An Empirical Study of the Incidence, Diagnosis, Treatment and Follow-Up of Academically Under-Achieving Children

1982 ◽  
Vol 3 (4) ◽  
pp. 219-230 ◽  
Author(s):  
L.F. Lowenstein
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Low Achievers ◽  
Parental Influences ◽  
High Achievers ◽  
Parent Child Relationship ◽  
School Students ◽  
Child Relationship ◽  
Males And Females

The well-known view that success leads to success and failure or frustration with learning to more failure has been investigated by Keister and Updegraff (1937). This has also been proved correct in recent years (Latta, 1978). Ample research observations exist concerning under-achievement and its aetiology or associated features. One of the more recent pieces of research refers to parental influences on a child's capacity to achieve academically (Su, 1976). Su surveyed the perceptions of parents of 352 male and female Junior high-school students who were classified as high, medium or low achievers on the basis of the differences between their expected and actual scores in school examinations. Only students scoring between 90 and 135 on the Army General Classification Test were included. Attitudes towards parents were assessed with ‘the parent/child relationship questionnaire’. Results indicate that high achievers perceive their parents more favourably than do low achievers, rating them higher in giving love and respect. Low achievers felt more rejection and neglect, and received fewer symbolic rewards and more symbolic punishments. Males more than females perceived their parents as demanding and not as showing love and care. Both males and females felt their mothers were more rejecting than their fathers.

scholarly journals Zone of proximal development and scaffolding required by junior high school students in solving mathematical problems

2021 ◽  
Vol 23 (9) ◽  
pp. 186-202
Author(s):  
D. P. Utomo ◽  
T. Santoso
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Low Achievers ◽  
High Achievers ◽  
Proximal Development ◽  
School Students ◽  
Mathematical Problems ◽  
Scaffolding Strategies

Introduction. Mathematics comprises grading concepts. It means that one specific concept can be interrelated to another concept, which embodies a continuous process. Mathematics instruction at schools is ordinarily delivered from the easiest to the hardest concepts and requires a considerably deep understanding of each concept. By acquiring the understanding, it is quite certain that students can solve mathematical problems effectively.Aim. The current research aimed to analyse and describe the Zone of Proximal Development (ZPD) and scaffolding required by junior high school students in mathematical problem-solving. There is also an attempt to describe the actual level of competence possessed by students, and to determine the level of scaffolding needed to develop students’ learning competencies.Methodology and research methods. The present research employed a qualitative method within the descriptive approach. The research sample consisted of six students who attended the ninth grade at Muhammadiyah Junior High School 1 in Malang, Indonesia. The participants were grouped based on their mathematical competence levels, i.e. two high-achievers, two average-achievers, and two low-achievers. The data collection technique is done by giving tests, interviews, and observations. As for the teaching material, geometry was chosen as the main theme, covering the topic “Volumes of a Tube and a Ball”.Results. This research revealed that ZPD of the high-achievers was effective to help them solve mathematical problems independently. Conversely, the average- and low-achievers were found to be problematic at solving mathematical problems independently. The teachers must review and restructure the scaffolding strategies, dealing intensively with students who are less competent in solving mathematical problems.The scientific novelty of the work lies in the fact that previous studies have described efforts to improve the quality of learning through scaffolding (Siyepu S., 2013). This study describes in full the scaffolding process in the classroom: identification of students’ actual abilities and potential abilities after implementing instructional scaffolding.Practical significance. Referring to the results of the research, it is suggested that teachers should be so heedful about their students’ ZPD and thus more appropriate scaffolding treatments can be applied. In addition, teachers are strongly recommended doing self-training in scaffolding and keeping the instruction for their students to analyse their answers repeatedly to avoid a fallacy in operations. Besides, teachers should prepare their students to be good problem-solvers by exposing them to various exercises. For further studies, it is highly expected that more relevant research should be conducted from different viewpoints, i.e. investigating the effective scaffolding strategies.

scholarly journals The Effectiveness of Teachers’ Corrective Feedback in Enhancing Students’ Ability to Recount Text Writing

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Irra Wahidiyati
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Corrective Feedback ◽  
Low Achievers ◽  
High Achievers ◽  
Control Group ◽  
School Students ◽  
Direct Feedback ◽  
Mixed Groups ◽  
Text Writing

Most junior high school students get some difficulties in recount text writing. The purpose of this research is to explain the kind of corrective feedback that is more effective for high achievers’, for low achievers, and for mixed groups of high and low achievers in enhancing their ability in recount text writing and explain the interaction between corrective feedback, students’ prior achievement, and ability in recount text writing. The samples are eighth-graders of SMP Agus Salim. The experiment group receives direct corrective feedback while the control group receives indirect corrective feedback. And from both groups, the researcher divides again into two groups of high and low achievers. Finally, direct feedback is more effective for mixed groups of high and low achievers. The sum of means score of the experimental group is 63.75. While the total means score of the control group is 63.50. The mean score of the high achievers that received direct corrective feedback is 62.00, while the low achievers were 65.5. And from the control group, the high achiever group mean is 66.00 while the low achiever group means is 61.00. So direct corrective feedback is better used for low achievers. 

scholarly journals The Strategies of Indonesian Junior High School Students in Learning Listening Skill

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Alfan Zuhairi ◽  
Ika Hidayanti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Cognitive Strategies ◽  
Low Achievers ◽  
High Achievers ◽  
Social Strategies ◽  
School Students ◽  
Listening Skill

The present study addresses three objectives: 1) identifying the intensity of strategies use in learning listening, 2) investigating the inter-correlation among the strategies deployment, and 3) describing how significantly successful and less successful learners differ in the use of strategies. The accessible subjects were two hundred and fifty seven students at seventh and eighth grade of junior high school in Malang, Indonesia. They were required to complete 50 items strategies questionnaire of learning listening taken from Oxford strategy taxonomy. They are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The statistical result utilizing SPSS 15 indicated that the overall strategies use were at moderate level, compensation strategies were taken as the most frequent and social strategies were used at the least frequent. Then the intercorrelation among the use of strategies showed that some of the strategies interrelated positively and significantly, while some others were not correlated. In relation to the strategies used by the two groups, the finding showed that both high achievers and low achievers were not significantly different in the applying strategies in learning listening skill.

Differential Perceptual and Motivational Patterns When Different Goals Are Adopted

1995 ◽  
Vol 17 (1) ◽  
pp. 18-34 ◽  
Author(s):  
Athanasios Papaioannou
Keyword(s):  
High School Students ◽  
Perceived Competence ◽  
Low Achievers ◽  
Differential Treatment ◽  
High Achievers ◽  
Learning Goals ◽  
High Learning ◽  
School Students ◽  
Perceived Ability ◽  
Perceived Motivational Climate

This study examined how perceived motivational climate in physical education is related to (a) perceptions of teachers’ differential treatment toward high and low achievers, (b) reported motivation and anxiety of children with high and low perceived competence during play or exercise with high- or low-ability children. One thousand three hundred ninety-three high school students completed measures of the above variables. The perception of teacher’s differential treatment was positively related to the perception of an environment emphasizing social comparison and negatively related to the perception of a climate emphasizing personal progress. Perceived competence had no effect on intrinsic motivation when extremely high learning goals were adopted. When low learning goals were adopted, motivation decreased for children with low perceived ability playing with high achievers and for children with high perceived ability playing with low achievers. A high learning-oriented climate should be created to enhance equality and maximize motivation.

scholarly journals The Relationship between Smartphone Addiction, Parent–Child Relationship, Loneliness and Self-Efficacy among Senior High School Students in Taiwan

2021 ◽  
Vol 13 (16) ◽  
pp. 9475
Author(s):  
Yao-Chung Cheng ◽  
Tian-Ai Yang ◽  
Jin-Chuan Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Senior High School ◽  
Smartphone Addiction ◽  
Parent Child Relationship ◽  
School Students ◽  
Child Relationship ◽  
Senior High School Students ◽  
Parent Child

This study explores the link between smartphone addiction in senior high-school students, parent–child relationship, loneliness, and self-efficacy on the basis of the theory of planned behavior (TPB) and social cognitive theory (SCT). A survey of 2172 students (1205 female students, 966 male students; mean age = 16.58 years, SD = 0.78) from 32 senior high schools in Taiwan was conducted. Moderation mediation analysis was performed using Model 14 of SPSS PROCESS-macro to test the hypotheses of this study. The result showed that the parent–child relationship was negatively related both to smartphone addiction and loneliness, which mediated the link between parent–child relationship and smartphone addiction. Self-efficacy was also found to moderate the level of loneliness related to smartphone addiction. Specifically, loneliness will ease when the parent–child relationship improves, and smartphone addiction will accordingly lessen. It was also discovered that the elevation of self-efficacy could mitigate the level of addiction. Lastly, this study provided parents, education agencies, and other policymakers in the education sector with implications based on these findings. Preventive measures for smartphone addiction and recommendations for future investigations are also given.

scholarly journals The role of parent-child relationship, school climate, happiness, and empathy to predict cyberbullying behavior

2020 ◽  
Vol 9 (3) ◽  
pp. 548
Author(s):  
Triantoro Safaria ◽  
Hadi Suyono
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Significant Role ◽  
Parent Child Relationship ◽  
School Students ◽  
Child Relationship ◽  
Senior High School Students ◽  
Parent Child

The lack of research on cyberbullying among Indonesian adolescents has become one of the critical arguments of this research. This study aimed to discover the factors that contribute to cyberbullying. This study took samples of students from three schools. The sample was 112 junior to senior high school students. The findings of this study indicate that school climate, parent-child relationship, and empathy have a significant role that encourages cyberbullying.

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