scholarly journals Time perspective, approaches to learning, and academic achievement in secondary students

2017 ◽  
Vol 55 ◽  
pp. 61-68 ◽  
Author(s):  
Isabel Nunes Janeiro ◽  
António Manuel Duarte ◽  
Alexandra M. Araújo ◽  
Ana Inocêncio Gomes
Keyword(s):  
Academic Achievement ◽  
Secondary Students ◽  
Time Perspective ◽  
Approaches To Learning

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

Childhood Social Skills as Predictors of Middle School Academic Adjustment

2016 ◽  
Vol 37 (6) ◽  
pp. 825-851 ◽  
Author(s):  
Gordon Emmett Hall ◽  
James Clyde DiPerna
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Social Skills ◽  
Academic Adjustment ◽  
Approaches To Learning ◽  
Academic Skills ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Achievement Data ◽  
Kindergarten Class

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

scholarly journals RELATIONSHIP AMONG LOCUS OF CONTROL, PERSONALITY AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN SOKOTO METOPOLIS

2018 ◽  
Vol 14 (1) ◽  
pp. 15
Author(s):  
Sadiya Magaji Haliru
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Secondary Students ◽  
Significant Relationship ◽  
Personal Data ◽  
School Students ◽  
Academic Achievements ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
The Relationship

The main purpose of this study was to determine the relationship among locus of control, personality and academic achievements of senior secondary Students in Sokoto metropolis. The samples were drawn from a total of 360 students in seven senior secondary schools purposively selected in Sokoto metropolis. For this study, adopted version of Olumolaye’s self-other motivation scale, an adopted version of Akimboye’s subscale A of adolescent personal data inventory and students' JS III examination results of English, Mathematics, Integrated Science and Social studies to measure the variables of locus of control, personality and academic achievements. Four hypotheses were generated and tested in this study. Multiple regression analysis and Pearson product moment correlation coefficient were used to analyze data collected. Result of the study showed that there exist significant relationship among locus of control, personality and academic achievement, a significant relationship exists between the personality of students and their academic achievement. One of the recommendations of this study is that teachers and counsellors should attempt to handle students individually as students vary on the locus of control scale and personality.

scholarly journals Nomophobic Prevalence and Academic Achievement of Higher Secondary Students Practicing Blended Learning during COVID-19 Pandemic

2021 ◽  
pp. 871-877
Author(s):  
Jijish Elias ◽  
P. M. Jayalakshmy ◽  
K. Jayaraman ◽  
M. Mirunalini ◽  
Issac Paul
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Secondary Students ◽  
Learning Process ◽  
Rating Scale ◽  
Smart Phone ◽  
Learning Activities ◽  
Smartphone Addiction ◽  
Adolescent Students ◽  
Mobile Phone Usage

Introduction: Smartphone usage for academic and non academic processes increased among the adolescent students, especially among Higher Secondary students. This increased usage developed a kind of addiction among them towards the smartphones and other mobile gadgets. The mode of delivering learning experiences also changed due to the pandemic and this makes the need of the current study. Aim: To identify the smartphone addiction termed as nomophobia and academic achievement of higher secondary students during blended learning activities which known for the mixing of appropriate theories, methods and technologies to optimise learning in a particular context. Materials and Methods: A standardised nomophobic rating scale utilised to check the extent of smartphone addiction among the higher secondary students. Their academic achievement is identified using an achievement test in the relevant subject. The higher secondary students from Kerala constitute the population of the current study and 30 among them practicing blended learning activities are selected for the study in a convenient manner. Results: The results show that students are more prevalent to the smart phone addiction during the blended learning process. The male students show a higher level of smartphone addiction when compared to their female counterparts while academic achievement does not differ with respect to gender. Locality of the higher secondary students has no significant role on their nomophobic prevalence and academic achievement.  Nomophobic prevalence correlated negatively with academic achievement but not at a significant level. Conclusion:  This study reveals the major issues about the need for adequate supervision of adolescent mobile phone usage especially during blended learning. It also emphasises the need and importance of timely interventions from teachers, parents, and professionals as the learning process shifted to blended methods after the pandemic among higher secondary level.

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