad issue discussed in the educational setting Novelty/Originality of this study: Students’ academic performance (AP) is a crucial issue for parents, schools, researchers, and governments. A number of past studies have highlighted the local university students’ AP with less attention given to the performance of international high school students. Thus, this study provides insights pertaining to international high school students

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