scholarly journals Students’ Computer Literacy and Academic Performance

2021 ◽  
Vol 3 (6) ◽  
pp. 29-42
Author(s):  
Alona Medalia Cadiz-Gabejan ◽  
Melinda Jr C. Takenaka
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Computer Literacy ◽  
Word Processing ◽  
Intervention Program ◽  
Classroom Intervention ◽  
School Students ◽  
School Year ◽  
The Mean

This study determined the level of computer literacy and its influence on the academic performance of junior high school students. Specifically, it probed into the students’ attitude toward computers and sought answers to the following: the extent of students’ computer literacy in terms of Word Processing, Spreadsheet, Presentation, and General Computing; their academic performance based on the mean percentage scores during the first and second quarters of the school year 2019-2020; issues and problems encountered by them relative to the extent of their computer literacy; and the solutions that may be suggested by themselves to address the constraints they encountered relative to the extent of their computer literacy. Also, by employing descriptive-correlational analysis, the study examined the significant differences in the extent of students’ computer literacy in said areas when paired according to their attitude toward computers and the significant relationship between their academic performance and the extent of their computer literacy in terms of the identified areas. Generally, the findings of the study revealed that the students needed to enhance the extent of their computer literacy in the areas of word processing, spreadsheet, presentation, and general computing. The results also signified that the greater the extent of their computer literacy in said areas, the higher their academic performance. This implied that classroom intervention activities are imperative to enhance the extent of the students' computer literacy. Thus, teachers should support them by implementing an intervention program that improves students’ level of computer literacy in the specific areas mentioned.

scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Gender dysphoria in adolescent population: A 5-year replication study

2019 ◽  
Vol 24 (2) ◽  
pp. 379-387 ◽  
Author(s):  
Riittakerttu Kaltiala-Heino ◽  
Marja Työläjärvi ◽  
Nina Lindberg
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Gender Dysphoria ◽  
School Students ◽  
Female Youth ◽  
Adolescent Population ◽  
School Year ◽  
Considerable Impact ◽  
Clinically Significant ◽  
The Impact

The aim of this study was to explore whether there has been an increase in prevalence and changes in sex ratio in feelings of gender dysphoria (GD) in an adolescent population in Northern Europe, and to study the impact of invalid responding on this topic. We replicated an earlier survey among junior high school students in Tampere, Finland. All first and second year students, aged 16–18, in the participating schools were invited to respond to an anonymous classroom survey on gender experience during the 2012–2013 school year and in the spring and autumn terms of 2017. Gender identity/GD was measured using the GIDYQ-A. A total of 318 male and 401 female youth participated in 2012–2013, and 326 male and 701 female youth in 2017. In the earlier survey, the GIDYQ-A scores, both among males and females, were strongly skewed toward a cis-gender experience with very narrow interquartile ranges. Of males, 2.2%, and of females, 0.5% nevertheless reported possibly clinically significant GD. The 2017 GIDYQ-A distribution was similarly skewed. The proportion of those reporting potentially clinically significant GD was 3.6% among males and 2.3% among females. Validity screening proved to have a considerable impact on conclusions. GD seems to have increased in prevalence in the adolescent population.

scholarly journals Visual impairment, spectacle wear and academic performance among junior high school students in western China

2019 ◽  
Author(s):  
Jingchun Nie ◽  
Wei Nie ◽  
Ming Mu ◽  
Lifang Zhang ◽  
Shuyi Song ◽  
...  
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Visual Impairment ◽  
Junior High School ◽  
Maternal Education ◽  
Junior High ◽  
Shaanxi Province ◽  
Western China ◽  
School Students ◽  
Mathematics Examination

AbstractIn September 2013, 2248 students from 36 junior high schools in Shaanxi Province underwent assessment of visual acuity (VA), completed a questionnaire about their spectacle use and were administered a standardized mathematics examination. Among 2,248 students (mean age 13.6 years, 52% male), visual impairment was present in 699 (31%, 95% Confidence Interval 29-33%). Spectacle wear was observed in 360 of 966 children needing glasses (37%). Ownership of spectacles among children needing glasses was associated with poorer uncorrected vision in the better-seeing eye (P <0.001) and paternal educational (p=0.001), but not age, sex, boarding at school, both parents having out-migrated for work or maternal education. Spectacle ownership among children with visual impairment was associated with better test performance (P=0.035). Therefore, visual impairment and non-wear of spectacle were common. Wearing spectacles was associated with better academic performance in this cross-sectional analysis, consistent with recent trial results among younger children.

scholarly journals Comparative Study on Teaching Reading Using Know, Want, Learnt (KWL) and Direct Instruction Method (DIM)

2018 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Gabriela Puspita Nagri ◽  
Ngadiso Ngadiso ◽  
Teguh Sarosa
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reading Skill ◽  
Reading Test ◽  
Control Group ◽  
Teaching Reading ◽  
School Students ◽  
Significant Difference ◽  
The Mean ◽  
Experimental Group

<p>The aims of this research are to find out: (1) whether there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM; and (2) whether KWL method is more effective than DIM to teach reading. This experimental study used 22 students for the experimental group and 22 students for the control group. The data were collected by using reading test and then analyzed by using t-test formula. The computation of the data shows that the t-observation (t<sub>o</sub>) is 1.988, which is higher than the t-table <sub>(42,</sub> <sub>0.05)</sub>: 1.960. Therefore, it can be concluded that there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM. The mean of the group of students taught by using KWL method is 75.14, while the mean of the group of students taught  by using DIM is 69.13. Therefore, it can be concluded that KWL method is more effective to teach reading than DIM for junior high school students.</p>

scholarly journals Rancang Bangun Sistem Informasi Analisis Kepuasan dalam Proses Belajar Mengajar di SMA Negeri 3 Mataram Menggunakan MetodeQuality Function Deployment

2020 ◽  
Vol 2 (2) ◽  
pp. 227-236
Author(s):  
Wahda Farah Batari ◽  
Budi Irmawati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Learning Process ◽  
Quality Function Deployment ◽  
School Quality ◽  
Evaluation Process ◽  
School Students ◽  
School Year

A senior high school is responsible to deliver competitive human resources. A high school that has good facilities are more popular and attractive for junior high school students. To evaluate the school quality of service, we build a system to analyze the student's satisfaction with the learning process and services.  To conduct the analysis, an information system was built to identify what components of the learning process needed to be improved. The method used is Quality Function Deployment (QFD) that clearly defines the needs and the expectations of students. The evaluation process was done by asking students to fill out a satisfaction questionnaire through the system. To get the analysis continuously this evaluation process can be carried out annually at the end of each school year. By using this computerized system, the evaluation results are obtained faster and more accurate.

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